• Journal of Digital Contents Society
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• v.12 no.1
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• pp.123-131
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• 2011

The purpose of this study is to discover if the use of computer technologies in computer-assisted language learning, in the aspect of vocabulary learning, is both effective and useful. The technique of using multimedia lessons, using the computer, offers a variety of language learning tasks in relation to the four basic language learning skills. Korean students have been accustomed to a cramming style of education, and they utilize rote memorization for learning vocabulary. This study consisted of surveys and experiments, using specific multimedia language learning courseware exercises on three different age groups. The study explores the issues and problems that followed, and how teachers could effectively apply or enhance their vocabulary teaching through computer-assisted multimedia which is suited for a variety of levels versus the classroom off-line vocabulary learning application which is suited to one level.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.4 no.4
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• pp.595-617
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• 2010

This paper proposes a novel of a personalized Computer Assisted Language Learning (CALL) system based on learner's cognitive abilities related to foreign language proficiency. In this CALL system, a strategy of retrieval learning, a method of learning memory cycle, and a method of repeated learning are applied for effective vocabulary memorization. The system is designed to offer personalized learning based on cognitive abilities related to the human language process. For this, the proposed CALL system has a cognitive diagnosis module which can measure five types of cognitive abilities. The results of this diagnosis are used to create dynamic learning scenarios for personalized learning and to evaluate user performance in the learning. This system is also designed in order to have users be able to create learning word lists and to share them simply with various functions based on open APIs. Additionally, through experiments, it has shown that this system helps students to learn English vocabulary effectively and enhances their foreign language skills.

• Journal of the Korea Society of Computer and Information
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• v.28 no.5
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• pp.189-196
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• 2023

This study aims to show that "Computer-assisted language learning (CALL)" and "Mobile-based language learning (MALL)" actually influence education, deviating from the traditional "drill and practice" method in foreign language education and learning due to the development of information and communication technology (IT). Specifically, for first-year college students who have relatively poor English skills and do not feel enough motivation for English learning, I will produce educational video content using multimedia authoring tools and upload it to the e-learning system. Video content is configured to be accessed and utilized through various media such as computers, smartphones, tablets, laptops, etc. Ultimately, an exploration of educational value behind the utilization of IT devices in English language Teaching(ELT) and the Second Language Acquisition (SLA) theory behind effective instructional use of such technology are presented. That is to say, the effectiveness of language learning using information and communication technology (IT) is introduced. The article closes by suggesting how to use computers and mobile media for 'Flipped Learning'.

• English Language & Literature Teaching
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• v.9 no.1
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• pp.1-21
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• 2003

Learner-centered approach has been a recent research focus in the second language acquisition, but few studies have dealt with how to develop learner autonomy, particularly in a computer-assisted language learning environment. The paper first illustrates the importance of promoting learner autonomy in the EFL context and elaborates the three main factors contributing to its development. Then it focuses on how the CALL research project promotes autonomous learning through a small-scale study in Gyeongju University. Both quantitative and qualitative methods have been employed to examine whether in the CALL project learners exercise control over their own learning and evaluate the outcome. The results indicate that due to a flexible syllabus, highly motivating research topics and the network-assisted environment, learners do take responsibility for most aspects of learning and thus the CALL project proves to be a promising approach for autonomous learning.

• Journal of the Korea Convergence Society
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• v.8 no.3
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• pp.177-184
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• 2017

The purpose of this study was to explore children and robot interaction in distant language learning environments using three different video-conferencing technologies-two traditional screen-based videoconference technologies and a telepresence robot. One American and six Korean elementary school students participated in our case study. We relied on narratives of one-on-one interviews and observation of nonverbal cues in robot assisted language learning. Our findings suggest that participants responded more positively to interactions via a telepresence robot than to two screen-based video-conferencings, with many citing a stronger sense of immediacy during robot-mediated communications.

• Journal of Institute of Control, Robotics and Systems
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• v.20 no.8
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• pp.815-821
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• 2014

In this paper, we propose a novel CALL (Computer-Assisted Language Learning) system, which is called POMY (POSTECH Immersive English Study). In our system, students can study English while talking to characters in a computer-generated virtual environment. POMY also supports haptic feedback, so students can study English in a more interesting manner. Haptic feedback is provided by two platforms, a haptic chair and a force-feedback device. The haptic chair, which is equipped with an array of vibrotactile actuators, delivers directional information to the student. The force-feedback device enables the student to feel the physical properties of an object. These haptic systems help the student better understand English conversations and focus on studying. We conducted a user experiment and its results showed that our haptic-enabled English study contributes to better learning of English.

• Journal of Digital Contents Society
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• v.7 no.3
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• pp.175-182
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• 2006

The Internet is now of the fastest growing areas of telecommunications and of Computer Assisted Language Learning. It is rapidly becoming more integrated into society and accessible to people form around the world. A number of educators believe there is potential for language teaching and learning opportunities through the Internet, and have already developed uses and resources for this purpose. The range of what is available is growing continually. The purpose of this study is to research CMC via the Internet and other long-distance networks, to investigate the analyse best and worst things about studying English on the internet and to suggest some findings from the comparison between internet and classroom learning by means of questionnaire.

• Speech Sciences
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• v.7 no.3
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• pp.69-85
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• 2000

Recently, Computer Assisted Language Learning (CALL) received widely held attention from diverse audiences. However, to the author's knowledge, relatively little attention was paid to the educational implications of voice recognition (VR) softwares in language teaching in general, and teaching and learning pronunciation in particular. This study explores, and extends the applicability of VR softwares toward second language research areas addressing how VR softwares might facilitate interview data entering processes. To aid the readers' understanding in this field, the background of classroom interaction research, and the rationale of why interview data, therefore the role of VR softwares, becomes critical in this realm of inquiry will be discussed. VR softwares' development and a brief report on the features of up-to-date VR softwares will be sketched. Finally, suggestions for future studies investigating the impact of VR softwares on second language learning, teaching, and research will be offered.

• English Language & Literature Teaching
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• v.13 no.2
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• pp.25-45
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• 2007

In this article, I discuss an International Collaborative Writing Course on the Internet (ICWCI) that focused on the learning effectiveness Korean EFL students (KEFLSs) perceived to be necessary to exchange with international EFL students (IEFLSs). The course development was based on an internet-based instructional module, applying widely accepted EFL theories for modern foreign language instruction: collaborative learning, process writing, project-based learning, and integrated approaches. Data from online discussion forum, mid-of-semester and end-of-semester surveys, and final oral interviews are conducted and discussed. KEFLSs and IEFLSs were questioned about (a) changes in attitude towards computers assisted language learning (CALL); (b) effect of computer background on motivation; (c) perception of their acquired writing skills; and (d) attitude towards collaborative learning. The result of this study demonstrated that the majority of ICWCI participants said they enjoyed the course, gained fruitful confidence in English communication and computer skills, and felt that they made significant progress in writing skills. In spite of positive benefits created by the ICWCI, it was found that there were some issues that are crucial to run appropriate networked collaborative courses. This study demonstrates that participants' computer skills, basic language proficiency, and local time differences are important factors to be considered when incorporating the ICWCI as these may affect the quality of online instructional courses and students' motivation toward network based collaboration interaction.

• The Journal of Korean Association of Computer Education
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• v.13 no.1
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• pp.37-44
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• 2010

Recently, the scientific approach to brain engineering is actively being made for effective foreign language learning and diagnosis. In order to supplement the problem of preexistence paper exam, the study aimed to develop a tool for foreign language fluency diagnosis which based on brain engineering. The proposed tools in the paper indirectly measure the aspects of brain information processing by testing learners' 3 abilities of linguistic memory, comprehension, and language production in 5 different ways.