Yuah V Chon

DOI: Vol.16(No.3) 11-38, 2013

As already well-acknowledged in the field, formulaic sequences often make up an important part of lexical knowledge. Within the L2 learning contexts, there is increasing demand for the need to understand and retrieve lexical items as in prefabricated chunks. In tertiary contexts, knowledge of academic collocations is even more required. For individual word forms, there is the General Service List (West, 1953), and the Academic Word List (Coxhead, 2000). However, what the field currently lacks is a list of academic collocations. Identification of collocations was conducted with the British Academic Spoken English and the Academic Corpus for comparison of academic collocations in spoken and written discourse. There was use of 20 node words in each corpus, which produced 934 written and 460 spoken collocations. With more number of written collocations being produced from the corpus, the study provides a comparative view of the top 50 collocations which suggests a concentration of common collocations in the field of economics. Within the guided approach for data-driven learning, there is proposal for the need to facilitate psychological conditions for learning collocations.

academic collocations, corpus analysis, frequency

Jae Kyung Kim , Eun Joo Moon

DOI: Vol.16(No.3) 39-67, 2013

This study compared the effects of online instruction and coached* online instruction on EFL learners` pronunciation and vocabulary in blended learning (BL). The participants in the research were 95 college students who were randomly assigned to three different groups: Group 1 (control), Group 2 (blended learning coursework), and Group 3 (coached blended learning coursework). The students took a pretest in week 2 and posttest in week 13 and received one of the three treatments on English speaking in weeks 3 through 10. Data from the pre- and the posttest audio speech samples were collected and analyzed. The results from the speaking test in terms of pronunciation and vocabulary indicated that coached group showed greater improvement than the other groups. The findings of this study suggest incorporating coaching into a BL environment in EFL learning contexts.

coaching, coached online instruction, blended learning, pronunciation, vocabulary

김봉규 Bong Gyu Kim

DOI: Vol.16(No.3) 69-95, 2013

Interest in self-directed language learning has increased substantially with the hope of developing independent and autonomous learners in second language learning situations. A wide range of approaches and techniques have been used in order to provide students with more opportunities for self-directed learning. These include educational software, online resources, and multimedia based teaching and learning materials. This paper illustrates three practical questions about self-directed English learning strategies of university students for practical language skills based on a pedagogical perspective: (1) What are the main characteristics of learning styles of first year of university students? (2) How are learners` attitude on learning strategies changed after participating in a self-directed learning program? (3) What are the main role of teachers to enhance learners` self-directed learning strategies? The study shows that university students need to try out various learning strategies rather than using the conventional ways such as memorization and individual study. With the use of self-directed learning program, students were able to integrate various language skills, which show a positive effect on improving learning strategies. Teachers` roles in fostering students` self-directed learning strategies were suggested and analyzed based on learners` survey.

self-directed learning, CALL, learning style, autonomous learning, self-access language learning

윤서영 Seo Young Yoon

DOI: Vol.16(No.3) 97-123, 2013

The purpose of this study is to investigate the effectiveness of online English pronunciation class and students` perspectives in order to develop and suggest a functional instructional model for teaching English pronunciation online. The subjects of this study consist of 110 students in a university in Seoul, and the study lasted for 16 weeks. In order to obtain data, mixed research was conducted. Quantitative data includes experiment and survey, and qualitative data includes observation and student journal entries. The major findings of the study are as follows. First, there were significant increase in the students` scores in pre and posttest in both experiment and control group, but there was no significant difference between the groups, showing that online class was as effective as offline course. Second, the students` perspectives on online English pronunciation class was generally positive, with an exception in easiness, showing that the students considered online English class to be somewhat difficult. They considered individual practice and peer feedback to be positive, and it was observed that the students reflected both on the lecture and peer feedback and applied them in their individual work. Last, an instructional model for online English pronunciation class is developed and presented.

전영주 Young Joo Jeon , 강문구 Mun Koo Kang

DOI: Vol.16(No.3) 125-143, 2013

The development of information and communication technology has brought many changes to the educational environment. The prevalence of smart-phones is also playing a big role in shaping learning methods. It provides the opportunity to access QR codes easily. The QR codes are a system of two dimensional matrixes developed by the Denso Wave company. These can greatly ease access to information. Due to high recognition speed, recognition rate and restoration rate, they can be useful tools for English teachers to use in their class. In this study, we propose ways to use smart English teaching and learning methods in conjunction with QR codes. We suggest using QR codes for writing and picture descriptions. As a model class about the picture descriptions, we can find a QR Codes used class which was broadcasted in EBSe TV. Based on this study, more research should be done about smart English teaching models for the better English class for the students.

진승희 Seung Hee Jin

DOI: Vol.16(No.3) 145-170, 2013

This study explores the promise and possibility of using Facebook as a new pedagogical tool to enhance college EFL learners` writing. Facebook is the most popular social networking site (Vaughan-Nichols, 2013) and its use in L2 learning is only beginning to emerge in the current literature (Jin, 2013). This study attempts to identify how Facebook use can be beneficial for EFL writing instruction. The research questions are 1) In what ways does using Facebook help to promote college EFL learners` development of writing? and 2) How do learners view the effectiveness of using Facebook for their writing instruction? This study employed a virtual ethnography approach and used qualitative interviews and a post-course survey as primary methods to collect data. The findings indicated that Facebook offered an effective online learning space for learners to actively engage in the course writing tasks. For example, it increased learners` motivation and confidence, decreased learners` anxiety of writing in English, and enabled various peer feedback and communicative writing. In addition, learners showed overall positive perceptions of using Facebook in their writing course. It suggests the positive possibility of using Facebook as a new pedagogical tool for EFL writing instruction.

Facebook, EFL writing, virtual ethnography

최인철 Inn Chull Choi , 박선영 Seon Yeong Park

DOI: Vol.16(No.3) 171-205, 2013

The ever-increasing use of the internet has resulted in the development of various types of sophisticated web-based dictionaries while diminishing the use of paper-based dictionaries. Still in question, however, is the efficacy of different types of media among learners of different proficiency or cognitive/education levels. This efficacy issue pertaining to the media factor remains intertwined with the language factor (monolingual vs. bilingual), given the contradictory perspective on the overall usefulness among different proficiency levels. This study attempts to 1) investigate the extent to which the media factor interacts with the language factor in terms of the efficacy of dictionary use, 2) compare the efficacy of four different types of dictionaries between two groups of different educational levels, and 3) conduct a survey to explore learners` views on the proper use of a dictionary. The research findings reveal that strong interactions exist between the media and language factors, and that secondary education learners find the paper-based Korean-English dictionary the most facilitative, whereas the web-based English-English dictionary is the most effective for the tertiary education group. Based on the survey results, the majority of respondents prefer to use web-based dictionaries due to its user-friendliness despite the fairly high efficacy of paper-based dictionaries.

paper-based dictionary, web-based dictionary, writing bilingual, Korean-English dictionary, monolingual, English-English dictionary