Neil Briggs

DOI: Vol.18(No.2) 11-36, 2015

This study explores the perceptions of Korean EFL college students regarding the motivational value of a commonly-used, English-language mobile application as a language learning tool and coursebook supplement. The tasks were designed according to SMART learning pedagogy (MEST, 2011), requiring learners to work collaboratively and to communicate about their findings. The tasks were designed specifically to expand upon the content presented in the coursebook by providing learners with access to authentic content that is highly relevant to their major of study. The motivational value of the mobile application and the coursebook are assessed using Keller``s (1987) ARCS (Attention, Relevance, Confidence, Satisfaction) motivational model. Although the results did not reveal statistically different results between the two learning tools, student comments provide additional insight as to how mobile application based tasks can help to motivate learners who are less motivated by the traditional coursebook materials. The results suggest that the opportunity to explore authentic forms of English which are of personal interest may provide learners with increased levels of interest and confidence in their English abilities. Motivational value aside, the students expressed rather overwhelmingly a desire for coursebook supplementation.

Mobile applications, task-based Learning, motivation, SMART

Hyeyoung Cho

DOI: Vol.18(No.2) 37-58, 2015

A number of studies have reported the benefits of music in language learning, but some have also found evidence that the music may deteriorate the writing fluency and quality. Given that, this study aims to expand our knowledge on the musical effects in L2 writing and their dependency on the writer``s L2 proficiency. This study recruited 28 students, who wrote an argumentative essay in music and no music conditions respectively. Results of the experiment were examined in terms of Skehan``s three dimensions of fluency (e.g., speed, breakdown dysfluency, and repair dysfluency) and writing quality. Data analysis showed significant differences in pause frequency between the music and no music conditions. Further, High Proficiency Group (HPG) and Low Proficiency Group (LPG) were compared, and the results of total writing time showed a significant group by condition interaction, indicating marginally different effects of music depending on the writers`` proficiency level. The findings of this study suggested a moderate facilitative effect of background music in L2 writing and its dependency on the writers`` L2 proficiency level. It is hoped that the findings of this study invite further exploration on the effects of music to bring pedagogical implications in L2 writing pedagogy.

background music, L2 writing, writing fluency, writing process

Minjung Kim

DOI: Vol.18(No.2) 59-87, 2015

This study explored the interactional challenges of Korean graduate students enrolled in a blended English writing course through a qualitative case study based on Moore``s three types of online interactions: learner-instructor, learner-learner, and learner-content interaction (Moore, 1989). The data were collected from multiple sources such as surveys, reflective journals and interviews, all of which were analyzed following six phases of thematic analysis (Braun & Clarke, 2006). The results illustrated a variety of challenges that the students encountered in online interactions and described attempts made to overcome them. A feeling of inhibition and unfamiliarity with a blended environment were prime challenges in interaction with the instructor. Distrust of peer feedback and lack of face-to-face interaction appeared to be the challenges in learner-learner interaction. Additionally, being overloaded with online classwork and the high level of materials were the barriers to online interactions with content. However, students started to overcome these challenges as they intentionally tried to practice English writing in written speech and interacted effectively after peer feedback training in a face-to-face classroom. Students also demonstrated different learning strategies to deal with content matters. The findings imply that the students`` experiences are varied due to differences in their educational backgrounds, needs, motivations, and learning strategies.

blended Learning, online interactions, computer-mediated communication, second Language writing

Sungyeon Kim , Bokyoung Park

DOI: Vol.18(No.2) 88-111, 2015

This study investigated pre-service English teachers`` experience of online content-based English writing with a focus on their writing skills and writing attitudes. For the purpose of the study, six college students were recruited to participate in an academic learning program that was designed to assist their writing development. During eight weeks of writing practice, the students were asked to perform content-based writing tasks. They submitted two drafts, via email, for the same writing prompt each week and received two-stage feedback from a native speaker for each draft. They were also asked to keep learning logs after completing each task. At the same time, they were asked to take pre- and post-tests: essay writing tests, two types of vocabulary tests, and attitude questionnaires. The study found positive changes in the students`` writing ability, vocabulary knowledge, and writing attitudes. With regard to feedback, the students believed that it was nicely balanced, covering all three categories: content, organization, and form. The students, however, reported some difficulty in interpreting content-focused feedback or feedback that implicitly suggested areas for improvement.

English writing, content-based English writing, online writing, track changes, pre-service teachers, feedback, content feedback, form-focused feedback

Chaeyoung Mun

DOI: Vol.18(No.2) 112-134, 2015

The present study investigated the effects of using different types of input repetition and test taking strategy on listening comprehension test performance. The participants involved in the study are 226 Korean university students and they took a 25 multiple choice format web-based listening comprehension test under four different input variants: N-RA (No-repetition, Aural), RA (Repetition Aural), N-RW (No Repetition, Written), RW (Repetition Written). In addition, the study employed a retrospective verbal protocol to examine participants`` test taking processes and discover general patterns of their strategy use. The results revealed that the repetition effect in two different modalities showed mixed results. Significant format and proficiency effects were found only in aural modality condition. Retrospective protocol showed participants in two proficiency levels seemed to perceive aural modality format as challenging task, however, high level test takers were relatively insusceptible of changes in input modality format. Regarding test takers`` attitudes on repetition, they were positive in that they felt repeating input including both listening text and item stems facilitated their comprehension and made them feel more secure and comfortable. Discussion and implications in second language education and testing are discussed.

L2 Listening comprehension test, repetition, modality, Listening strategy

Kyungmi O

DOI: Vol.18(No.2) 135-158, 2015

This study was designed to examine the relationship between mobile assisted language learning (m-learning) and the listening skills of Korean EFL learners. As a quasi-experimental study involving an m-learning group of 30 individuals and a comparison group of 18 students, a comparison analysis of the pre-/post- test of the two groups was performed in the study. For the study, m-learning materials with listening comprehension tasks were designed, and the students in the m-learning group were exposed to the materials for nine weeks. To further investigate their perceptions toward m-learning, data from a questionnaire and an interview procedure were collected. Through the analyses, the pre-test and post-test results of the m-learning group showed statistically significant improvement, whereas those of the comparison group failed to make such progress. In addition, the analyses of the questionnaire and interview data illustrated that the students perceived the m-learning activities to be useful for increasing listening comprehension skills and reported the ubiquitous learning environments provided them with flexible use of study time and space. Lastly, the study presents several pedagogical implications for designing and using m-learning materials.

mobile assisted Language Learning, MALL, smartphone in education, m-Learning, English Listening, Listening comprehension skills

Kiwan Sung

DOI: Vol.18(No.2) 159-187, 2015

This study looks into a flipped English content-based class where 12 participating college students were enrolled and completed all the course requirements in an elective course, English Curriculum and Evaluation, in Spring, 2014. Before each class, the students were guided to preview lesson materials such as readings and videos and to engage in diverse online activities on an LMS flatform. Then, they did collaborative class activities such as sharing their Thought Papers, discussing the questions on weekly readings developed online, and doing a final project of designing an evaluation plan. The results of the analysis of both informal and formal course evaluations and student work showed that they viewed flipped learning positively despite initial difficulties of adjusting themselves to it. They also viewed that flipped teaching can be a good momentum for change in current ELT despite limitations such as test-oriented teaching practices, learner difference in prior learning experiences and in their English proficiency levels, the preparation time and efforts needed for teachers, and the lack of institutional support. Also presented in this study are some challenges and possibilities of utilizing the idea of flipping one``s teaching in the EFL context along with pedagogical suggestions and implications for further research.

flipped classroom, flipped teaching, flipped Learning, blended Learning, Learning management system, student-centered instruction, Kakao Talk