Journal of Convergence for Information Technology (융합정보논문지)

Convergence Society for SMB (중소기업융합학회)
권호 표지
DOI QR코드

DOI QR Code

Investigation of English Program in Korea: Focusing on the possibility of VR use in orientation and training programs

EPIK프로그램 분석: 오리엔테이션 및 교육 프로그램에 VR 활용방안의 가능성을 중점으로

  • 박성만 (단국대학교 자유교양대학) ;
  • 임희주 (단국대학교 자유교양대학)
  • Received : 2020.12.06
  • Accepted : 2021.03.20
  • Published : 2021.03.28
Download PDF
⟨ Previous Next ⟩

Abstract

The introduction of the communicative approach in the English language education brings in a Korean the English Program in Korea (EPIK), which is a Korean government sponsored program established 1995. by the Korean Ministry of Education improve Korean students' and teachers' communicative competency in English within the public school system in Korea. For this goal, EPIK invites English speakers from 7 major English-speaking countries. However, the effectiveness of this program has been questioned in Korea. Thus, the objective of this paper is to explore the current status, problems, and the directions for the program to be aimed at, and for the effectiveness of EPIK through investigation of the program. Then this paper presents some possible solutions and suggestions including the possibility of VR use in orientation and training programs in order to empower both Korean teachers of English and English native teachers in Korea.

영어 교육에서 의사소통적 접근 방식을 채택함에 따라 한국 학생과 교사의 의사소통 능력을 향상시키기 위해 1995 년 교육부는 영어 원어민 화자를 모집하여 영어 교사로 활용하는 한국 영어 프로그램(EPIK)을 도입하였다. 이 프로그램을 통하여 영어를 모국어로 사용하는 7개 나라에서 모집된 영어 원어민 교사들은 한국의 공립학교에서 한국인 영어교사와 함께 영어를 가르치고 있다. 하지만 이 프로그램의 효율성에 대해 많은 의문이 제기되어 왔다. 따라서 이 논문을 통해 EPIK 프로그램에 대한 조사를 통해 EPIK의 효과와 목표로 하는 프로그램의 현재 상태, 문제점 및 방향을 탐색하고자 한다. 끝으로 본 논문은 EPIK프로그램의 활용성을 높이기 위해 오리엔테이션 및 교육훈련 프로그램에서 VR 사용가능성을 포함한 몇 가지 가능한 대책과 제안을 제시하고자 한다.

Keywords

References

  1. S. McGrath. (2001). Communicative language teaching in Korean public schools. The Korea TESOL Journal, 5(2), 1-6.
  2. D. Li. (1998). "It's always more difficult than you plan and imagine": Teachers' perceived difficulties in introducing the communicative approach in South Korea. TESOL quarterly, 32(4), 677-703. https://doi.org/10.2307/3588000
  3. Y. S. Kim. (1996). University students' motivation, needs and expectations of general English education. Journal of the Applied Linguistics Association of Korea, 11(1), 73-98.
  4. D. S. Chong & H. D. Kim. (2001). A study for the development of a university-level general English course. English Teaching, 56(4), 265-292.
  5. O. Kwon. (2000). Korea's English education policy changes in the 1990s: Innovations to gear the nation for the 21st century. English Teaching, 55(1), 47-91.
  6. Ministry of Education. (2020). Ministry of Education. (Online). www.moe.go.kr
  7. The English Program In Korea. (2020). English Program in Korea. EPIK. (Online). www.epik.go.kr
  8. Y. Choi. (2001). Suggestions for the reorganization of English teaching program by native speakers in Korea. English Teaching, 56(1), 101-122.
  9. Y. Y. Lee. (2016 October). Disappearing English Speaking teachers from schools. Yonhap News. (Online). https://www.yna.co.kr/view/AKR20161006086100004
  10. S. Carmichael. (2002). An Expose of 'What is an English Teacher'. Asian EFL Journal, 4(1).
  11. JET Programme Official Website. (2021). About the JET Programme. Ministry of Foreign Affairs of Japan. (Online). http://www.mofa.go.jp/j_info/visit/jet/outline.html
  12. S. Windle. (2000). From confusing to Confucian: Towards an understanding. The English Connection, 4(6), 6-8.
  13. H. L. Caban. (2004). Obstacles to and suggestions for implementing communicative language teaching in Korean public schools. KOTESOL ASK(Online). http://www.kotesol/org/seoul/newweb/d_ask/ask1.htm
  14. E. Dolgunsoz, G. Yildirim & S. Yildirim. (2018). The Effect of Virtual Reality on EFL Writing Performance, Journal of Language and Linguistic Studies, 14(1), 278-292.
  15. Y. J. Lan. (2015). Contextual EFL learning in a 3D virtual environment. Language Learning & Technology, 19(2), 16-31.
  16. R. Swier & M. Peterson. (2018). 3D Digital Games, Virtual Worlds, and Language Learning in Higher Education: Continuing Challenges in Japan. JALT CALL Journal, 14(3), 225-238. https://doi.org/10.29140/jaltcall.v14n3.232
  17. E. Bonner & H. Reinders. (2018). Augmented and virtual reality in the language classroom: Practical ideas. Teaching English with Technology, 18(3), 33-53.