Ah Young Kim

DOI: Vol.15(No.3) 11-33, 2012

This study examined the effectiveness of incorporating computer-assisted language learning in instructing pronunciation to adult English as a second language (ESL) learners. The Technology Enhanced Accent Modification (TEAM) program, a computer software, was used to enhance the pronunciation of international graduate students at a U.S. university hoping to become certified international teaching assistants. Special emphasis was given to improving suprasegmentals (e.g., stress, rhythm, and intonation) in addition to segmentals (e.g., vowels and consonants). This case study focused on two male Korean graduate students, majoring in science, and investigated how these individuals enhanced their pronunciation and oral English proficiency in terms of native-like quality and fluency. Data from two months of direct observation, an oral interview, and the VARK questionnaire (an instrument that measures learning preference) were collected and analyzed along with pre-test and post-test audio speech samples. The visual feedback of the TEAM program and participants` individual learning preferences for a visual mode were found to enhance their self-awareness and self-monitoring of pronunciation. Furthermore, visual feedback and visual preference for learning led to improved pronunciation, native-like quality, and fluency.

computer-assisted language learning, pronunciation instruction, case study, suprasegmentals

김상경 Sang Kyung Kim

DOI: Vol.15(No.3) 35-56, 2012

Digital portfolios, archived collections of electronic artifacts in digital form, have been well recognized in pre-service teacher education as alternative evaluation tools that comprehensibly assess learners` progress, interests, and strengths. Despite digital portfolios` documented value as important teaching-learning tools, Korean pre-service English teachers` programs seldom implement them. This one-semester study in Korea reports on the effectiveness of digital portfolios on assessing learners` progress and on facilitating analytical thinking, self-directed learning, collaboration, and a sense of achievement. Eleven participants developed portfolios that included 10-minute microteaching video clips, digitized documents of learning artifacts, animated presentation files, self-created instructional content, and accumulated self-study materials in English teaching. Quantitative and qualitative analysis reveals that ten out of eleven participants successfully completed their digital portfolios recording the growth of English teacher candidates. The most evident learning outcomes were reflective writing at a higher level, self-directed learning materials, and the utilization of various multimedia tools. Some concerns are also raised, including the input of time and labor, limitations on demonstrating creativity and ability when categorizing materials, and subjectivity of evaluation methods. This study discusses critical points in implementing digital portfolios in teacher education and concludes with a number of practical suggestions.

Digital portfolio, pre-service English teachers` program, reflection, self-directed learning, CALL

박선희 Seon Hee Park , 최희경 Hee Kyong Choi

DOI: Vol.15(No.3) 57-82, 2012

The purpose of this study is to investigate the effects of modified extensive reading activities using Internet English storybooks on elementary school students` perceptions of their English abilities and on their affective domains. It also examines the students` interest and motivation for storybook reading and their preferred types of storybooks and internet sites. For the study, the modified extensive reading program was developed and implemented in one sixth grade class. A total of 31 students joined the modified extensive reading program for 12 weeks. The effects of the program on the students` English abilities were investigated through post questionnaires and a vocabulary test, and those on the students` affective domains were examined through pre and post questionnaires. In addition, reading journals, interviews, and teaching journals were collected to see the students` responses and development while participating in the extensive reading activities. The results of the study are as follows. First, most students perceived that their English abilities, in particular, listening and reading, improved through the extensive reading activities. Second, the extensive reading activities had a positive effect on the students` interest and motivation for English learning and English storybook reading. Finally, the students preferred interesting and easy storybooks and web sites offering leveled storybooks and easy access to internet dictionaries. Based on these results, several suggestions for developing extensive reading activities using internet English storybooks were made.

extensive reading, Internet English storybook

이제영 Je Young Lee

DOI: Vol.15(No.3) 83-111, 2012

This paper presents a quantitative meta-analysis of 32 corpus-based CALL articles which contain 134 individual experimental study results. For review of the previous studies, this study employs an analytical framework of corpus-based CALL research including 9 categories: publication types, subjects, treatment period, corpus types, dependent variables and so on. Individual articles on the effects of corpus-based CALL are examined and analyzed applying systematic procedures for research synthesis and meta-analysis measuring mean effect sizes. The result of meta-analysis of corpus-based CALL were as follows. First, average effect size of corpus-based CALL research is .613, which means that corpus-based CALL has the positive effects on the students` cognitive and affective domains. Secondly, more than 13-week treatment period is more effective than shorter period, and comprehension activities have more positive effect than production activities combined with comprehension activities. Thirdly, the effect sizes on cognitive domain and vocabulary are more larger than cognitive domain and grammar. The results of the study imply some suggestions for primary corpus-based CALL researchers. First, more experimental researches using corpus-based CALL are needed, especially for elementary- and middle-school students. Secondly. a more synthetic examination of the meta-analysis results should be done.

corpus, concordance, corpus-based CALL, meta-analysis, effect size

이은주 Eun Joo Lee

DOI: Vol.15(No.3) 113-143, 2012

This study investigates the effects of writing a self-evaluation form on learners` writing performance. In particular, the study examines how electronic teacher feedback and a revision activity, i.e., writing the self-evaluation form after the feedback, affect Korean EFL learners` writing ability and the affective domain. For this to be realized, a total of 28 adult learners participated in the study over an 8-week period. The results of the study indicate that there was no statically significant difference in participants` writing ability between the experimental group and the control group. The mean scores of the final writing draft in the experiment group showed a significant improvement compared to their first writing, especially in terms of the vocabulary and grammar. As a result, writing a self-evaluation form after the electronic teacher feedback seemed to positively affect learners` vocabulary and grammar knowledge. In addition, there was no significant difference in terms of the reflection of electronic teacher feedback between the experimental group and the control group. Finally, the analysis of pre- and post-survey indicates that both revision and self-evaluation form had a positive influence on learners` attitude towards reviewing the teacher feedback.

electronic teacher feedback, self-evaluation, writing

전영주 Young Joo Jeon , 강혜영 Hye Young Kang

DOI: Vol.15(No.3) 145-164, 2012

The purpose of this study was to use web-based online in-service training program on the improvement of teaching skills for TaLK(Teach and Learn in Korea) scholars. TaLK was launched in 2008 to improve the national curriculum in English education by National Institute for International Education(NIIED). TaLK scholars usually serve in a rural area where students have a rare access to native speakers of English. Their position is not only for teaching English, but also learning about Korean and Korean culture. To this end, the on-line TaLK in-service program was developed and evaluated first by a small group of seven teacher trainers and administrators using a rubric which was developed for this study. The program obtained a high probability of effectiveness on the rubric tailored by the researchers as an on-line in-service program in the 1st testing. In the main phase of testing on a group of 22 TaLK instructors, the mean score was 83.5. This proves the possibility of on-line TaLK in-service program in service for TaLK instructors. However, further studies on TaLK are in demand for the confirmation of the effectiveness.

multimedia, Teach and Learn in Korea, Native English-Speaking Teachers, blended learning-based training, on-line learning, learning effectiveness

정숙경 Sook Kyung Jung

DOI: Vol.15(No.3) 165-185, 2012

The aim of this study was to investigate how the smartphone users perceive and use smartphones as English learning tools. 79 college students majoring in English language & literature participated in the research. The major research methods were student questionnaire and focused interview. Statistical analysis of the questionnaire was conducted. The research results showed that the most frequent usage of smartphones for English learning was searching online dictionary and using free smartphone vocabulary learning applications. However, despite the great advantages of the smartphone as a learning tool, a number of students do not feel comfortable in using the smartphone for learning purposes due to the environment that the smartphone is used which does not ensure duration and concentration of learning. Other limitations that smartphones have as a language learning tool were discussed. Because of these limitations, 67.1% of the students showed no intention to purchase the non-free English learning applications and 31.6% of the participants have never tried to use smartphones for learning English. The conditions for promoting use of smartphones for language learning and the proper ways to design smartphone applications for English learning were discussed based on the research results.

m-learning, e-learning, smartphone, smartphone application