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The effects of assignments in EFL/EFL compositionsMin, Chan K. January 1989 (has links)
In ESL writing, a controversy has existed on whether or not an assignment plays an important role when students produce their writings. Plausible arguments have been also made on the matter of amount of information given in a writing assignment. But so far, there have been no convincing data to show a favor of either side in any case.This study is designed to examine the importance of assignment and the relationship between information load and the quality of ESL student writings by analyzing compositions written by ESL students. For the collection of data, 150 students who were randomly selected from two Korean universities. They were asked to write an essay in response to three different types of writing assignments in information load and topic kind.The data were analyzed by two well trained ESL teachers with the method of holistic evaluation. The data were evaluated in nine areas of quality with a binary scale (Yes and No) and in general quality with a 1 to 6 scale. The result of data evaluation was analyzed statistically using SPSS-X. Cross tabulations were used to check for relationship between information load and general impression score, between information load and binary question scores, and between binary question scores and general impression scores. Regression techniques were used to characterize the significant relationships. In performing all calculations, a paper's score will be the sum of the individual graders' scores.The results of data analysis demonstrate that ESL students prefer a subjective topic despite the level of information load. Nevertheless, their preference is not directly related to the quality of their writings. ESL students produce higher quality of writings as they are given less information. Finally, the importance of an assignment in ESL writing classes is supported by the marking of students' higher scores in dichotomous questions.The study also discusses problems and causes of difficulties, in Korean ESL, for utilizing the method of writing education as a means of teaching the English language. The study also points out the importance of a teacher training program and suggests variables which should be considered for producing a better quality teacher training program in the Korean ESL situation. / Department of English
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Study on consumer knowledge and attitudes toward consumer education of college students in secondary teacher education preparatory program in KoreaLee, Sun-young 21 February 1992 (has links)
The purpose of the present study was to investigate
consumer knowledge and attitudes toward consumer education
of college students in secondary teacher education
preparatory programs in Korea.
Specifically, this study was aimed to 1) measure the
degree of consumer knowledge of college students in
secondary teacher education preparatory programs, 2) assess
the influences of socio-demographic variables such as
academic level, academic major, sex, total family income,
urban/rural background, and previous coursework in consumer
economics on consumer knowledge, 3) evaluate attitudes of
college students in secondary teacher education preparatory
programs in Korea toward consumer education, 4) assess the
influences of socio-demographic variables on attitudes
toward consumer education, 5) examine the relationship
between the degree of total consumer knowledge and attitudes
toward consumer education when other socio-demographic
variables are controlled.
The sample was 388 freshmen and seniors in secondary
teacher education preparatory programs, with majors in home
economics, social studies, and business education, in the
five randomly selected colleges in Korea. They were tested
during May, 1991.
The mean score for consumer knowledge was 30.18
which represented 75.4 percent correct. The relationships
between consumer knowledge and selected socio-demographic
variables were investigated using a one-way ANOVA. The
results were as follow: 1) The degree of total consumer
knowledge differed significantly by academic level, 2) The
degree of total consumer knowledge and knowledge of the subarea
of economic principles, consumer advocacy and buying
practices differed significantly by academic major, 3) Only
the degree of knowledge of the sub-area of buying practices
differed significantly by sex, 4) There was no significant
difference in the degree of total consumer knowledge and any
sub-areas of consumer knowledge by total family income, 5)
The degree of total consumer knowledge and knowledge of the
sub-area of economic principles differed significantly by
urban/rural background, 6) There was no significant
difference in the degree of total consumer knowledge and any
sub-areas of consumer knowledge by previous coursework in
consumer economics.
The mean score of attitudes toward consumer education
was 2.94 on a scale of 1 to 4. The relationships of
attitudes toward consumer education and socio-demographic
variables were examined using a one-way ANOVA. Attitudes
toward consumer education differed significantly only by
previous coursework in consumer economics.
To examine the relationship between the degree of
total consumer knowledge and attitudes toward consumer
education when other socio-demographic variables are
controlled, a stepwise multiple regression anaysis was used.
There was a significant positive relationship between
consumer knowledge and attitudes toward consumer education.
The results indicated that students majoring in home
economics, female students, students who have taken
consumer economics coursework, and students who have a
higher degree of consumer knowledge have more favorable
attitudes toward consumer education. / Graduation date: 1992
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