Hea Suk Kim

DOI: Vol.16(No.2) 11-30, 2013

The use of mobile technology has been going through a period of rapid growth. Although the potential for mobile learning is huge, few studies have been conducted on mobile usability. The purpose of this study, thus, is to demonstrate the effects of Mobile-Assisted Language Learning (MALL) in listening skills. The study aims to 1) investigate whether participants improve their listening skills after taking a one semester college English course, 2) examine whether there are any significant differences in listening skills between the control group without mobile apps and the experimental group with mobile apps, and 3) investigate learners` perceptions towards mobile-based learning for developing listening abilities. The research data includes 1) the results of two sets of listening tests, and 2) learners` reflections on their experience of mobile listening activities outside of the class. In this study, there were 24 participants in the control group and 20 in the experimental group. The results provide evidence suggesting that contextualizing MALL practice can improve listening skills and reveal the merits and drawbacks of the application of mobile phones in a foreign language class. Based on the findings, educational implications for this experimental study and future research are suggested.

mobile-based language learning, listening comprehension, mobile app

Sung Yeon Kim , Jue Kyoung Pae

DOI: Vol.16(No.2) 31-52, 2013

This study compared the effects of two different computer writing tools (Daedalus and Wiki) on students` writing proficiency and their learning attitudes. The participants in the study were 26 college students in two Multimedia English courses. They were asked to complete a writing test and attitude questionnaire twice, in Week 2 and Week 8. Between the two tests, the students in one class performed writing tasks using Wiki, whereas the students in the other class performed the same tasks with Daedalus. The findings from the data analysis indicated that both Wiki and Daedalus were more valuable for collaborative writing than for individual writing. The differences in the writing tools did not have differential effects on the students` writing proficiency or writing apprehension. Student responses to the questionnaires showed that the students found the two tools useful. This may be partially because the tools help to alleviate affective pressures writers often feel when writing. The accessibility to those tools makes feedback exchange and revision efficient. This leads writers to readily improve their writing. The prospects of a better outcome can prompt and thus motivate students to engage more in their writing process. We argue that Daedalus and Wiki can be successfully incorporated into collaborative tasks in writing classrooms.

computer-supported writing, Daedalus, Wiki, writing proficiency, writing apprehension

Yunjoon Jason Lee , Hannah Gerber

DOI: Vol.16(No.2) 53-70, 2013

This article begins with exploring the importance of English language education in South Korea. Because of the English education fever South Korea, we suggest an alternative approach to English language education. This article describes a longitudinal study of observing English language development in a popular online game World of Warcraft. The study illustrates a second language learner`s English language development in forms and functions throughout World of Warcraft game play. The data were achieved through observations of participant`s game play and logs of in-game chat. The data were analyzed through mirroring Nardi`s (2007) approach on speech patterns, and in this case into three different patterns. The first pattern, the participant used language based on his memory. The second pattern represents the participant`s attempts to find language expressions; he ‘picked up’ language forms in order to understand and collaborate within the WoW community. The third pattern illustrates the participant`s adoption of language expressions that he learned from observing other players interaction. The data describe that, as the subject`s interest in WoW increased, his awareness of language increased simultaneously. In the discussion section, we emphasize on how the future of commercial off the shelf videogame based learning could be used in language classroom settings.

English, language learning, video games

Hee Suk Oh , Mae Ran Park

DOI: Vol.16(No.2) 71-92, 2013

This study explores the elementary school English underachievers` experiences of using SMART devices in their vocabulary learning. Five students enrolled at a local elementary school in Busan participated in the study. As a main tool of inquiry for the study, a qualitative case study was conducted using classroom observation and in-depth interviews as well as vocabulary tests. The qualitative data were coded and analyzed by NVivo version 10.0. The data suggest that the participants enjoyed the vocabulary learning using SMART devices and felt interested and motivated in vocabulary learning. They also appeared to be engaged in self-directed learning more actively and displayed a positive attitude. Furthermore, the self-directed vocabulary learning experiences were provided through enough practice opportunities, audio-visual language input and prompt feedback. Each participant gained a different level of achievement in his receptive and productive vocabulary abilities. Based on the findings of the study, some educational implications can be made that underachievers should be taught by an individually tailored program using effective learning tools. In-service teachers also need to consider SMART devices as teaching tools. More research based on the classroom settings should be conducted and suggests effective ways to use SMART devices in the language learning.

SMART devices, English underachievers, case study, NVivo, vocabulary

Sun Mih Park , Kyung Whan Cha

DOI: Vol.16(No.2) 93-116, 2013

This study explores Korean pre-service EFL teachers` perspectives on the use of TED website (http://www.ted.com) to practice designing listening tasks and test items. Thirty-five university students majoring in English education participated in this project as a part of their regular course for a semester. The course consisted of two main parts: 1) classroom activities for learning theories in the field of teaching second language listening (i.e., lectures, chapter presentations, and discussions) and for practicing actual teaching skills in listening classrooms (i.e., microteaching); and 2) an individual online project for applying their knowledge and ideas to design creative listening tasks and test items using TED Talks. In other words, the course was intended to run as a form of blended learning which integrates a combination of offline and online activities. This offered opportunities for the students to develop their own advanced English listening skills, allowing for autonomous and level-based learning while preserving the face-to-face contact features of the traditional listening classroom. At the end of the course, students` assignments were analyzed and a survey questionnaire was conducted to examine their perspectives of using TED website as a source of authentic listening materials not only for them but also for their future students.

blended learning, TED, online project, listening tasks, listening tests, pre-service teacher training, authentic materials, teaching listening methodology

Curtis Porter

DOI: Vol.16(No.2) 117-137, 2013

Digital media are drastically redefining the ways we express ourselves and make sense of the world. Unfortunately, advocates of critical literacy often overlook the depths to which new media transform the nature of political expression. The purpose of this study is to begin exploring foundations for critical literacy theory and practice that better account for sensual and aesthetic aspects of meaning making. The researcher reports on a basic conversation course taught in a large university on the outskirts of Seoul. Data sources include field notes, student work from a collaborative class website, and small group interviews. Analysis suggests that learners utilized images, audio, video, and even physical objects to produce novel expressions with deliberate political consequences. While little explicit critique on the ideological content in digital texts emerged in the data, the analysis suggests that politically salient activities took place on the level of sensation. The paper concludes with a call to move beyond rational reflection as the sole foundation for critical thinking and a tentative framework that encompasses space, sensation and aesthetic production as viable spheres of critical literacy practice is offered.

critical literacy, digital media, sensation and aesthetics Applicable levels: tertiary education