• Korean Journal of Health Education and Promotion
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• v.14 no.2
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• pp.113-123
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• 1997

This Study attempts to verify the effects of expository and inquiry instruction on learning attitude and academic achievement of health education in elementary school. For the accomplishment of the above purpose, specific problems were formulated as follows: The expository instruction is based on David Ausubel’s Advance Organizers and the inquiry instruction, Richard Suchman’s Inquiry Training in this study. To testify the above research problems, 247 students of six classes were randomly sampled from sixth graders of “Y” elementary school, located in Suwon city. One group was taught by expository instruction method and other group was taught by inquiry instruction method. The measurement tools used in this study were learning attitude test, pre-post academic achievement test, expository teaching-learning sheets and inquiry teaching-learning sheets. The experimental treatments had been lasted for eight weeks from June to October 1996. After the experimental treatments, to testify the effects of the experiment, the pre-test and post-test were administered and the results of the tests were compared by t-test. The conclusions were as follows; 1. There was a significant difference between expository and inquiry instruction(p〈.001). Inquiry instruction was more effective than expository instruction in changing learning attitude. 2. There was a significant difference between expository and inquiry instruction(p〈.001). expository instruction was more effective than Inquiry instruction in changing academic achievement. This study suggests that instructional method should be determined in accordance with the purpose of the lesson.

• Educational Technology International
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• v.16 no.2
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• pp.167-181
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• 2015

The purpose of this study was to examine the effects of using learner-created DST to communicate academic information on the creativity and flow of university students. The sample consisted of 100 undergraduate students who were assigned to either the DST group or the expository instruction group. The DST group created digital stories, and the expository group were taught using an expository instructional method. An achievement test, the Creativity Personality Scale (CPS), and the Flow State Scale (FSS) were used to collect data. The results showed that the achievement scores of the DST group were higher than those of the expository group, and the scores on the patience sub-factor of the CPS of the DST group significantly differed from those of the expository instruction group. Finally, the scores on the seven sub-factors of the FSS of the DST group differed significantly from those of the expository instruction group. The findings of this study suggest that the DST can be applied as teaching and learning method in a university class.

• Journal of the Korea Convergence Society
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• v.11 no.1
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• pp.201-209
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• 2020

The purpose of this study is to investigate the effect of narrative and expository texts on incidental vocabulary learning of Korean university EFL learners while reading. The experimental groups were divided into 3 groups. The first experimental group were exposed to narrative texts and second group received expository texts. And the third group were administered narrative and expository texts alternately. The vocabulary tests were conducted after the last session to assess the incidental vocabulary gains of the learners. The results indicated the superiority of the expository texts over narratives in terms of enhancing learners' incidental acquisition of unknown words. Moreover, the results showed that the blended reading group of expository and narrative texts did better on the vocabulary gains than those of narrative reading group and expository reading group. However, in the essay writing assessment, the expository group committed the most vocabulary errors in writing.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.161-175
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• 2011

This paper examines Korean EFL high school students' reader responses on an expository text and a narrative text with the same topic. The purpose of the study is to investigate whether they have different reading models depending on the two genres and whether there are any differences depending on the learners' proficiency levels. The analysis focuses on textual, critical, and aesthetic reading models in the reader responses written in English by science-gifted high school students (N=30). The results show that the participants have different reading models in reading an expository text and a narrative text. They tend to read the expository text in a more critical way while reading the narrative text in a more personal and emotional way. Moreover, regardless of the proficiency levels, they wrote longer responses on the narrative text than the expository text. However, the proficiency level of English does not support any significant differences in the types of reading models. The findings provide Korean EFL high school students' characteristics in L2 reading and suggest the pedagogical implication to pursue linguistic development as well as reading for pleasure.

• Journal of Korean Elementary Science Education
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• v.30 no.2
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• pp.232-241
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• 2011

The purpose of this study was to compare socio-linguistic characteristics and instructional influences of two different types of texts, which were narrative and expository. Socio-linguistic characteristics of two different types of texts were analyzed in their content specialization, linguistic formality, and social-pedagogic relationships. Expository texts showed strong scientific classification, and medium level of linguistic formality, and low level of social-pedagogic relationships. Narrative texts showed different characteristics. The instructional effects were investigated with 91 fifth grade elementary students in three classes. Each class was randomly assigned into three groups: expository text group, narrative text group, control group. The results showed that the science achievement scores of the narrative text group was higher than those of other groups. The affective domain test scores of the expository text group were higher than other groups. The perception of students on informational science text were generally positive both types of texts.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.435-455
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• 2015

This study is aimed at analyzing the level change and features of mathematical communication in elementary students' expository writing. 20 students of 5th graders of elementary school in Seoul were given expository writing activity for 14 lessons and their worksheets was analyzed through four categories; the accuracy of the mathematical language, logicality of process and results, specificity of content, achieving the reader-oriented. This study reached the following results. First, The level of expository writing about concepts and principles was gradually improved. But the level of expository writing about problem solving process is not same. Middle class level was lower than early class, and showed a high variation in end class again. Second, features of mathematical communication in expository writing were solidity of knowledge through a mathematical language, elaboration of logic based on the writing, value of the thinking process to reach a result, the clarification of the content to deliver himself and the reader. Therefore, this study has obtained the conclusion that expository writing is worth keeping the students' thinking process and can improve the mathematical communication skills.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.526-537
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• 2010

The purpose of this study was to compare the effects of two different types of texts, which were narrative and expository, on the understanding of content. Elementary students' perceptions of the two types of the texts were also investigated. In the comparison of the effects on the understanding of the text contents, test scores of mind-mapping, closed-answer question, and essay test were used. The analyses of mind-mapping tests showed narrative text was more effective to figure out main concepts of the text throughout the mind-mapping test. But expository text was more effective in the hierarchical organization of the concepts. In the closed-answer questions and essay test, narrative text was more effective than expository text. However when the contents of text were difficult and complex, there was no meaningful difference between the two types of texts. The analyses of students' perceptions of the texts showed that narrative texts were preferred. Students perceived that the narrative text was more interesting and familiar. However, the perceptions of helpful text for their science learning were not different by the types of texts.

• Asia Pacific Journal of Corpus Research
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• v.1 no.2
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• pp.1-14
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• 2020

Previous work has shown that men both explain and value the act of explaining more than women, as explaining conveys expertise. However, previous studies are limited to English. We conducted an exploratory study to see if similar patterns are seen amongst Japanese speakers. We examined three registers of Japanese: conversational interviews, simulated speeches, and academic presentations. For each text, we calculated two measures: lexical density and the percentage of the text written in kanji. Both are indicators of expository language. Men produced significantly higher scores for the interviews and speeches. However, the results for the presentations depend on age and academic field. In fields in which women are the minority, women produce higher scores. In the field in which men are the minority, younger men produced higher scores but older men produced lower scores than women of the same age. Our results show that in academic contexts, the explainers are not necessarily men but rather the gender minority. We argue that such speakers are under social pressure to present themselves as experts. These results show that the generalization that men tend to explain more than women does not always hold true, and we urge more academic work on expository language.

• Korean Journal of Child Studies
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• v.11 no.2
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• pp.24-43
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• 1990

This study investigated the effectiveness of teachers inquiry-discovery verbal interaction which was compared with expository-directive verbal interaction. Two teachers from two different kindergarten groups were trained and observed during conversation and science corner activities. Sixty children were observed during science corner activities and tested with a scientific achievement instrument. Teacher's inquiry-discovery verbal interaction had a more positive effect on children's scientific attitudes than teacher's expository-directive verbal interaction. Teacher's inquiry-discovery verbal interaction had a more positive effect on children's scientific achievement than teacher's expository-directive verbal interaction. Children's scientific attitudes and children's scientific achievement had a positive correlation.

• Journal of the Korean Chemical Society
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• v.62 no.2
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• pp.99-105
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• 2018

In this paper, we present fortified instructional methods that contributed in improving students' interest toward the expository organic chemistry laboratory course. Reformed TA (Teaching assistant) training and allocation method, a thorough course orientation session, text-light/graphics-heavy results PPT reports, and journal article templated-term papers have improved students' satisfaction in the organic chemistry laboratory course. These methods could be implemented while maintaining the traditional organic chemistry laboratory instruction styles and hence could be broadly applicable.