Seung Hee Jin

DOI: Vol.17(No.4) 11-37, 2014

As smartphones are currently the most widely used mobile device (Jung, 2012), using them and their applications for language learning is increasingly being researched. The current study investigated the effect of using the smartphone application Band in blended learning for developing Korean EFL learners` English grammar skills. The research questions are: 1) Does the use of a smartphone application (Band) in blended learning affect students` development of grammar skills? 2) What are the general perceptions of students towards smartphone-based blended learning? 3) What are the advantages and disadvantages of using smartphones in blended learning? To triangulate the findings, both qualitative and quantitative methods, specifically, a pre/post-test, a questionnaire, and interviews were used to collect data. The research findings showed that the adoption of the smartphone application Band in blended learning was effective in developing students` grammar skills. The experimental group significantly outperformed the control group in grammar development. In addition, students had an overall positive attitude and perspective toward smartphone use in their blended learning environment. Smartphone-based blended learning extended learning opportunities beyond the traditional classroom and increased students` involvement in learning activities. Additional advantages and disadvantages of using smartphone applications in blended learning were also reported in this study.

blended learning, MALL, mobile learning, smartphone application, EFL grammar

Hee Yeon Kang , Chung Hyun Lee

DOI: Vol.17(No.4) 39-61, 2014

As research into computer-assisted language learning (CALL) has changed rapidly alongside technological developments, there has been an increasing need for a review of research topics and trends. An abstract of a research article is an important section since it encapsulates the key information of the article, and it is therefore frequently targeted for analysis. The purpose of this study is to compare and analyze abstracts from two journals, Multimedia-Assisted Language Learning (MALL) and Language Learning and Technology (LLT), with a focus on chronological changes in research topics and move patterns. Data were collected from 385 and 213 abstracts of articles from the two journals published between 1998 and 2014 and analyzed using the corpus tools, Antconc and Antmover. The results are as follows: 1) Topics in both journals underwent considerable changes, reflecting rapid technological developments; 2) Abstracts in MALL dealt with cutting edge technologies more than those in LLT; and 3) The move patterns of A-M-R-C and A-M-R were more frequent than B-A-M-R-C in MALL and LLT. Based on the results, implications and suggestions for further study are provided.

topic changes, moves, journal article abstracts, corpus-based/keyword analysis

Jungtae Kim , Young Woo Cho , Yong Ju Lee

DOI: Vol.17(No.4) 62-88, 2014

This study explored the effects of multimedia-based self-directed speaking practice for English learning at a university setting in Korea. Forty-three undergraduate students participated in a semester-long self-directed English speaking practice program. This study took a blended learning approach in which learners practiced English speaking personally using a computer program outside the classroom, and then worked on some communicative activities in the classroom based on their personal practice effort. The results showed that only 17 out of 43 learners (39.54%) successfully moved up to a higher level of English speaking ability as a result of self-directed speaking practice. Three variables were tested for their possible association with speaking ability improvement: practice quantity, practice quality, and learner quality. Two-by-two Chi-square analyses revealed that none of the variables was significantly associated with speaking level improvement. though there were more learners who improved their speaking ability in the high groups. Finally, survey data indicated that learners perceived the program and their experience as positive, yet responded that their actual participation level was relatively low. A key implication is that self-directed speaking practice requires sophisticated training and coaching to create adequate motivation and readiness for independent learning.

self-directed language learning, blended learning, English speaking, practice

Seo Young Yoon

DOI: Vol.17(No.4) 88-111, 2014

This study aims to explore the impact of language learning strategy instruction in blended learning and investigate how students use language learning strategies in blended learning context and their perspectives. The participants for the mixed study consisted of 108 freshmen university students in Korea, and the study was conducted for 15 weeks. The quantitative data included the results of pre-test and post-test, a questionnaire on perspectives on blended learning and a questionnaire of Strategy Inventory of Language Learning. The data for the qualitative research included the students` weekly learning journals and semi-structured interviews. The results are as follows: 1) language learning strategy instruction in blended learning was found to be effective for increasing students` language proficiency; 2) the students perceived blended learning and online activities to be interesting, satisfying, and useful, and offline activities to be interesting and useful but less satisfying; and 3) the students used compensation strategies the most followed by metacognitive, cognitive, social, affective and memory, in respective order, and the two least used strategies were found in affective strategies category. Based on the results of the study, discussion, implications, and suggestions for further study are provided.

blended learning, language learning strategies, self-directed learning