Korean High School Research Articles

Adolescent English language learners’ digitally mediated multimodal compositions: multimodal enactment across different genres of writing in the EFL context

PurposeThis paper aims to investigate adolescent English as a foreign language (EFL) learners’ digitally mediated multimodal compositions across different genres of writing.Design/methodology/approachThree Korean high school students participated in the study and created multiple multimodal texts over the course of one academic semester. These texts and other materials were the basis for this study’s qualitative case studies. Multiple sources of data (e.g. class observations, demographic surveys, interviews, field notes and students’ artifacts) were collected. Drawing upon the inductive approach, a coding-oriented analysis was used for the collected data. In addition, a multimodal text analysis was conducted for the students’ multimodal texts and their storyboards.FindingsThe study participants’ perceptions of multimodal composing practices seemed to be positively reshaped as a result of them creating multimodal texts. Some participants created multimodal products in phases (e.g. selecting or changing a topic, constructing a storyboard and editing). Especially, although the students’ creative processes had a similarly fixed and linear flow from print-based writing to other modalities, their creative processes proved to be flexible, recursive and/or circular.Originality/valueThis study contributes to the understanding of adolescent English language learners’ multimodal composing practices in the EFL context, which has been underexplored in the literature. It also presents the students’ perspectives on these practices. In short, it provides theoretical and methodological grounds for future L2 literacy researchers to conduct empirical studies on multimodal composing practices.

Integrating the English-language International Baccalaureate Diploma Programme (IBDP) into a Korean High School - with a focus on language policy and implications -

This paper focuses on the implementation of the International Baccalaureate Diploma Programme (IBDP) at Chung Nam Samsung Academy (CNSA), an autonomous private high school located in Asan, Republic of Korea. CNSA became the second Korean school in the country to be authorized by the International Baccalaureate (IB) when it became an IB World School in August 2020. In the context of IB in Korea―dominated by international schools on the one hand and the expectations surrounding the development of the IB Dual Language Diploma Programme (IB DLDP) in Korean on the other hand―one distinctive about the IBDP at CNSA is the choice to offer the program in English, as part of a Korean school. The goal of integrating it into the school as a whole and making it as accessible as possible to interested students presents both practical and more abstract challenges. In planning for IBDP implementation, the school developed a language policy to articulate its language philosophy, explain possible reasons behind why students would want to pursue the IBDP in English, and develop strategies for English-language learning for both IB students and staff, while at the same time affirming the use of Korean as a mother tongue and identifying specific ways to continue to cultivate students’ Korean linguistic competency and cultural awareness. It is suggested that, with a proper approach, students can develop in both their Korean and English abilities, and, in tandem, become more engaged both locally and globally. In other words, they can become more internationally-minded―one of the goals of IB education. The idea of autonomy and student choice ultimately underscores the educational approach at CNSA, as the English-language IBDP is just one of many curricular options available in the school.

An Analysis of Persuasive Writing Unit in High School Korean Textbooks Based on ‘The 2015 Revised Korean Language Curriculum’

An Analysis of Persuasive Writing Unit in High School Korean Textbooks Based on ‘The 2015 Revised Korean Language Curriculum’

Contraceptive Use Among Korean High School Adolescents: A Decision Tree Model.

Although the rate of sexual intercourse among adolescents has increased in Asian countries, including Korea, many sexually active adolescents still do not use contraception. The aim of this study was to identify the risk factors for contraceptive nonuse among adolescents using decision tree analysis of the 2018 Korea Youth Risk Behavior Survey data from 2,460 high school students who had an experience of sexual intercourse. The findings indicated that the highest risk group who did not use contraception during sexual intercourse did not receive sexual health education in school and was involved in habitual or purposeful drug use. The experience of ever receiving treatment due to violence and the experience of sexual intercourse after drinking were also identified as risk factors for contraceptive nonuse. To encourage contraceptive use, development of standard sexual health education, counseling, and educational intervention intended to prevent risky behaviors is needed.

Korean language math-to-speech rules for digital books for people with reading disabilities and their usability evaluation

Although Digital Accessible Information System, an international digital talking book standard, is conducting active research on upper level education for people with reading disabilities, special components like images or formulas are difficult to read aloud in Korean. Therefore, this paper defines Korean math-to-speech rules for Contents Mathematical Markup Language based on the formulas used in the Korean middle school and high school freshman curriculum. Based on the proposed rules, a program that turns formulas expressed in Contents Mathematical Markup Language into speech was also designed through Extensible Stylesheet Language Transformations. Finally, a performance test was conducted to determine both the accuracy of the transformed formulas and the clarity of formulas when read aloud.

A Corpus-based Analysis of Collocations in Korean Middle and High School English Textbooks

This study analyzed collocations in Korean middle and high school English textbooks based on the 2015 revised national curriculum. All 1,718 nouns from the curriculum wordlist were selected as node words and paired with their collocates statistically verified using a billion-word reference corpus to better represent the existing lexical syllabus. The analysis revealed that collocation density was higher in the textbooks, with readers encountering one collocation per 16–17 words. However, collocations in the textbooks showed insufficient repetition and a narrower range of association strength. Fewer repetitions and a limited collocational repertoire led to a weaker correlation between the two variables. This suggests that Korean learners may not benefit enough from frequent encounter to consolidate their lexical knowledge or distinguish different collocational strength levels. These findings call for considering the level of repetition and association strength of collocations in developing the English curriculum and materials.

영국 고교 교육과정 편성ㆍ운영의 특징과 고교학점제에 주는 시사점: Key Stage 4와 Sixth Form을 중심으로

영국 고교 교육과정 편성ㆍ운영의 특징과 고교학점제에 주는 시사점: Key Stage 4와 Sixth Form을 중심으로

"관짝소년단 사건을 통해 되짚어보는 한국의 인종주의와 한국 다문화교육의 과제: 뉴스 기사 댓글의 질적 내용 분석을 중심으로"

한국이 다문화사회로 접어들고 있음에도 불구하고 여전히 한국 사회에서는 외국인에 대한 왜곡된 인식과 편견이 만연하고 있다. 본 연구는 다문화교육이 이러한 현실을 엄밀히 검토하고 반영할 필요가 있다고 주장하며 최근 이와 같은 실태가 온라인상에서 적나라하게 드러났던 관짝소년단 사건에 주목하였다. 연구자들은 신민족주의와 신인종주의를 이론적 틀로 활용하여 관짝소년단 관련 기사 댓글에 대한 질적 내용 분석을 실시하였고, 이를 통해 한국인의 외국인에 대한 인식과 인종차별 양상을 비판적으로 분석하였다. 연구 결과, 외국인에 대한 태도 및 인식과 인종차별 양상 모두에서 신민족주의와 신인종주의가 교차하여 나타나고 있음을 알 수 있었다. 먼저, 외국인에 대해서는 신민족주의적 차별 기제가 작용하여 이들에 대해 한국에 와서 돈을 벌어먹는 존재, 혹은 넘지 말아야 할 선이 있는 존재로 간주하였고, 한국 문화에의 동화와 복종을 요구하였다. 댓글을 통해 한국인의 인종차별 양상 또한 알 수 있었는데, 피부색에 기반한 원색적 비하 발언이 난무하는 전통적 인종주의와 함께 국가의 경제적 위치에 근거한 위계의식을 표현하고 차별의 원인을 그들의 행동에서 찾음으로써 인종차별을 정당화하는 신인종주의적 양상이 모두 드러남을 알 수 있었다. 이러한 인종차별에 대한 정당화는 인종주의에 대한 그릇된 이해를 바탕으로 하고 있었다. 연구자들은 이러한 연구 결과에 기반하여 비판적 다문화교육의 도입이 시급하다고 주장한다. 본 연구는 댓글을 통해 한국인의 인종차별, 인종주의 및 외국인에 대한 태도와 이해 정도를 분석함으로써 기존의 미사여구식 다문화교육이 아닌, 구체적이고 비판적인 다문화교육을 주장하고 이를 위한 구체적 전략들을 제안한다는 데에 그 의의가 있다.

Gratitude influences happiness through mindfulness in Korean high school students: the moderated mediation model of grit

Introduction. There are many ways to enhance happiness for people. Recently, mindfulness, gratitude and grit contribute to several psychological areas such as wellbeing and success. In addition, Korean high school students suffer from hard work like university entrance examination. Therefore, it is important to study the new ways to increase happiness using recently emerging psychological variables. The purpose of the study aimed to determine whether grit moderates the mediating effect of mindfulness in the association between gratitude and happiness targeting high school students in Korea. Study participants and methods. The participants were 435 high school students purposively selected from four high schools at Seosan city, Chungnam province in Korea. There was 50.6% for males and 49.4% for females, and men and women were evenly distributed. In this case, the 3rd grade was 71.3%, more than 28.7% of 2nd grade, and 1st grade was not included in the survey. Data were analyzed using SPSS PC+ Win. Ver. 25.0 and SPSS PROCESS macro Ver. 3.5. The statistical techniques applied were frequency analysis, reliability analysis, correlation analysis and a moderated mediation effect analysis. Results. First, as a result of correlation analysis, happiness was significantly positively correlated with gratitude (r=.494, p<.001), grit (r=.299, p<.001) and mindfulness (r=.452, p<.001), and the correlation between happiness and gratitude showed the highest coefficient. Second, as a result of the moderated mediation effect analysis, the grit moderated the mediating effect of mindfulness in the link between gratitude and happiness (.6118, .0311~.1806). Practical significance. Based on these findings, this study discussed methods for improving the happiness of high school students through the gratitude, grit and mindfulness. Therefore, this results will be useful to policy making and program development for happiness.

한국어 분석 도구를 활용한 국어교과서 텍스트의 장르 비교 분석

This study aimed to investigate the characteristics of three different genres, including argumentative, expository, and narrative texts that were selected from high school Korean textbooks revised by the 2015 National Curriculum with Auto-Kohesion, a Korean text analysis tool. The indices used for the current study included basic measures (the number of words, the number of sentences, the average sentence length, the average word length), word frequency (word frequency for contents words and all words), lexical diversity (type-token ratio for content words), personal pronouns (the first person pronouns, the second person pronouns, the third person pronouns, all pronouns), connectives (causal, additive, and all connectives), syntactic complexity (the ratio of modifiers, the ratio of constituents), and reference cohesion measures. The analysis demonstrated that the argumentative and expository texts were not significantly different in all measures. However, the differences between the two genres versus narratives were substantial; a greater use of personal pronouns and lower frequency words as well as more words and sentences was identified in the narrative texts, whereas the argumentative and expository texts included the higher text cohesion and the sentence constituent ratio along with the longer average words and sentences. The argumentative texts have been shown to include more personal pronouns than the other two genres. The current study provides some implications for designing Korean textbooks and analyzing the characteristics of different genres.

고등학교 교사의 개인변인과 학교 환경변인이 생활지도 효능감에 미치는 영향

The purpose of this study was to investigate individual and school factors affecting student guidance efficacy of Korean high school teachers. The muti-level analysis was conducted using the 2012 data from ｢Analysis on the Actual Status and Quality of School Education in Korea｣. The main results are as follows. First, teachers who were in charge of a homeroom class, had more years of teaching experience, and communicated with colleagues more actively, showed higher student guidance efficacy. Furthermore, female teachers showed lower student guidance efficacy than male teachers. Second, while teachers who perceived more frequent student behavioral problems in school showed lower student guidance efficacy, teachers tended to show higher student guidance efficacy when they actively engaged in school s decision-making process. Third, there were interaction effects among individual and school factors. The more student behavioral problems were, the lower the female teachers student guidance efficacy. The more actively teachers could participate in school s decision making process, the higher the student guidance efficacy of teachers who communicated with fellow teachers more often. Results were discussed in terms of creating a school environment to enhance teachers student guidance efficacy.

A Study on the Factors Influencing Obesity of Korean High School Students - Based on Mental Health Factors -

A Study on the Factors Influencing Obesity of Korean High School Students - Based on Mental Health Factors -

Advancing the Design of Self-Explanation Prompts for Complex Problem-Solving

This research investigated the effects of focus (inference vs. inference followed by integration) and level (low vs. middle vs. high) in self-explanation prompts on both cognitive load and learning outcomes. To achieve this goal, a 2*3 experiment design was employed. A total of 199 South Korean high school students were randomly assigned to one of six conditions. The two-way MANOVA was used to analyse the effects of the self-explanation prompts on learning outcomes. Results showed that there was an interaction effect between focus and level of self-explanation prompts on delayed conceptual knowledge, suggesting that the focus of self-explanation prompts could be varied depending on their level. Second, learners who were given a high level of prompts scored higher on the immediate conceptual knowledge test than those who received a low level of prompts. A two-way ANOVA was conducted to analyse the effects of the self-explanation prompts on cognitive load and showed no significant interaction effect. However, there was a main effect in the level of the prompt that a high level of self-explanation prompts imposed a lower cognitive load compared to a low level of prompts. In sum, the design and development of self-explanation prompts should consider both focus and level, especially to improve complex problem-solving skills.

자기 주도적 학습능력에 따른 활동이 고등학교 학습자의 영어 쓰기 능력 및 학습 동기에 미치는 영향: 3년 종단 연구

자기 주도적 학습능력에 따른 활동이 고등학교 학습자의 영어 쓰기 능력 및 학습 동기에 미치는 영향: 3년 종단 연구

역사적 사고력 신장을 위한 고등학교 국사 글쓰기 수업 방안

역사적 사고력 신장을 위한 고등학교 국사 글쓰기 수업 방안

Writing to Make Meaning through Collaborative Multimodal Composing among Korean EFL Learners: Writing Processes, Writing Quality and Student Perception

The value of a multimodal approach (i.e., making meaning by combining multiple semiotic modes such as pictures or sound in addition to language) to conceptualizing and teaching writing has received growing attention ( Belcher, 2017 , Selfe, 2007 ). This study examined the focus of Korean EFL students’ discussions during multimodal composing (MMC), and the relationship between interactive writing processes during collaborative MMC and the outcome of MMC. It further examined students’ perceptions of MMC. Sixty Korean high school students completed MMC in groups of two or three students over three English class sessions. The project topic was the Fourth Industrial Revolution, and the students used Adobe Spark to create their MMC after watching the movie, I, Robot ( Proyas, 2004 ). Students’ interactions during planning time and MMC were transcribed and coded for the focus of discussion such as task management and content. The quality of their MMC was scored using a holistic rubric. The findings showed that students spent the majority of time on content development during planning and on content development, language use, slide design and task management during MMC. Additionally, the results showed that there was no significant relationship between students’ collaborative discussion (i.e., MMC episodes) and the quality of MMC. Finally, the participants exhibited positive attitudes towards the helpfulness of MMC in English learning.

Analysis of Teacher Needs in Thai Middle and High School Korean Language for Korean Cultural Re-education Program

Analysis of Teacher Needs in Thai Middle and High School Korean Language for Korean Cultural Re-education Program

Effects of Education Concerning Radiation and Nuclear Safety and Regulation on Elementary, Middle, and High School Students in Korea

Background: This foundational study on educational interventions aimed to analyze the changes in awareness, knowledge, and attitudes of young learners after they received objective information on safety management. Materials and Methods: Educational sessions on nuclear power and radiation safety were delivered to 4,934 Korean elementary, middle, and high school students in two separate sessions conducted in 2016 and 2017. The effects of these interventions were subsequently analyzed. Results and Discussion: Learner attitudes toward safety were found to be the predominant variables affecting the post-intervention risk (safety) awareness of nuclear power generation. Conclusion: The safety awareness of future generations will significantly influence policy decisions on nuclear power generation. Hence, the design of educational interventions on this subject must match variables suited to learner levels.

Effects of Prior Topic Knowledge and English Language Proficiency on EFL Reading Comprehension of Two Types of Expository Text

Prior knowledge has been proven to be a very influential factor in the reading comprehension of expository texts. Among diverse domains of expository texts, the significant role of prior knowledge in the L1 reading comprehension of science texts has been reported. To examine the role of prior topic knowledge in the L2 reading comprehension of expository texts, 77 Korean high school students read two types of expository texts: two science texts (i.e., chemistry and physics) and two non-science texts (i.e., music and history). We also measured the students’ prior topic knowledge, English proficiency, and reading comprehension to investigate the interaction between prior topic knowledge and English proficiency. According to our multiple regression analyses, both science topic knowledge (β = .48) and English proficiency (β = .43) were significant predictors of reading comprehension in the case of science texts. Additionally, science topic knowledge (β = .53) was a stronger predictor of reading comprehension for the situation model questions that intend for the higher level of comprehension than for the textbase questions that intend for the propositional level of comprehension (β = .36) when reading science texts. In the case of the non-science texts, music and history topic knowledge was not a significant predictor because the readers had generally low prior topic knowledge. The reading comprehension of non-science texts was dominantly explained by English proficiency. Interestingly, science topic knowledge was a significant predictor of reading comprehension of the non-science texts in the case of textbase questions, but not situation model questions.

Prevalence of temporomandibular disorders in Korean high school students

Objectives: The objective and subjective prevalence of temporomandibular joint disorder (TMD) in Korean adolescents has not been reported. This study aims to investigate the prevalence of TMD in Korean high school students objectively, through oral examination, and subjectively, via questionnaire, to identify the factors associated with this disorder. Methods: Oral examination and a structured self-reporting questionnaire survey, as recommended by the American Academy of Orofacial Pain (AAOP), were conducted on 643 high school students (318 males and 325 females) in Gyeongsangnam-do, Korea. Results: The oral examination revealed that 29.5% of students (21.4% male and 37.5% female) had TMD. Included in the diagnostic criteria for TMD, temporomandibular joint (TMJ) sound was present in 21.9% of the students, followed by mouth-opening deviation, TMJ pain, and restricted mouth opening, which were present in 14.3%, 10.1%, and 0.3% of the students, respectively. The subjective symptoms included TMD sound (46.8%), headache or neck pain (25.5%), and pain in or around the ears, temples, or cheeks (16.5%). Logistic regression analysis showed that TMD was associated with sex, malocclusion, and symptom severity (p<0.001). Conclusions: This study revealed a high prevalence of TMD in adolescents in Korea. There was a significant correlation between oral examination findings and screening questionnaire results. The use of these tests to identify individuals who should be closely monitored clinically may reduce costs and lead to early treatment.