Korean Secondary School Students Research Articles

Exploring the Role of Interaction in Engagement and Satisfaction Within Virtual Learning Environments

Empirical studies have recognized the significant role of student engagement and interaction in determining satisfaction within high-quality, synchronous virtual learning environments. A prevailing concept in research surrounding synchronous virtual satisfaction suggests that interaction is a key driver of learner engagement. However, very few research has delved into the underpinnings of this relationship. This study, therefore, aims to examine the potential mechanisms that link student engagement and satisfaction through interactions within a synchronous virtual learning environment. A sample of 200 South Korean secondary school students, comprising a balanced gender ratio (51% male, 49% female), was included in this research. The findings demonstrate a series of positive correlations among student engagement, interaction, and satisfaction. Furthermore, mediation analysis revealed a positive relationship between student engagement and satisfaction, with interaction serving as a mediating variable. The study's results suggest that high school students derive benefits when teachers take active steps to engage them. The findings of this study could guide future planners of synchronous virtual learning environments to prioritize student engagement as a strategic initiative for boosting satisfaction levels.

Association between School Health Education and Health Behaviors: Analysis of Korean Secondary School Students.

The Article Abstract is not available.

성별이 영어 부정극어 습득에 미치는 영향

In this study, an empirical survey was conducted on Korean secondary school students to understand the effect of gender on the acquisition of English negative polarity items(NPIs). Age and gender were classified to find out the frequency rate of NPIs in the subject and object positions. Looking at the commonalities of male and female students, first, the frequency of NPIs was higher in the object position than in the subject position. These results indicate that Korean secondary school students have a high awareness of NPIs regardless of gender. Second, The frequency of NPIs was high in the first graders, who were in the lowest grade in the subject and object positions. This suggests that age has an effect on the acquisition of NPIs. Looking at the differences between male and female students in acquiring NPIs, a significant difference between first and third graders was confirmed in the case of male students as a result of the post - hoc test in the subject position. In the case of female students, there was no significant difference in subject and object position across all grades. In summary, first, it was confirmed that there was a difference between male and female students in the frequency of NPIs. Second, there was a difference in the frequency rate of NPIs according to the grade. Third, there was a difference in the response rate of NPIs according to subject and object position. It is hoped that the results of this study will serve as a reference for the education of male and female students related to NPIs and negatives in the field of English education. In order to generalize the results of this study, insufficient samples and cases should be supplemented in subsequent studies.

중등학교 체육안전사고 예방척도 개발

The purpose of this study was to develop of the prevention scale for physical safety accidents in secondary school. Two surveys were conducted and 400 Korean secondary school students for each survey. Winsteps 5.3.4 and R program, SPSS 27 and AMOS 27 programs were used to analyze the data and alpha level was set at 0.05. The results were as follows. First, through the Delphi technique, 4 factors 25 items(1-factor: 6 items for personal safety awareness; 2-factor: 6 items for safety awareness for facilities; 3-factor: 7 items for safety education awareness; 4-factor: 6 items for accident prevention awareness) were developed on the secondary school physical safety accidents prevention scale that can be measured with 5-point response category. Second, one item was judged to be inappropriate in the item analysis (skewness and kurtosis analysis) of the first survey data, and no inappropriate item appeared in the construct validity verification through confirmatory factor analysis. Third, in the Rasch rating s cale m odel analysis o f the second s urvey, the 5 -point r esponse category w as c onverted i nto 4-point response category. In addition, one item was judged to be inappropriate through the goodness-of-fit analysis of the items, and three items were extracted as the differential item functioning according to gender. Finally, the 4 factors and 20 items(1-factor: 5 i tems for personal safety awareness; 2-factor: 5 items for safety awareness for facilities; 3-factor: 6 items for safety education awareness; 4-factor: 4 items for accident prevention awareness) measured as 4-point response category were developed for preventing physical safety accidents in secondary schools.

Development research on an AI English learning support system to facilitate learner-generated-context-based learning

For decades, AI applications in education (AIEd) have shown how AI can contribute to education. However, a challenge remains: how AIEd, guided by educational knowledge, can be made to meet specific needs in education, specifically in supporting learners’ autonomous learning. To address this challenge, we demonstrate the process of developing an AI-applied system that can assist learners in studying autonomously. Guided by a Learner-Generated Context (LGC) framework and development research methodology (Richey and Klein in J Comput High Educ 16(2):23–38, https://doi.org/10.1007/BF02961473, 2005), we define a form of learning called “LGC-based learning,” setting specific study objectives in the design, development, and testing of an AI-based system that can facilitate Korean students’ LGC-based English language learning experience. The new system is developed based on three design principles derived from the literature review. We then recruit three Korean secondary-school students with different educational backgrounds and illustrate and analyze their English learning experiences using the system. Following this analysis, we discuss how the AI-based system facilitates LGC-based learning and further issues to be considered for future research.

Longitudinal and reciprocal relationships between self-esteem, school adjustment, and happiness in Korean secondary school students

Although personal and environmental correlates of adolescents’ happiness have been found, the temporal direction of these relationships is less known. The present study explored the longitudinal and reciprocal relationships between self-esteem, school adjustment, and happiness during secondary school years in South Korea. Longitudinal data of 2,351 adolescents from three time points (Grades 7, 9, and 11) were drawn from the Korean Children and Youth Panel Survey (KCYPS) and were analyzed using autoregressive cross-lagged modeling. The results indicated that inter-individual differences in self-esteem, school adjustment, and happiness were moderately stable from Grades 7 to 11. Self-esteem and happiness, and self-esteem and school adjustment reciprocally predicted each other over time. The effects of self-esteem on happiness and school adjustment two years later were stronger than the reverse direction of effects. School adjustment and happiness were only indirectly interrelated through self-esteem over time. These longitudinal relationships did not differ between genders. The implications of the findings for future research and adolescent interventions are discussed.

A comparison of Korean and Indonesian secondary school students’ career values

The exploration of career values can motivate and inspire young people, and help them achieve career success. The current study assesses the effect of sociocultural background on adolescents' career value among 951 Indonesian and 1,242 Korean secondary school students. Latent class analysis results suggest that participants can be grouped into five classes: personal-stability oriented, ability utilization, social-status oriented, social-relation oriented, and multi-valued leadership. Furthermore, the result of a three-way ANOVA indicated significant interactions for country, gender, and educational level on all career values for every class. The findings are discussed in the sociocultural contexts of Indonesia and Korea.

When Empathy Leads to Passive Bystanding or Defending of the Victim in a Bullying Situation: Interaction With the Perceived Popularity of the Bully

The interactions between individual factors (i.e., cognitive empathy, affective empathy) and situational factors (i.e., perceived popularity of a bully) in predicting passive bystanding or defending of the victim in a bullying situation were examined. A total of 522 Korean secondary school students answered survey questions and responded to vignettes depicting bullying scenarios that included the different popularity statuses of the bully. The results revealed that high affective empathy positively predicted defending negatively predicted passive bystanding regardless of the perceived popularity of the bully. However, when bystanders had low affective empathy and high cognitive empathy, as the perceived popularity of the bully increased, their intention to remain passive also increased but their intention to defend the victim decreased.

Identity and Accents: Do Students Really Want to Speak Like Native Speakers of English?

There is a growing recognition of diverse settings and different varieties of English and accents. However, there seems to be a lack of research on the investments and views of Expanding Circle students who relocate to study in Asian Outer Circle countries, especially on the identities of proficient speakers and/or teachers of English. This study attempts to fill this gap by examining the perceptions of Korean secondary school students in Malaysia through online questions and face-to-face interviews. Among others, findings suggest that the students had investments not only in English but also in their own sociocultural identities which were connected to their own accents. The students also felt that proficient English speakers and/or teachers should have pronunciation and accents that they could understand and that they were familiar with. Since they could not understand some of their native English-speaking teachers (NESTs), they did not feel that a person needed to be a native speaker in order to be a proficient speaker of English. Neither did they have any desire to imitate native speakers’ accents in learning to be proficient speakers because their own accents could be understood. The findings of this study suggest that NESTs may not necessarily be ideal English speakers with accents that need to be imitated. Instead, teaching and learning English should focus on communication between interlocutors from various contexts.

Role of Morphological Awareness and Morphological Processing in Korean Secondary School Students' English-Vocabulary Knowledge and Reading Comprehension

Role of Morphological Awareness and Morphological Processing in Korean Secondary School Students' English-Vocabulary Knowledge and Reading Comprehension

The Effects of Listening Strategy Training on Korean Secondary School Students’ English Listening Comprehension

This paper sought to investigate the effects of listening strategy training on Korean secondary school students’ English listening comprehension. This study addressed the following issues: (1) the frequency of strategies used during listening, (2) the effects of strategic listening training on the improvement of students’ listening ability, and (3) the change of learners’ affective aspects and attitudes regarding listening. For the sake of these research questions, the study separated 45 high school sophomores into two groups: 23 in the experimental group (listening strategy instruction) and 22 in the control group (traditional listening instruction). After the obtained data from questionnaires and listening comprehension tests were analyzed, the major results were as follows: First, the experimental group used listening strategies at a higher frequency than the control group. Second, listening comprehension test scores improved significantly after training in listening strategies. Third, this research showed that listening strategy training had a positive influence on students’ English listening attitudes. (Korea University)

Interaction of Previewing Reading Strategy with Item Types, Item Difficulty, Learning Styles, and Proficiency Levels

Despite the widespread use of the previewing strategy (i.e., previewing multiple choice options prior to reading a main passage) in a test context like CSAT English Reading, there are few studies that empirically identify its effects. To fill this gap, the current study examined the effect of previewing in relation with four interaction variables regarding test-items (item types; item difficulty) and learner’s characteristics (learning styles; English proficiency). The research was implemented based on the experimental design. Specifically, Korean secondary school students were assigned to either previewing or non-previewing condition. Also, four moderating variables were manipulated or measured through test-item choices and the survey. The collected data was analyzed through four series of Analysis of Covariance (ANCOVA). Main findings are as follows: First, the previewing strategy had significant influence on the reading performance. Especially, this study identified specific conditions for previewing to backfire. Second, the result clarified what type of test-item (e.g., inference type items) is appropriate for previewing. Third, it also told who should avoid using the previewing strategy (e.g., holistic style; intermediate level). The findings provided pedagogical implications on how to teach a specific reading strategy in the frame of Strategy-Based Instruction (SBI). Limitations and future research areas are suggested in the final chapter.

A Study on the Factors Affecting Entrepreneurial Attitude of Korean Secondary School Students: Focused on Mediating Effect of Entrepreneurial Motivation

[연구목적] 본 연구는 한국고등학생들의 기업가에 대한 태도에 영향을 미치는 요인들을 살펴보기 위하여 진행되었다. 영향을 미치는 요인으로 본 연구에서는 선행연구에서 검증된 주요 선행변수인 관계적 지원과 역할모델을 중심으로 살펴보았다. [연구방법] 본 연구를 위한 표본은 기업가정신교육 프로그램을 이수한 국내 11개 고등학교 고등학생 217명을 대상으로 진행하였다. 가설검증을 위한 분석도구는 PASW Statistic 18 통계프로그램을 사용하였으며 실증분석은 위계적 다중회귀분석을 이용하였다. [연구결과] 분석결과 관계적 지원과 역할모델 모두 한국고등학생들의 창업 동기와 창업에 대한 태도에 유의한 정(＋)의 영향을 미치는 것으로 나타났다. 특히 창업 동기는 관계적 지원과 태도사이에서는 완전매개효과를, 역할모델과 태도사이에서는 부분매개효과를 가지는 것으로 나타났다. [연구의 시사점] 고등학생들은 미래진로를 결정해야 하는 중요한 시기에 있는 청소년들이다. 고등학생들의 기업가정신 함양을 위해서는 가족 및 기업가의 역할모델이 매우 중요할 수 있음을 제시하였다.

How Determined Are They?: Measuring English Learning Motivation of Korean Secondary School Students

The main purpose of this study was to investigate the motivational factors of Korean middle and high school students in learning English. Additionally, the current study examined whether there were any differences between high school students and middle school students in therms of the motivational subtypes. 172 middle and high school students participated in this study. A confirmatory factor analysis (CFA) was conducted to address the research questions. For analysis, data was collected through a questionnaire adopted from the Language Learning Orientation Scale (LLOS) of Noels et al. (2003). The results indicated that the hypothesized model, which includes seven motivational sub-types of self- determination theory, was acceptable to measure Korean secondary students’ motivational factors, showing good fits in most fit indices. The seven dimensions of motivation that the current study explored were amotivation, external regulation, introjected regulation, identified regulation, intrinsic motivation-accomplishment, intrinsic motivationknowledge, and intrinsic motivation-stimulus. Also, the study found that the difference between the middle school group and the high school group was not significant in terms of their motivational orientation. A meaningful implication of this study was the scale’s possible use by secondary English teachers.

북한이탈청소년의 영어 학습 동기 분석1)

This study aims to compare the English language learning motivation of North Korean refugee youths with that of South Korean youths. A total of 31 North Korean refugee youths and 65 Korean secondary school students who participated in an intensive English camp program took part in two questionnaire surveys at the beginning and at the end of the camp. The questionnaires were identical and contained questions asking about integrative orientation, instrument orientation, confidence in foreign language learning, attitude toward L2 community, attitude toward learning English, English learning anxiety and fear of assimilation toward L2 culture. The results from 8 repeated measures ANOVAs. teacher interviews and learner interviews revealed that the North Korean refugee youths had significantly higher levels of positive attitudes toward learning English, English learning anxiety and fear of assimilation toward L2 culture. The findings suggest it is necessary to develop and implement a customized program that attends to the distinctive aspects of English language learning motivation of North Korean refugee youths.

Semantic Clustering in EFL Secondary School Students’ Vocabulary Learning

This study aims to investigate the effects of semantic clustering on Korean secondary school students’ English vocabulary learning. The present study was conducted with 56 secondary school students in South Korea. In order to determine if and how semantic clustering affects second language learners, the participants were divided into two groups: a semantically related (SR) word group and a semantically unrelated (SU) word group. The two comparison groups were taught the same 25 vocabulary items in different clusters (SR vs. SU). In the experiment, vocabulary test scores were gathered and analyzed three times: on a pre-, post-, and delayed-test. In the results, scores from the SU word group significantly outperformed the SR word group on the post-test, but on the delayed-test. Findings suggest that presenting new L2 words in SU sets is more effective than SR sets in the short term with Korean EFL secondary school students.

Can after-school programs and private tutoring help improve students’ achievement? Revisiting the effects in Korean secondary schools

The purpose of this study is to examine the causal effects of after-school programs (ASPs) and private tutoring on Korean secondary school students’ academic achievement. The students’ data from the Gyeonggi Education Panel Study were used in this study for the actual data analysis. The study attempted to adjust for possible selection bias toward either the ASPs or private tutoring by using the inverse probability weight of the propensity score, which was derived from a seemingly unrelated bivariate probit model. The results demonstrated that ASPs and private tutoring both contributed to increases in Korean secondary school students’ academic achievement, even after controlling for the selection biases toward both treatments. The magnitude of the effects of participating in ASPs or private tutoring was found to differ by education level; in middle schools, private tutoring showed a higher impact on academic achievement than did ASPs, whereas ASPs had a greater influence on high schools students’ academic achievement than did private tutoring. Moreover, it was also revealed that there was no interaction effect between ASP participation and private tutoring participation in middle schools, but that a negative interaction effect existed in high schools. In addition, the differential effect of region size was calculated in order to examine the effect of ASPs and private tutoring in more depth, and the results demonstrated that the positive effects of ASPs and private tutoring on secondary school students’ academic achievement were only significant in urban areas.

The Effects of Model Writing as the Noticing Function on Korean Secondary School Students’ English Composition

This study examined how noticing the function of L2 model texts affects the subsequent revision process in L2 writing. With this research purpose, the following research questions are formulated: 1) what language features L2 learners notice during their initial L2 writing while comparing their L2 writing with L2 model texts, and 2) what types of revision L2 learners report. For this study, 30 Korean secondary school students were divided into three groups according to English writing proficiency levels. All the data were collected from a picture description task with three stages: the initial writing, the comparison, and the revision stage. The findings showed that the participants largely noticed problematic L2 linguistic features in lexical areas initially. In the comparison stage, they frequently reported their L2 problems, revealing the noticing-triggering function of L2 model texts. At the revision stage, they revised their initial L2 writing with or without preceding noticing conditions. However, the effects of L2 model writing as noticing appeared different depending on L2 proficiency levels, suggesting the necessity of level-differentiated instruction using L2 model texts in L2 educational settings.

The effect of high-stakes testing on suicidal ideation of teenagers with reference-dependent preferences

This paper offers a novel explanation for why even high-performing individuals may have a high suicidal tendency when preferences are reference-dependent. Using survey data of South Korean secondary school students, this paper demonstrates that the relationship between suicidal ideation and test performance is consistent with the reference-dependent explanation. When a student’s rank in the high-stakes College Scholastic Ability Test falls below her expectation, she exhibits a higher likelihood of having suicidal ideation. The findings highlight the potentially adverse consequences of disappointment in high-stakes testing and suggest that the risk of suicide may be significant among high achievers too.

Korean Secondary School Students’ Occupational Preferences Across School Types

This study considers the specificity of 3,136 Korean students’ occupational preferences during secondary school and examines whether the types of high school are related to the crystallization in occupational preferences by applying binary growth models. Based on Super’s developmental stage, this study shows that students largely formulate solid occupational preferences in a broad occupational scheme rather than a specific one. Around the second year of high school, students’ preferences gain more specificity, and they start to formulate a pattern for specific occupational preferences. Of note is that the crystallization of occupational preferences differs by high school type. Students of vocational high schools hold specifically consistent but broadly inconsistent occupational preferences.