CAU Scholar's Space: Kim, Jie Young

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Kim, Jie Young (김지영)

사범대학 (영어교육과)

Research Area: 영어교육, 컴퓨터보조 언어 교육

Tel 02-820-5379
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vocabulary:5||어휘학습:5||vocabulary learning:4||EFL:3||어휘:3||Resilience:3||literature review:3||초등학생:3||teacher education:3||컴퓨터언어보조학습:2||CALL:2||영어학습:2||mobile learning:2||English learning:2||교사교육:2||모바일 러닝:2||children:2||가독성:2||Elementary school students:2||문헌연구:2||English as a foreign language:2||Demotivation:2||survey:2||English Interest:1||English Literacy Abilities:1||English Literacy Teaching:1||English as a foreign language (EFL):1||English education:1||English interest:1||English learning demotivation:1||English learning motivation:1||English listening skills:1||English phrasal verb list:1||English storybooks:1||English teacher:1||English textbook:1||English textbook analysis:1||English writing performance:1||High School Students:1||History of English Literature class.:1||Interview methods:1||Involvement load hypothesis:1||L2 proficiency:1||Language Learning:1||Listening Comprehension:1||MALL:1||Me2day:1||Motivation:1||NEAT:1||Negotiation of Meaning:1||OLP:1||PDA:1||Presenting Vocabulary:1||RSBI:1||Readability:1||Reading Comprehension:1||Reading Passages:1||Reading Strategy Based Instruction:1||Regression Analysis:1||Research Trends:1||Selfefficacy:1||Semantically Related Words:1||Semantically Unrelated Words:1||Social Networking Service:1||Speaking:1||Structural equation modeling:1||TV dramamleaning:1||Teacher's Efficacy:1||The phenomenological research:1||Topic Modeling:1||Twitter:1||University students:1||Vocabulary Analysis:1||Vocabulary Depth:1||Vocabulary Learning:1||Vocabulary Size:1||Vocabulary learning:1||Vocabulary learning strategy:1||Web:1||Words in Context:1||Writing instruction:1||affective responses:1||apps:1||blended learning:1||case study:1||changes in EFL learning motivation:1||cognitive factor:1||community of practice:1||computerassisted  language  learning:1||computermediated communication:1||confirmatory factor analysis:1||constructivism:1||continuity:1||corpus:1||course development:1||craft activity:1||depth of processing:1||design principle:1||design based research:1||dispatched teacher:1||elearning:1||early childhood:1||early childhood English education:1||edutainment:1||effectiveness:1||elementary school:1||elementary school student:1||elementary students:1||elementary, junior high, and high school students:1||factor analysis:1||feedback:1||focus on form:1||grammar:1||high frequency:1||high school students:1||incidental learning:1||inference:1||interaction:1||interference theory:1||introspective:1||involvement load hypothesis:1||item difficulty:1||learning strategies:1||listening:1||listening strategy:1||mLearning:1||material development:1||methodology:1||middle school:1||mobile:1||mobile  learning:1||multiple intelligence:1||negotiation of meaning:1||new words:1||nonfacetoface education:1||nonsense words:1||online inservice teacher education:1||online writing:1||open learning platform:1||preservice English language teachers:1||preemptive focus on form:1||primary English education:1||processoriented:1||qualitative inquiry:1||qualitative research:1||reactive focus on form:1||readability:1||reading and writing activities:1||reading contents:1||reading proficiency:1||reading proficiency test:1||research methodology:1||resilience:1||retention:1||selfdirected learning:1||semantic approach:1||smartphone:1||sociocultural context:1||storybooks:1||task:1||task involvement load hypothesis:1||task types:1||taskbased English classes:1||taskbased learning:1||taskinduced involvement:1||teacher development:1||teacher efficacy:1||teacher professional development:1||teacher training:1||teaching experience:1||technique feature analysis:1||tertiary level:1||textbooks:1||the U.S. military government period:1||the depth of process:1||the first national curriculum:1||the formation stage of the contemporary education system:1||the scaffolded transactional instruction:1||the starting age of learning English:1||thinkaloud protocol:1||topic:1||ubiquitous learning:1||uptake:1||vocabulary activity repetition:1||vocabulary exposure frequency:1||writing activities:1||young EFL learners:1||young children:1||게시판:1||고등학생:1||과업 중심 영어수업:1||과업기반학습:1||과정개발:1||과정중심:1||과제:1||과제관여도:1||관여도가설:1||교과서:1||교사 개발:1||교사 교육:1||교사효능감:1||교수 경험:1||교수 효능감:1||교수요목기:1||구성주의:1||국가영어능력시험:1||기억:1||대학생:1||독해:1||독해 능숙도:1||독해전략지도:1||동화책:1||듣기:1||듣기어휘TV 드라마:1||만들기 활동:1||말하기:1||모바일:1||모바일 학습:1||모바일학습:1||문맥안에서 단어:1||문법:1||문항 난이도:1||미군정기:1||반응식 형태초점:1||복합학습환경:1||본문내용:1||부수적인학습:1||불안감:1||불안감극복 책략:1||비대면 교육:1||사례 연구:1||사회문화적 맥락:1||상호간섭효과:1||선제의 형태초점:1||수학능력시험:1||신출어휘:1||실행 공동체:1||쓰기 교육:1||쓰기활동:1||어린이:1||어휘 깊이지식:1||어휘 분석:1||어휘 학습:1||어휘사이즈:1||어휘제시:1||어휘학습전략:1||언어학습:1||업테익:1||에듀테인먼트:1||연계성:1||연구 동향:1||연구방법론:1||영어 문해능력:1||영어 이야기책:1||영어 학습 동기:1||영어 학습 탈동기:1||영어 흥미도:1||영어교과과정:1||영어교과서:1||영어교과서 분석:1||영어교사:1||영어교육:1||영어문자지도:1||영어흥미도:1||영유아:1||예비 영어교사:1||외국어로서 영어교육:1||외국어로서의 영어:1||요인분석:1||원격 교사 연수:1||웹:1||유비쿼터스 학습:1||유아:1||유아 영어교육:1||의미 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