Bücher von Chongwon Park

This study was conducted to determine the effectiveness of my writing instruction and prepare for the following writing instruction in a university context in Southern South Korea. To achieve the goal, three research questions were raised and answered in a given order; 1) Participants of the study show progress in writing in terms of accuracy and fluency, 2) The most frequently appearing errors in the pretest were Meaning > Paralleism > Thesis statement > Conjunction S+V, S+V > Connectives, and 3) Meaning > Sentence types (S+V) > Logic > Mechanics > Agreement (Noun numbers) errors were survived at the end of the semester. Compared to the previous teaching context, my new students at a new university, called P University, show unique ways of making writing errors. What makes this discrepancy? Based upon the findings of the study, instructional intervention including writing was suggested as the form of the quizzes.

This study was conducted to find out the effectiveness of my writing instruction and prepare for the following writing instruction in a university context in the Southern part of South Korea. To achieve the goal, three research questions were raised and answered in a given order; 1) Participants of the study show no progress in writing in terms of accuracy and fluency, 2) The most frequently appearing errors appeared in the pretest were Meaning > Word choice > Usage > Agreement (tense) > Agreement (Noun numbers) , and 3) Agreement (Noun numbers) > Usage > Preposition > Meaning > Agreement (Subject and Verb) errors were survived at the end of the semester. Based upon the findings of the study, instructional intervention including writing was suggested as the form of the quizzes.

This study was conducted to find out the effectiveness of my writing instruction and prepare for the following writing instruction in a university context in the Southern part of South Korea. To achieve the goal, three research questions were raised and answered in a given order; 1) Participants of the study show progress in writing in terms of accuracy and fluency, 2) The most frequently appearing errors appeared in the pretest were Agreement (Number) > Sentence types (Conjunction S+V, S+V) > Meaning > Parallelism > ST (Conjunction S+V, S+V) , and 3) Agreement (Noun numbers) > Meaning > Word Choice > Sentence types (Conjunction S+V, S+V) > Usage errors were survived at the end of the semester. Based upon the findings of the study, instructional intervention including writing was suggested as the form of the quizzes.

This study was conducted to find out the effectiveness of my writing instruction and prepare for the following writing instruction in a university context in the Southern part of South Korea. To achieve the goal, three research questions were raised and answered in a given order; 1) Participants of the study show progress in writing in terms of accuracy and fluency, 2) The most frequently appearing errors appeared in the pretest were Meaning > Cubing or Coherence > Mechanics > Connectives > Word choice, and 3) Mechanics > Word Choice > Meaning > Usage > Agreement (Noun numbers) errors were survived at the end of the semester. Compared to the previous teaching context, my new students at a new university, called P university here after, show unique way of making errors in writing. What makes this discrepancy? Based upon the findings of the study, instructional intervention including writing was suggested as the form of the quizzes.

This study was conducted to find out the effectiveness of my writing instruction and prepare for the following writing instruction in a university context in the Southern part of South Korea. To achieve the goal, three research questions were raised and answered in a given order; 1) Participants of the study show progress in writing in terms of accuracy and fluency, 2) The most frequently appearing errors appeared in the pretest were Agreement (Noun number) > Meaning > Mechanics > Main Verb (Transitive vs Intransitive) > Article (A) , and 3) Agreement (Noun numbers) > Usage > Preposition > Meaning > Agreement (Subject and Verb) errors were survived at the end of the semester. Based upon the findings of the study, instructional intervention including writing was suggested as the form of the quizzes.

This study was conducted to find out the effectiveness of my writing instruction and prepare for the following writing instruction in a university context in the Southern part of South Korea. To achieve the goal, three research questions were raised and answered in a given order; 1) Participants of the study did not show progress in writing in terms of accuracy and fluency, 2) The most frequently appearing errors showed their own hierarchical order, such as sentence types and meaning > mechanics > word choice > agreement > main verb > article, and 3) agreement > main verb > mechanics > sentence types > usage errors were survived at the end of the semester. Based upon the findings of the study, instructional intervention including writing can be inevitable. As for the solution, these errors were categorized suitable for the format of quizzes.

As a preliminary study for developing an automatic English composition evaluation system, this study presented the results of an analysis of the establishment of a Korean college student English composition error corpus and the correlation between English composition error types and errors. The results of this study used a relatively small amount of English composition data, and the distribution of analysis subjects was not balanced by English composition score, so it is considered somewhat unreasonable to interpret it as a Meaningful result. To establish a quality set for the automatic English composition evaluator in the future, it is necessary to analyze errors in more balanced English composition and research how to extract qualities highly related to error types and English composition scores.

Question de recherche 1 : Le feedback correctif écrit dynamique affecte-t-il deux groupes différents d'apprenants (anglophones et non-anglophones) à court et à long terme lorsqu'ils sont exposés à une gamme complète de critères d'évaluation ?Question de recherche 2 : Comment les étudiants donnent-ils un sens au processus de révision pendant la durée de l'enseignement ?Question de recherche 3. Parmi les cinq erreurs significatives commises par les étudiants, quelles sont celles qui ont survécu à la fin du semestre ?Question de recherche 4. Parmi cinq genres d'écriture, quelles sont les erreurs les plus marquantes ?Question de recherche 5. Existe-t-il des similitudes ou des différences entre les cinq genres d'écrits des étudiants ?Question de recherche 6. Quels sont les indicateurs qui différencient les paragraphes d'opinion des paragraphes narratifs ?

Questão de investigação 1: O feedback corretivo escrito dinâmico afecta dois grupos diferentes de alunos (alunos com formação em inglês e alunos sem formação em inglês) em períodos de curto e longo prazo, quando expostos a uma gama completa de critérios de avaliação?Questão de investigação 2: De que forma é que os alunos atribuem significado ao processo de revisão ao longo do tempo de instrução?Questão de investigação 3. Entre os cinco erros significativos que os alunos cometeram, que erros sobreviveram no final do semestre?Questão de investigação 4. Entre cinco géneros de escrita, que erros são mais salientes?Questão de investigação 5. Existem semelhanças ou diferenças entre os cinco géneros de escrita dos alunos?Questão de pesquisa 6. Quais são os indicadores que diferenciam os parágrafos de opinião dos parágrafos narrativos?

Pregunta de investigación 1: ¿Afecta la retroalimentación correctiva escrita dinámica a dos grupos diferentes de alumnos (de habla inglesa y no inglesa) en periodos a corto y largo plazo cuando están expuestos a una gama completa de criterios de evaluación?Pregunta de investigación 2: ¿Cómo obtienen los estudiantes significado del proceso de revisión a lo largo del tiempo de instrucción?Pregunta de investigación 3. Entre cinco errores significativos que cometieron los estudiantes, ¿qué errores sobrevivieron al final del semestre?Pregunta de investigación 4. Entre cinco géneros de escritura, ¿qué errores destacan?Pregunta de investigación 5. ¿Existen similitudes o diferencias entre los cinco géneros de escritos de los alumnos?Pregunta de investigación 6. ¿Cuáles son los indicadores que diferencian los párrafos de opinión de los narrativos?

Domanda di ricerca 1: Il feedback correttivo scritto dinamico influisce su due diversi gruppi di studenti (laureati in inglese e non laureati in inglese) in periodi di breve e lungo termine quando sono esposti a una gamma completa di criteri di valutazione?Domanda di ricerca 2: In che modo gli studenti traggono significato dal processo di revisione durante il periodo di istruzione?Domanda di ricerca 3. Tra i cinque errori significativi commessi dagli studenti, quali sono sopravvissuti alla fine del semestre?Domanda di ricerca 4. Tra cinque generi di scrittura, quali sono gli errori più evidenti?Domanda di ricerca 5. Esistono somiglianze o differenze tra i cinque generi di scrittura degli studenti?Domanda di ricerca 6. Quali sono gli indicatori che differenziano i paragrafi di opinione da quelli narrativi?

Forschungsfrage 1: Wirkt sich das dynamische schriftliche Korrekturfeedback auf zwei unterschiedliche Gruppen von Lernenden (Englisch als Hauptfach und Nicht-Englisch als Hauptfach) kurz- und langfristig aus, wenn sie einer ganzen Reihe von Bewertungskriterien ausgesetzt sind?Forschungsfrage 2: Wie nutzen die Schüler den Überarbeitungsprozess über die Dauer des Unterrichts hinweg?Forschungsfrage 3. Welche der fünf signifikanten Fehler, die die Studierenden gemacht haben, sind am Ende des Semesters noch vorhanden?Forschungsfrage 4. Welche Fehler sind bei fünf Schreibgattungen auffällig?Forschungsfrage 5. Gibt es Ähnlichkeiten oder Unterschiede zwischen den fünf Schreibgattungen der Studierenden?Forschungsfrage 6. Was sind die Indikatoren zur Unterscheidung von Meinungsartikeln und narrativen Absätzen?

Als Fortsetzung von NVivo R1: Twelve Essential Skills For Qualitative Researchers II behandelt dieses Buch 1. die Datei- und Fallklassifikation, 2. die Sentimentanalyse und 3. die Kreuztabelle. Die Datenquellen sind Coh-Matrix-Studien und ein Beispielprojekt aus NVivo QSR. Die Leser werden mit den praktischen Fragen der Verknüpfung von Klassifikation durch Codes in einem spezifischen Studienkontext vertraut gemacht, indem sie mit den tatsächlichen Daten aus dem Feld konfrontiert werden.

Como continuación de NVivo R1: Twelve Essential Skills For Qualitative Researchers II, este libro trata sobre 1. Clasificación de archivos y casos, 2. Análisis de sentimiento y 3. Crosstab. Las fuentes de datos son estudios de matriz Coh y un proyecto de Muestra de NVivo QSR. Los lectores se familiarizarán con las cuestiones prácticas de la vinculación de la Clasificación por Códigos en un contexto específico de estudios al estar expuestos a los datos reales del campo.

Come continuazione di NVivo R1: Twelve Essential Skills For Qualitative Researchers II, questo libro tratta 1. Classificazione di file e casi, 2. Sentiment analysis e 3. Crosstab. Le fonti dei dati sono studi di matrice Coh e un progetto campione di NVivo QSR. I lettori avranno modo di familiarizzare con le questioni pratiche legate alla classificazione per codici in un contesto specifico di studi, grazie all'esposizione dei dati reali sul campo.

Dans la continuité de NVivo R1 : Twelve Essential Skills For Qualitative Researchers II, ce livre traite 1. de la classification des dossiers et des cas, 2. de l'analyse des sentiments et 3. des tableaux croisés. Les sources de données sont des études matricielles de cohorte et un projet type de NVivo QSR. En étant exposés aux données réelles du terrain, les lecteurs se familiariseront avec les questions pratiques de la liaison entre la classification par codes dans un contexte spécifique d'études.

Como continuação da NVivo R1: Twelve Essential Skills For Qualitative Researchers II, este livro trata de 1. classificação de ficheiros e casos, 2. análise de sentimentos, e 3. tabulação cruzada. As fontes de dados são estudos de matriz Coh e um projecto de Amostra da NVivo QSR. Os leitores estarão familiarizados com as questões práticas de ligação da Classificação por Códigos num contexto específico de estudos, ao serem expostos aos dados reais do campo.