Hyung Mi Joo

DOI: Vol.12(No.1) 9-33, 2009

This paper discusses the study of the effectiveness of the multimedia electronic English textbook for after-school programs in elementary schools developed by the Ministry of Education, Science and Technology (MEST) and Korea Institute for Curriculum and Evaluation (KICE). A total of 402 students in grades 3 through 6 and 117 teachers in the four research schools located in a metropolis, two small towns, and a rural area participated. Drawing upon the analysis of the multimedia textbook satisfaction survey and the T-test results of the English proficiency tests, the study demonstrated that the multimedia electronic English textbook benefited elementary school students` English learning in terms of both affective aspects and English proficiency. Both the elementary school students and teachers were greatly satisfied with the multimedia textbook. Concerning English proficiency development, the students improved their English proficiency after they used the textbook for one academic year; however, the students did not show considerable improvement in all the four language skills. This study suggests that the multimedia electronic English textbook would serve students` and teachers` needs for English instructional materials which encourage students` interactive and self-directed learning and improve their English proficiency.

MALL, CALL, digital English textbook

Sei Hwa Jung

DOI: Vol.12(No.1) 35-57, 2009

The information age requires students to develop and hone a different set of literacies in order to cope with information overload; to efficiently use technology to access, adapt and create knowledge; and to benefit from the networked society (Warschauer, 2003). Moreover, there is a growing trend today toward using new types of web applications (e.g., wikis and blogs) in language classrooms to provide students with meaningful language learning experiences. However, a 25 year history of Computer-Assisted Language Learning (CALL) research has provided little information regarding students` computer access and usage patterns, and the state of their computer literacy (Barrette, 2001; Winke & Goertler, 2008). This study investigated 389 university students who were learning English as a foreign language in relation to their computer ownership, usage patterns, and levels of perceived Information and Communication Technology (ICT) skills. The study also explored how students perceived the usefulness of ICT in language learning and their interest in integrating ICT into the language classrooms. Findings from the questionnaire suggested that substantial training should be made available to students and that these aspects should be considered when designing and implementing CALL courses.

computer use and skills, new Literacies

Young Ihn Koh

DOI: Vol.12(No.1) 59-79, 2009

Traditionally, the term literacy has referred to the ability to read and write. However, due to a vast array of social, cultural, historical, technological, and economic factors, literacy has continued to evoke during the last century. Based on Leu and Kinzer`s (2003) framework of new literacies on the Internet, the present study intended to explore young L2 learners` ability to overcome the communicative skills not compatible with electronic texts, including facial expressions, vocal tones, and body gestures. Nine Korean children engaged in online chatting for ten times using Blackboard. While examining the entire written chat transcripts from the chat room, the children were shown to incorporate various nonverbal cues such as 1) emoticons, 2) capital letters, 3) special characters, 4) repetition of letters, and 5) interjection to compensate for the constraints of chatting. These children were able to rapidly develop new communication techniques during the span of ten chat sessions and appeared to have been adept at the new literacies required to enter into the new millennium of the Internet.

new Literacies, chat, nonverbal cues

Sang Min Lee

DOI: Vol.12(No.1) 81-102, 2009

This study investigates how scaffolding can be implemented in a web-based learning environment to support language and self-directed learning. Specifically, this investigation demonstrates the multidimensional nature of scaffolding by using a design example of hard scaffolds developed for a web-based English learning site used by secondary schools. Unlike soft scaffolds, which are common in face-to-face classrooms, hard scaffolds are pre-designed before students study the content. This study illustrates how these hard scaffolds are embedded in an online English learning site for secondary school students. In this study, the scaffolds are categorized and subcategorized into types, levels, and modes. The findings of the pilot-tested web-based learning materials indicate that only well-planned and sophisticatedly designed scaffolds, such as an intelligent tutoring system, can facilitate student learning.

scaffolding, online Learning, secondary English education

Hee Jae Shin

DOI: Vol.12(No.1) 103-123, 2009

Nowadays, multinational email projects have been implemented in FL/L2 classrooms as a way to develop communicative competence and to understand other cultures. The purposes of this study are 1) to examine a keypal project designed to give students opportunities to promote English fluency and cultural awareness and 2) to discuss students` responses on their email exchanges after the project. The project was conducted over 8 weeks of the course with 24 university students and their partners from around the world. There were two kinds of research techniques: an opinion questionnaire containing 10 statements using a five-point Likert type scale, students` essays, and the instructor`s interview to reflect what they thought about the keypal project to enhance learning. The major finding demonstrates that the keypal project can have a positive impact on students` attitude towards the language and cultural understanding. Using the results of the students` responses, the paper discusses some benefits of email exchanges to promote students` communicative proficiency as well as some limitations which should be resolved to develop a helpful keypal project in FL/L2 classrooms. If the students are encouraged, the keypal project can be inspiring, offering them opportunities for autonomous learning.

keypal project, cultural awareness, computer-mediated communication, interaction, autonomy

Jeong Weon Song

DOI: Vol.12(No.1) 125-150, 2009

This study researched the effects of an oral English diary using a voice bulletin board on English spoken performance. The thirty participants in the study took pre- and post-TSE tests, wrote self-reports describing their feelings on their English speaking performance and responded to a questionnaire exploring their attitudes toward working with an oral English diary using a voice bulletin board. Their spoken performance in the post-TSE significantly improved in terms of TSE scores, total number of words and total number of word types. The responses regarding the self-report and the questionnaire mostly showed favorable reactions toward the use of an oral English diary, and the participants appreciated having this kind of opportunity to practice English. The positive findings of the study suggest that this type of activity seems to provide opportunities for English speaking practice outside class in an EFL context.

English speaking, oral English diary, voice bulletin board

김병훈 Byung Hun Kim

DOI: Vol.12(No.1) 151-176, 2009

The purpose of this study is to develop a model English program in elementary level for after school classes in rural area. For this purpose, a survey was conducted among 63 students, 51 parents and 30 English teachers who were participating in after school classes in a rural area at the time of the research. The results showed that the three groups felt positively about the after school classes, but pointed out that having a mixed level class is problematic. Moreover, the parents wanted the teachers to teach five days a week. Through the results, the researcher developed a model English program for after school classes in rural area. In conclusion, this model suggests that Korean teachers should teach English using multimedia 4 days a week and native teachers should evaluate the students once a week. Therefore, this model allows the students to learn English everyday of the week. In addition, it is suggested that the result of the evaluation should be given to the parents every month for communication between the teachers and the parents in rural area.

after school English, development model, multimedia, rural area

김정태 Jung Tae Kim

DOI: Vol.12(No.1) 177-202, 2009

This article examines the relationship between test administration tools and item types. It firstly examines the difference in the test administration tools such as paper-based test, computer-based test, and web-based test, in particular, dealing with speaking test. The difference is relevant to item or task types. Based on the considerations of Bachman and Palmer (1996) and Chapelle and Douglas (2006) on test development, and Weir`s (2005) definition of context validity, the application of computer technologies to test administration needs to be considered an important construct affecting test takers` performance. To investigate the item type difference among current speaking tests and its relationship with computer technology in administrating the tests, twelve test takers, five proctors, and two computer lab administrator participated in the phone interview and e-mail survey. Six popular speaking tests (TSE, PELT, IELTS, MATE, iBT TOEFL, ESPT) were selected to be analyzed. The data were analyzed in terms of item types, computer technology use, and test-takers perceptions. The implication is suggested for students, teachers, and language testers.

item types, test administration tools, computer technologies

이준 June Lee , 이충현 Chung Hyun Lee

DOI: Vol.12(No.1) 203-229, 2009

This study investigates: 1) the current patterns and contexts of elementary and secondary school teachers` online teacher training; 2) elementary and secondary school teachers` perspectives on online teacher training; and 3) solutions for the improvement of online teacher training. A questionnaire was used to collect the quantitative data for this study. The subjects consisted of 680 elementary and secondary school teachers who had attended online teacher training programs for foreign language education in 65 online education centers in 2008. The results of the study showed that: 1) 85% of the teachers have participated in online teacher training program more than twice. Moreover, 99.6% out of them responded positively toward the possibility of participating in the program again. This result shows the possibility of online teacher training becoming the most popular method of teacher training near future; 2) the perspectives towards online teacher training were found to be positive in general. The participants were highly satisfied, especially with the environment of the program services and contents; 3) the participants preferred teaching-learning method involving learner participation, especially the ones requiring active participation such as practice, simulation, etc. Therefore, the development and enhancement of teaching method that allows active learner participation is needed; and 4) finally, it is suggested that learning support services, professionality and quality of the content, guide and manual for the program, evaluation and assessment need to be improved for better online teacher education.

online Learning, distance education, teacher training

최수영 Soo Young Choi , 이지은 Ji Eun Lee , 전희철 Hee Chul Jun

DOI: Vol.12(No.1) 231-258, 2009

This study is to propose the usage of multimedia English courseware to increase the effectiveness of English education in elementary schools in Korea. Implementing multimedia courseware in elementary English education has not only shown success, but also coincides with the national English curriculum in terms of linguistic and affective purposes. Applying multimedia courseware in English education has shown that it helps to increase learner motivation while it promotes self-directed learning. Moreover, using multimedia courseware in elementary English classrooms enhances reading, writing, listening and speaking skills and contributes to the integration of the four language skills development in an equal manner. This study introduces some effective multimedia CD-ROMs and web-sites that can be adopted into elementary school English education, and provide lesson plans to demonstrate how to use the programs effectively. Through providing multimedia resources and lessosn plans appropriate for elementary English classes, the researchers wish to suggest more efficient and ways of teaching and learning English in elementary level classrooms.

multimedia, elementary school English, elementary school English education