Ji Eun Kim

DOI: Vol.17(No.3) 11-36, 2014

This study explores two English classes taught in English at a four-year university to investigate the effectiveness of using the Automated Essay Scoring (AES) system on the improvement of essay writing abilities of both high level and low level EFL students. The instruments involved in this study include students` essays, Criterion, an automated essay scoring system, and a survey. In order to examine the influence of the feedback provided by the Criterion system on the participants` essays, their first and second draft were each evaluated and given holistic scores by the teacher-researcher. Following the evaluation, the scores on the first draft and the revised draft were compared. According to the statistical results, both high and low level students all showed overall improvement in their writing after using Criterion. Following an examination of their writings, a questionnaire was used to measure the strengths and weaknesses of using Criterion. Additionally, the students` perception towards face-to-face human feedback, which was provided through an individual writing conference, was investigated. The findings of this study can offer pedagogical suggestions for incorporating AES in L2 writing class and implications for future research in EFL context.

AES, Criterion, L2 writing, feedback on writing

Myong Hee Ko , John Goranson

DOI: Vol.17(No.3) 37-68, 2014

The present study investigated learner perceptions and preferences of device type in a technology-assisted vocabulary learning context. Forty-five university students were asked to complete online vocabulary learning exercises outside their classroom for 10 weeks. Then they completed a survey regarding the device they most often used, disadvantages of a particular device, distractions they experienced, their perceived mental focus, and locations where they completed the exercises. Results showed that half of the participants used PCs and half used smart phones. Those who often used PCs preferred a bigger screen and more comfortable use. Those who often used smartphones preferred a portable device for learning. About 56%of the participants indicated that lack of portability was the most significant disadvantage of PCs. About44% suggested that the biggest disadvantage of smart phones was a small screen size. Regarding distractionand mental focus, around 35% reported that PCs better facilitated focus, whereas about 15% indicated that smartphones were better facilitators, and about 50% said there was no significant difference. PC users reported more types of distractions, whereas smartphone users reported fewer types of distractions but each with more frequency. Regarding preferred locations, PC users preferred personal rooms, whereas most smart phone users did exercises while commuting.

CALL, technology-assisted language learning, technology-assisted vocabulary learning, MALL, m-learning, learning platforms, learning device, learner perceptions, learner preferences

김상경 Sang Kyung Kim

DOI: Vol.17(No.3) 69-95, 2014

This study investigated the effects of a gamified evaluation policy replacing the “Participation” grading component, which subjectively measured students` preparation, cooperation, and volunteering of answers. Rooted in the principle of Game-based learning, gamification proves its synergic effects of cooperation and competition in global marketing. Educators also document its potential to improve learning outcomes although its technical aspects outweigh its principles. Utilizing online discussion boards and learning status statistics built in an LMS of a general English course, the study adapted gamification to a relative gradingpolicy. Gamified learning environments were designed to assist students in writing an essay and running adiscussion thread, with guaranteed bonus points up to 15% of the final grade. Quantitative analysis revealed satisfaction with the course and grading policy was higher in the intervention; in the control group including“Participation” and in the intervention group, similarities were observed in formal evaluation components including “Exams.” Qualitative analysis on the posts showed gamification improved participants` communicative skills and ability to facilitate online discussions, improvements that were absent in the control group. Well-grounded gamification manifests effective in engaging students with an enjoyable gaming experience. The study discusses extending gamification to education, enhancing the learning progress through constructive competition.

gamification, game-based learning, relative evaluation, student-centered learning, English reading and writing

김주연 Joo Yun Kim

DOI: Vol.17(No.3) 96-121, 2014

The purpose of this study is to investigate the role of reflective journal and to model the process of reflection while writing it on a blog in English coaching class. The Thirty-four participants at a university near Seoul participated in this study. They kept a reflectional journal after class on a blog for one semester. The data reflective journal were analyzed largely with qualitative method combined with quantitative methods. The results are as follows. First, the participants reflected deeply on their English learning, over aperiod of time. Second, they were interested in English learning through self-awareness and self-reflection. And then, they voluntarily practice English learning with their its conation. The investment was composed of cooperation with colleagues and actual learning to improve their English. Third, as the coaching class progressed, the participants consistently interacted with the teacher as a coach. The findings imply that English learners foster better reflection within blog as a reflective journal tool. Based on the present results, the following-up research should be conducted. First, research would be accomplished with students` reflective classification considering language learners` characteristic. Second, the data can be expected to find other attributes such as the role of reflection with awareness or the result of achievement test.

coaching, reflection, reflectional journal, multimedia, web-based, blog, English education

서영지 Young Ji Seo , 이은주 Eun Joo Lee

DOI: Vol.17(No.3) 122-154, 2014

The study investigates the effects of mind-mapping and summarizing activities utilizing the internet English storybooks on the English vocabulary and the writing ability and their affective aspect of the elementary school students. For this to be realized, a total of seventy eight students divided into high-level and low-level groups participated in the study. Prior to the experiment, pre-assessment on vocabulary and writing ability were carried out, and after the experiment, a post-assessment survey and an affective domainsurvey were conducted targeting all the groups. The results of the study indicated that the classes with the internet English storybooks had positive effects on the vocabulary learning of the learners, and more positive effects were observed when the mind-mapping and summarizing activities were added. In addition, activities utilizing the internet English storybooks seemed to positively affect the writing skill of the learners. In particular, the mind-mapping group showed a significant score improvement among high-level students. Finally, the analysis of the affective aspect of the learners manifested significant differences among all three groups in the four areas of interest, self-confidence, necessity and participation. All the grops showed positive change in the attitudes towards learning vocabulary and writing except for the self-confidence domain.

Internet English storybook, mind-map, vocabulary acquisition, writing ability