Pub Date : 2023-06-30DOI: 10.46392/kjge.2023.17.3.139
Sue Jin Park
This study examined how Korean learners perceive machine translation in Korean writing class, what the characteristics of machine-translated texts are, and what patterns appear depending on the level of Korean proficiency. Based on these results, this study aimed to suggest how machine translation in Korean writing class would help both of instructors and students. According to a survey of 77 Korean learners, 96% use machine translation and about 90% find it convenient. For beginners, most used machine translation when translating their native language into Korean, while intermediate and advanced learners used machine translation when translating Korean into their native language. Machine translation was mainly used for learning written language. In the second survey of same population, more than 98% of learners recognized that machine translation was convenient but inaccurate, and 97% required that there would be activities to use machine translation which could also provide feedback during class time. In sum, advanced level learners reviewed and modified machine-translated results more carefully than beginners and intermediate level learners, while beginners reviewed and modified less carefully than intermediate and advanced level learners. Thus based on this study, the teaching and learning methods for using machine translation in the writing class were presented as ‘1) finding problems and correcting one’s own language knowledge through self-correction after using machine translation, 2) discovering the differences between one’s mother tongue and Korean through back-translation activities, 3) discovering and using ways to reduce machine translation errors, where 4) the instructor should guide learners to discover cultural elements and provide explicit feedback., discovering various translations according to translation purpose and intention through cooperative activities.’
{"title":"L2 Writing in a Machine Translation-based Korean Writing Class －Learner Perceptions and Characteristics of Translated Texts","authors":"Sue Jin Park","doi":"10.46392/kjge.2023.17.3.139","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.3.139","url":null,"abstract":"This study examined how Korean learners perceive machine translation in Korean writing class, what the characteristics of machine-translated texts are, and what patterns appear depending on the level of Korean proficiency. Based on these results, this study aimed to suggest how machine translation in Korean writing class would help both of instructors and students. According to a survey of 77 Korean learners, 96% use machine translation and about 90% find it convenient. For beginners, most used machine translation when translating their native language into Korean, while intermediate and advanced learners used machine translation when translating Korean into their native language. Machine translation was mainly used for learning written language. In the second survey of same population, more than 98% of learners recognized that machine translation was convenient but inaccurate, and 97% required that there would be activities to use machine translation which could also provide feedback during class time. In sum, advanced level learners reviewed and modified machine-translated results more carefully than beginners and intermediate level learners, while beginners reviewed and modified less carefully than intermediate and advanced level learners. Thus based on this study, the teaching and learning methods for using machine translation in the writing class were presented as ‘1) finding problems and correcting one’s own language knowledge through self-correction after using machine translation, 2) discovering the differences between one’s mother tongue and Korean through back-translation activities, 3) discovering and using ways to reduce machine translation errors, where 4) the instructor should guide learners to discover cultural elements and provide explicit feedback., discovering various translations according to translation purpose and intention through cooperative activities.’","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":" 26","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132158763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.46392/kjge.2023.17.3.25
Kyung-Ae Kyung-Ae
This study analyzes the machine learning and deep learning models that were used to forecast the satisfaction effect of classics reading classes. The following were the main findings of the comparison of their predictive abilities. First, the traditional regression model is somewhat low in coefficient of determinant. Second, the decision tree models predicts the satisfaction effect of classics reading classes better than the traditional regression model. Third, when we predict the learning effects of classics reading lessons, the support vector machine models show the high predictive power with the high coefficients of determination and low RMSE. Fourth, when we predict the learning effects of classics reading lessons, the deep neural network models also show the higher predictive power with appropriate epochs and batch sizes. Thus, since the machine learning and deep learning models can predict the satisfaction of classics reading classes more accurately, we need to adopt the machine learning and deep learning models to predict the satisfaction of classics reading classes using the learning variables.
{"title":"Artificial Intelligence and Learning Effects of Reading Classics","authors":"Kyung-Ae Kyung-Ae","doi":"10.46392/kjge.2023.17.3.25","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.3.25","url":null,"abstract":"This study analyzes the machine learning and deep learning models that were used to forecast the satisfaction effect of classics reading classes. The following were the main findings of the comparison of their predictive abilities. First, the traditional regression model is somewhat low in coefficient of determinant. Second, the decision tree models predicts the satisfaction effect of classics reading classes better than the traditional regression model. Third, when we predict the learning effects of classics reading lessons, the support vector machine models show the high predictive power with the high coefficients of determination and low RMSE. Fourth, when we predict the learning effects of classics reading lessons, the deep neural network models also show the higher predictive power with appropriate epochs and batch sizes. Thus, since the machine learning and deep learning models can predict the satisfaction of classics reading classes more accurately, we need to adopt the machine learning and deep learning models to predict the satisfaction of classics reading classes using the learning variables.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129191481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-30DOI: 10.46392/kjge.2023.17.2.197
M. Jung
With the development of modern science in the era of the 4th industrial revolution, the necessity of science education is in more demanded than even for cultivating convergent human resources to meet the needs of the times and for understanding science at the liberal arts level. Liberal science education is essential for all college students in order for them to achieve any level of prosperity in a society that so steeped in science and technology, as is our current, modern society. However, It is an important issue for us to consider whether or not the liberal arts enhances science and scientific literacy.In this study, the necessity of liberal science education in the era of the 4th industrial revolution was examined, and the case studies of basic science and integrated science education were studied for a more effective educational experience of university liberal arts students. The course content and class operation method of and were reviewed. Also, the distribution of the grades of students majoring in science and engineering, as wlee as those of non-science majors, were analyzed, along with the contents of questionnaires and course evaluation results. Through the operation results of the two subjects, the operation methods of classes are checked to examine the problems and to come up with some improvements for liberal sciences education. For more effective liberal sciences education in university, it is suggested that liberal sciences classes should be operated by dividing students into science and engineering departments and non-science departments according to their majors.
{"title":"Proposal for effective Operation of Liberal Science Education in University－Focusing on case studies of 〈University Basic Physics〉 and 〈Introduction to Natural Science〉","authors":"M. Jung","doi":"10.46392/kjge.2023.17.2.197","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.2.197","url":null,"abstract":"With the development of modern science in the era of the 4th industrial revolution, the necessity of science education is in more demanded than even for cultivating convergent human resources to meet the needs of the times and for understanding science at the liberal arts level. Liberal science education is essential for all college students in order for them to achieve any level of prosperity in a society that so steeped in science and technology, as is our current, modern society. However, It is an important issue for us to consider whether or not the liberal arts enhances science and scientific literacy.In this study, the necessity of liberal science education in the era of the 4th industrial revolution was examined, and the case studies of basic science and integrated science education were studied for a more effective educational experience of university liberal arts students. The course content and class operation method of and were reviewed. Also, the distribution of the grades of students majoring in science and engineering, as wlee as those of non-science majors, were analyzed, along with the contents of questionnaires and course evaluation results. Through the operation results of the two subjects, the operation methods of classes are checked to examine the problems and to come up with some improvements for liberal sciences education. For more effective liberal sciences education in university, it is suggested that liberal sciences classes should be operated by dividing students into science and engineering departments and non-science departments according to their majors.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122423610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-30DOI: 10.46392/kjge.2023.17.2.55
Yong-hoon Choi
For critical thinking education in the liberal arts, virtuous disposition education is essential. Simply teaching logical thinking skills is no different from mass-producing sophists who are good at forensics. One way to meet the goal of critical thinking education for cultivating educated people is to use classic texts in the humanities. The strength of such texts is that students are not only able to think about desirable human and social aspects by reading them, but they can also become the main character themselves and use critical thinking for the best decision-making and problem solving possible. I would like to show that critical thinking education in liberal arts education is possible by using Albert Camus’ novel The Plague. First, the first-person point of view of the novel was introduced as material for consideration to provide a focal point for the students on which they could concentrate. Following this, various questions were provided worthy of serious consideration. Students were able to think for themselves about these questions and to share their thoughts with each other during the discussion process. Next, students were able to logically analyze, evaluate, and improve their thinking process. To this end, arguments and errors were extracted and presented from the thoughts of the characters of the novel. In short, through this classic text, students were able to become the protagonists of a story very similar to the pandemic situation of our current time, indirectly experiencing various problematic situations and contemplating solutions, thereby becoming critical thinkers with critical thinking skills and dispositions at the same time.
{"title":"Critical Thinking Education Using Classic Texts in Humanities－Focusing on The Plague","authors":"Yong-hoon Choi","doi":"10.46392/kjge.2023.17.2.55","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.2.55","url":null,"abstract":"For critical thinking education in the liberal arts, virtuous disposition education is essential. Simply teaching logical thinking skills is no different from mass-producing sophists who are good at forensics. One way to meet the goal of critical thinking education for cultivating educated people is to use classic texts in the humanities. The strength of such texts is that students are not only able to think about desirable human and social aspects by reading them, but they can also become the main character themselves and use critical thinking for the best decision-making and problem solving possible. I would like to show that critical thinking education in liberal arts education is possible by using Albert Camus’ novel The Plague. First, the first-person point of view of the novel was introduced as material for consideration to provide a focal point for the students on which they could concentrate. Following this, various questions were provided worthy of serious consideration. Students were able to think for themselves about these questions and to share their thoughts with each other during the discussion process. Next, students were able to logically analyze, evaluate, and improve their thinking process. To this end, arguments and errors were extracted and presented from the thoughts of the characters of the novel. In short, through this classic text, students were able to become the protagonists of a story very similar to the pandemic situation of our current time, indirectly experiencing various problematic situations and contemplating solutions, thereby becoming critical thinkers with critical thinking skills and dispositions at the same time.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126666919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-30DOI: 10.46392/kjge.2023.17.2.239
Youngah Jo
My study analyzed and considered the error patterns that appear in discussion classes for university freshmen, focusing on their papers and discourse for discussion. Debate is the activity of asking and answering questions regarding the justification for an argument. The conclusion and the ground, or the basis for supporting a certain conclusion, constitute an argument. The conclusion is well justified when the ground supports the conclusion well, is acceptable, and contains content that can answer the counterargument. Therefore, whether or not the arguments in any given discussion were erroneous was analyzed on the basis of the acceptability, relevance, and sufficiency of the aforementioned grounds. A wide range of discussion errors appeared in both the composition and presentation level of the argument, and the process of asking and answering the reason by constructing the argument. In particular, I often found that grounds unrelated to the conclusions were presented by ‘begging the question’, ‘appealing to the majority’, or simply by confusing the meaning of the concept. In addition, errors were found that provided grounds which were difficult to accept or provided grounds which did not sufficiently support the conclusions. My analysis of error patterns found in discussions is significant for providing a basis for discussion classes in universities which apply various thinking experiments in order for us to move in the direction of expanding the depth and breadth of our students' thoughts.
{"title":"An Analysis of Error Aspects in the Discussions of University Freshmen","authors":"Youngah Jo","doi":"10.46392/kjge.2023.17.2.239","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.2.239","url":null,"abstract":"My study analyzed and considered the error patterns that appear in discussion classes for university freshmen, focusing on their papers and discourse for discussion. Debate is the activity of asking and answering questions regarding the justification for an argument. The conclusion and the ground, or the basis for supporting a certain conclusion, constitute an argument. The conclusion is well justified when the ground supports the conclusion well, is acceptable, and contains content that can answer the counterargument. Therefore, whether or not the arguments in any given discussion were erroneous was analyzed on the basis of the acceptability, relevance, and sufficiency of the aforementioned grounds. A wide range of discussion errors appeared in both the composition and presentation level of the argument, and the process of asking and answering the reason by constructing the argument. In particular, I often found that grounds unrelated to the conclusions were presented by ‘begging the question’, ‘appealing to the majority’, or simply by confusing the meaning of the concept. In addition, errors were found that provided grounds which were difficult to accept or provided grounds which did not sufficiently support the conclusions. My analysis of error patterns found in discussions is significant for providing a basis for discussion classes in universities which apply various thinking experiments in order for us to move in the direction of expanding the depth and breadth of our students' thoughts.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126931192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-30DOI: 10.46392/kjge.2023.17.2.227
Hye-Soon Lim
In the 2010s, universities recognized the limitations of lecture-oriented teaching methods and are expanding the educational method in which students actively participate in learning. Although the educational effects of small group activities such as improving one’s communication ability, one’s problem-solving ability, and one’s interpersonal competency have been proven, learners have many complaints about such teaching methods.This study intends to investigate how learners perceive group activities that are conducted in parallel with the class and to find ways to effectively operate group activities in college liberal arts classes. To this end, this study conducted a survey on how group activities are perceived by students who took the liberal arts classes as courses in S University. According to the survey, students recognize that group activities are necessary but are reluctant to do small group activities because of the burden of carrying out a class assignment while communicating with unfamiliar schoolmates, as well as the anxiety they feel about having to work with schoolmates that are not diligent.Therefore, this study suggests that we strengthen the motivation for group activities, to reinforce the function of peer evaluation, and to provide effective feedback as professors regarding group activities as ways to effectively operate small group activities in college liberal arts classes. Through these methods, it is expected that students will be able to reduce their negative perception of group activities, recognize the meaning and value of collaboration, and be able to achieve learning effects such as improving their communication and problem-solving abilities.
{"title":"Effective Management Plan of Group Activities in College Liberal Arts Classes","authors":"Hye-Soon Lim","doi":"10.46392/kjge.2023.17.2.227","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.2.227","url":null,"abstract":"In the 2010s, universities recognized the limitations of lecture-oriented teaching methods and are expanding the educational method in which students actively participate in learning. Although the educational effects of small group activities such as improving one’s communication ability, one’s problem-solving ability, and one’s interpersonal competency have been proven, learners have many complaints about such teaching methods.This study intends to investigate how learners perceive group activities that are conducted in parallel with the class and to find ways to effectively operate group activities in college liberal arts classes. To this end, this study conducted a survey on how group activities are perceived by students who took the liberal arts classes as courses in S University. According to the survey, students recognize that group activities are necessary but are reluctant to do small group activities because of the burden of carrying out a class assignment while communicating with unfamiliar schoolmates, as well as the anxiety they feel about having to work with schoolmates that are not diligent.Therefore, this study suggests that we strengthen the motivation for group activities, to reinforce the function of peer evaluation, and to provide effective feedback as professors regarding group activities as ways to effectively operate small group activities in college liberal arts classes. Through these methods, it is expected that students will be able to reduce their negative perception of group activities, recognize the meaning and value of collaboration, and be able to achieve learning effects such as improving their communication and problem-solving abilities.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127669259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-30DOI: 10.46392/kjge.2023.17.2.217
Ok-han Yoon
The purpose of this study is to investigate the educational applications of the metaverse and to gather empirical data on its uses. The metaverse encompasses various types applications, such as augmented reality, life logging, a mirror world, and a virtual world. Many universities have already incorporated or are planning to introduce the metaverse into their curricula or non-curricular events. In conclusion, metaverse literacy is becoming increasingly important in liberal arts education, and in order for instructors to effectively use these tools in their classes, it is necessary for them to employ a variety of platforms as motivational tools.
{"title":"Exploring the Use of the Metaverse in Liberal Arts Education","authors":"Ok-han Yoon","doi":"10.46392/kjge.2023.17.2.217","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.2.217","url":null,"abstract":"The purpose of this study is to investigate the educational applications of the metaverse and to gather empirical data on its uses. The metaverse encompasses various types applications, such as augmented reality, life logging, a mirror world, and a virtual world. Many universities have already incorporated or are planning to introduce the metaverse into their curricula or non-curricular events. In conclusion, metaverse literacy is becoming increasingly important in liberal arts education, and in order for instructors to effectively use these tools in their classes, it is necessary for them to employ a variety of platforms as motivational tools.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133268389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-30DOI: 10.46392/kjge.2023.17.2.11
Kang-shik Choi, Cheolsung Park
This paper conducted an empirical analysis of the effect of awareness of the importance of liberal arts education on individual wages, job satisfaction, and non-cognitive ability using data from the 11th and 18th supplementary surveys of the 「Korea Labor and Employment Panel Survey」.The main findings were as follows: First, individuals who recognized that liberal arts education in college was important received approximately 9% to 13% higher hourly wages in the labor market after graduation than individuals who did not. Second, individuals who recognized that liberal arts education was helpful in their work life had higher overall job satisfaction than individuals who did not, and highly valued the work they were doing. Third, individuals with a positive perception of liberal arts education showed a locus of control score (one of the measures of non-cognitive ability) of about 0.15 standard deviation points higher than those who did not. This accounts for about one-tenth of the wage gaps generated by the differences in the degrees of perception regarding liberal arts educationThis result is presumed to be because liberal arts education cultivates both cognitive and non-cognitive abilities, and at the same time, liberal arts education is more effective in an uncertain environment than in a stable one.
{"title":"The Effect of the Awareness of the Importance of Liberal Education on the Wage and Job Satisfaction in the Labor Market","authors":"Kang-shik Choi, Cheolsung Park","doi":"10.46392/kjge.2023.17.2.11","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.2.11","url":null,"abstract":"This paper conducted an empirical analysis of the effect of awareness of the importance of liberal arts education on individual wages, job satisfaction, and non-cognitive ability using data from the 11th and 18th supplementary surveys of the 「Korea Labor and Employment Panel Survey」.The main findings were as follows: First, individuals who recognized that liberal arts education in college was important received approximately 9% to 13% higher hourly wages in the labor market after graduation than individuals who did not. Second, individuals who recognized that liberal arts education was helpful in their work life had higher overall job satisfaction than individuals who did not, and highly valued the work they were doing. Third, individuals with a positive perception of liberal arts education showed a locus of control score (one of the measures of non-cognitive ability) of about 0.15 standard deviation points higher than those who did not. This accounts for about one-tenth of the wage gaps generated by the differences in the degrees of perception regarding liberal arts educationThis result is presumed to be because liberal arts education cultivates both cognitive and non-cognitive abilities, and at the same time, liberal arts education is more effective in an uncertain environment than in a stable one.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114996817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-30DOI: 10.46392/kjge.2023.17.2.115
Do-in Han
Shakespeare is an icon of literature that transcends time and language and a cultural content that transcends genres. Especially Shakespeare which have been reproduced intertextuality is not a British speciality, but an essential content of liberal arts education in the flow of convergence culture in this global era.To have logical approach to the various representations of Shakespeare, the concept of intertextuality is closely examined at the beginning, from Kristeva to the present, which is theoretical link that connects the classics and the modern.Tom Stoppard’s Rosencrantz and Guildenstern are Dead is a modern reproduction of Shakespeare’s Hamlet, clearly shows the absurdity of modern life by drawing insignificant characters around the main character, Hamlet.Ophelia, a novel intertextually rewritten Hamlet from a woman's point of view and produced as a movie presents a new defamiliarized perspective to modern readers/learners through genre transformation as well as ending transformation.Hamlet and Yeonsan, two plays directed by Lee in Korea, are the discernible examples of Korean intertextual representations which show regional and cultural characteristics of Korea, that is, an outside of the Anglo-American region. By representing Shakespeare's Hamlet using both Korean symbols, dances, and songs abd western acting style, it suggests the process of expanding intertextuality into interculturality. In addition, it can be said that readers/learners’ literacy to the classics should be preceded to secure the global value of Koreanization.Understanding modern adaptations of Shakespeare is an essential backup for leaders/learners to decipher the synthetic syndrome of global culture of the moment. Therefore, as liberal art education content, it seems necessary to recommend to readers/learners who need to develop critical literacy to understand the current cultural trend to read the intertextually reproduced Shakespeare.
{"title":"Shakespeare as Liberal Art Education Contents－Intertextuality and Reading Intertextually Reproduced Modern Hamlets","authors":"Do-in Han","doi":"10.46392/kjge.2023.17.2.115","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.2.115","url":null,"abstract":"Shakespeare is an icon of literature that transcends time and language and a cultural content that transcends genres. Especially Shakespeare which have been reproduced intertextuality is not a British speciality, but an essential content of liberal arts education in the flow of convergence culture in this global era.To have logical approach to the various representations of Shakespeare, the concept of intertextuality is closely examined at the beginning, from Kristeva to the present, which is theoretical link that connects the classics and the modern.Tom Stoppard’s Rosencrantz and Guildenstern are Dead is a modern reproduction of Shakespeare’s Hamlet, clearly shows the absurdity of modern life by drawing insignificant characters around the main character, Hamlet.Ophelia, a novel intertextually rewritten Hamlet from a woman's point of view and produced as a movie presents a new defamiliarized perspective to modern readers/learners through genre transformation as well as ending transformation.Hamlet and Yeonsan, two plays directed by Lee in Korea, are the discernible examples of Korean intertextual representations which show regional and cultural characteristics of Korea, that is, an outside of the Anglo-American region. By representing Shakespeare's Hamlet using both Korean symbols, dances, and songs abd western acting style, it suggests the process of expanding intertextuality into interculturality. In addition, it can be said that readers/learners’ literacy to the classics should be preceded to secure the global value of Koreanization.Understanding modern adaptations of Shakespeare is an essential backup for leaders/learners to decipher the synthetic syndrome of global culture of the moment. Therefore, as liberal art education content, it seems necessary to recommend to readers/learners who need to develop critical literacy to understand the current cultural trend to read the intertextually reproduced Shakespeare.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121563287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-30DOI: 10.46392/kjge.2023.17.2.149
Cinthia M. Chong
The goal of the current study is to determine whether online liberal arts English classes can improve students' cultural awareness and interest. The online English learning environment has drawn a lot of attention from EFL educators as a result of the COVID-19 epidemic. There are several factors that have an impact on the culture aspects of EFL learning. Yet, there is scant research showing how certain features of culture learning can be effectively applied in the Korean EFL context.This study investigates the links between English language proficiency, pre-interest, and interactions with instructors to determine whether aspects of online liberal arts English classes have a favorable impact on students' interest in foreign cultures. Participants came from 84 Listening, Reading, Speaking I and II classes, totaling 1,421. With the use of Microsoft Teams, the classes were delivered online for 15 weeks. After that, a survey was used to measure students’ pre-interest in English language learning, language achievement, interactions with professors, and cultural understanding. The results of that survey—which used the Naver Office Form—were evaluated using SPSS version 26 to examine any relevant statistics.The findings identified three factors that contribute to students' cultural understanding and interest in online liberal arts English classes. Among these factors, interactions with instructors had the most significant impact, followed by pre-interest and language proficiency. The data suggests that interactions with professors during online EFL classes play a more critical role in promoting students' understanding and interest in other cultures than factors such as English language achievement and pre-interest in English. The effect was particularly pronounced in speaking I and II classes. Therefore, it is crucial for educators to utilize various methods and technologies to encourage interactions between students and professors in online EFL classes. This study makes a significant contribution to the literature by analyzing the specific factors that influence students' cultural understanding and interest and highlighting the critical role of interactions with professors in online liberal arts English classes.
{"title":"The Influence of Online Liberal Arts English on College Students’ Intercultural Interest","authors":"Cinthia M. Chong","doi":"10.46392/kjge.2023.17.2.149","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.2.149","url":null,"abstract":"The goal of the current study is to determine whether online liberal arts English classes can improve students' cultural awareness and interest. The online English learning environment has drawn a lot of attention from EFL educators as a result of the COVID-19 epidemic. There are several factors that have an impact on the culture aspects of EFL learning. Yet, there is scant research showing how certain features of culture learning can be effectively applied in the Korean EFL context.This study investigates the links between English language proficiency, pre-interest, and interactions with instructors to determine whether aspects of online liberal arts English classes have a favorable impact on students' interest in foreign cultures. Participants came from 84 Listening, Reading, Speaking I and II classes, totaling 1,421. With the use of Microsoft Teams, the classes were delivered online for 15 weeks. After that, a survey was used to measure students’ pre-interest in English language learning, language achievement, interactions with professors, and cultural understanding. The results of that survey—which used the Naver Office Form—were evaluated using SPSS version 26 to examine any relevant statistics.The findings identified three factors that contribute to students' cultural understanding and interest in online liberal arts English classes. Among these factors, interactions with instructors had the most significant impact, followed by pre-interest and language proficiency. The data suggests that interactions with professors during online EFL classes play a more critical role in promoting students' understanding and interest in other cultures than factors such as English language achievement and pre-interest in English. The effect was particularly pronounced in speaking I and II classes. Therefore, it is crucial for educators to utilize various methods and technologies to encourage interactions between students and professors in online EFL classes. This study makes a significant contribution to the literature by analyzing the specific factors that influence students' cultural understanding and interest and highlighting the critical role of interactions with professors in online liberal arts English classes.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121102627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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