Young Sang Cho

DOI: Vol.18(No.3) 11-40, 2015

This paper presents an ethnographic case study exploring second language learners’ use of the social networking site (SNS), Lang-8, in an outside-of-school context. The main purpose of this study is to understand what activities today’s L2 learners perform in the social networking environment for language learning and how they perceive the use of the SNS for L2 learning from an insider’s point of view. Data were collected over a nine-month period from participant-observations, online documents, and interviews with 12 active Lang-8 users. The findings of this study show that participants’ activities in the Lang-8 environment are closely related to the main features of language learning SNSs (e.g., creating a profile, expressing oneself, sending a friendship request, and engaging in peer feedback), which are aimed at initiating and maintaining networks of friends. In addition, participants identified perceived benefits of Lang-8 for language learning in academic, social, and emotional areas. These findings suggest that SNSs specifically designed for language learning can be used to complement classroom-based language teaching and learning environments.

Social networking site, SNS, Web 2.0, peer review, feedback, L2 writing

Nam Hee Kang

DOI: Vol.18(No.3) 41-72, 2015

The purpose of this study was to explore the efficiency and the students’ perceptions of flipped classrooms, attentively designed to integrate lecture-oriented videos and an activity-centered off-line class, for twenty four EFL university students in a general English course. The regular and the flipped classrooms were compared in grammar and vocabulary knowledge by pre- and post tests. Student logs, a post-questionnaire and interviews in the flipped classroom were conducted to analyze the degree of integration of pre-preparation assignments and off-line class activities as well as the students’ perceptions. The results illustrated that (1) only the flipped classroom produced statistically significant changes in both vocabulary and grammar knowledge by Wilcoxon signed-rank test. The result by ANCOVA showed no difference, presumably, due to non-normal distribution in both groups. (2) The student logs suggested that well-blended flipped classroom maximized face time, retained more interaction and achieved learning goals. (3) The questionnaire and interviews showed the flipped classroom was highly positive in satisfaction, helpfulness, in-class activities and instructor’s roles, four pillars of F-L-I-PTM, benefits and comments. Especially Blackboard (Mobile) was instrumental in providing a flexible environment for assignments and technology-based activities in and out of class. However, ‘not doing assignments’ was the biggest obstacle as a part of disadvantages.

flipped learning, flipped classroom, blended learning, self-directed learning, self-regulated learning, Blackboard

Hea Suk Kim , Yoon Jung Cha

DOI: Vol.18(No.3) 73-96, 2015

The purpose of this study was to examine the impact of self-directed learning in English reading classes during a 16-week period. 79 university students from two general English classes participated in the study. They were divided and assigned into either a self-directed group or a teacher-directed group. All of the participants were assigned the same textbook and instructed to complete specific online activities. The self-directed learners’ groups were advised to treat the online activities as assignments and were encouraged to carry them out by themselves for their own benefit. Teacher-directed learners’ groups, on the other hand, were asked to complete the online assignments by instructors, who continuously checked their progress in order to facilitate their students’ learning. Participants took a diagnostic reading test, a mid-term and a final exam. Also, online activities from LMS data and the Self Directed Learners Readiness Scale (SDLRS) survey were analyzed. Results indicated that there were no significant differences in the mid-term exam between the two groups, but there was a mean difference in the final exam. The SDLRS survey yielded mixed results. As for the online activities, positive correlations were found between the online activities’ scores and the exam scores. Pedagogical implications and future studies were suggested.

self-directed learning, teacher-directed learning, reading, achievement tests, Self-Directed Learning Readiness Scale, SDLRS

Sugene Kim

DOI: Vol.18(No.3) 97-121, 2015

Drawing on a theorized understanding of grammar as a context-sensitive, meaning-making resource for improving writing performance, this study set out to investigate the effectiveness of the grammar support on Korean college students’ EFL composition. The support was provided in the form of an individualized online grammar practice using a website designed for the study, and the grammar points on the website were selected based on the error analysis results of 238 Korean student essays. Forty-eight participants took part in the study for 10 weeks. According to each student’s strengths and weaknesses in grammar skills, the experimental group was assigned the individualized online grammar practice as a follow-up task twice while the control group was not. The statistical analyses indicate a positive effect on writing performance. The survey results illustrate that a majority of the participants deemed the online grammar support helpful and beneficial in writing better compositions. This study is significant in supplying rigorous, theorized evidence for the potential benefits of individualized grammar support to foster development in EFL writing.

EFL writing, grammar, CALL, learner corpus

Gereltuya Munkh Ochir , Chang In Lee

DOI: Vol.18(No.3) 122-141, 2015

This study aims to identify the most frequently erroneous linguistic and surface structure forms committed in computer-based speaking (CBS) and computer-based writing (CBW) performances by Korean university students. To examine the errors, a total number of thirty students were involved in two different tasks (CBS and CBW) based on the same question “Do you prefer living off campus or on campus? Use specific reasons and details to support your answer” on a certain given time. Their CBS and CBW samples were collected and analyzed based on the two main error analysis taxonomies: linguistic and surface structure. The linguistic taxonomy included the syntactic complexity (number of sentences, embedded sentences, tokens, and types) and word level errors(-ed/-ing, singular, plural forms, and subject-verb agreement), whereas the surface structure taxonomy focused on deletion, addition, repetition, substitution, ordering, and run-on sentences. The participants’ CBS and CBW samples have been implemented as research instruments while manipulating the descriptive statistics and t-test analysis purposes. According to the overall analysis, the students committed the following errors. First, the results of the linguistic error analysis focusing on the syntactic complexity revealed that they produced more tokens and types in CBW than in CBS and also yielded more sentences and embedded sentences in CBW than in CBS. Likewise, the analysis under the word level errors was carried out and identified that the most prominent errors in terms of the morphemes (-ing/-ed) and subject-verb agreement committed in CBS than in CBW. However, fewer errors in singular and plural forms in CBS were found than in CBW. Second, the results under the category (Surface Structure Error Taxonomy) were carefully examined and identified the following findings. More addition errors were identified in CBS than in CBW. However, the errors on deletion, repetition, and substitution in CBS and CBW showed no significant differences statistically.

Linguistic & surface structure error analysis, computer-based speaking, computer-based writing

김상경 Sang Kyung Kim

DOI: Vol.18(No.3) 142-165, 2015

This study explores the effectiveness of self-recorded videos using students’ smartphones to develop English presentation skills. For a three-week period, 17 engineering majors with no previous English presentation training or experience video recorded their performances on their smartphones and utilized them as study materials. Using a mix of quantitative and content analysis, the study showed statistically significant improvement of presentation performances between the mid-term and the final. Content analysis revealed that these engineering majors perceived presentation skills as important to their future careers and everyday communicative abilities. They used video files on their smartphones as a tool for analyzing their performances, reducing weaknesses and enhancing strengths in the presentations, as study materials for upcoming presentation tasks, and as a facilitating tool for self-evaluation of their own performance. The students reported that the current learning experience could be positively transferred to preparing for job interviews or presentation tasks in other courses. The instructor also analyzed students’ self-recorded videos as a critical teaching tool, which enabled feedback to students that was specific and context-based. This study discusses instructional approaches using smartphones to practice and optimize technology-enhanced English presentation skills to any levels of English learners.

self-recorded video on smartphones, mobile learning, English presentation

박찬진 Chan Jin Park , 김정렬 Jeong Ryeol Kim

DOI: Vol.18(No.3) 166-197, 2015

The purpose of this study was to make a comprehensive overview of the effects of using digital textbooks in English classes. In this study, a meta-analysis method was adopted to analyze the results of 37 primary studies including the previous articles and the school reports. Ten analysis domains were selected; eight moderated variables and two dependent variables. Results of the analysis indicate that the average effect size of using English digital textbooks is .178, which means low positive effects on the students’ overall results of studying English. However, after a critical look at different effect sizes for different moderating variables and dependent variables, the results need to be noted for the cause and effect relationships. The data in the individual articles are more effective than the school reports, which suggests that bottom-up local needs of the individual articles produce better results than top-down administrative implementation of the school reports. Also, it was found that the use of English digital textbooks had little positive effects on listening and speaking but was more effective on reading, writing, grammar and vocabulary. Also, the results showed that English digital textbooks were highly effective to the formation of positive attitude toward studying English and promoting self-directed learning among students.

meta-analysis, effects, digital textbooks, English classrooms

안재린 Jae Rin Ahn , 심윤진 Yun Jin Shim

DOI: Vol.18(No.3) 198-230, 2015

This study aims to investigate how Korean language teachers recognize and utilize websites in their teaching. Given that the demand in Korean language learning is constantly increasing, the needs for professional teachers will also expand and thus, the websites for teachers could play a role as an effective teacher aid. However, while the utilization of the internet in classroom for the language learners has been widely discussed, few attempts have been made to discover the effectiveness of teachers’ websites in Korean language learning environment. Thereupon, a questionnaire composed of 35 questions on teachers’ perception and utilization of teachers’ websites was distributed to 109 Korean language teachers. As for the result, this study found out that Korean language teachers 1) regards teachers’ websites as a place where they can look for teaching materials as well as communicate with other teachers, 2) are willing to use teachers’ websites when they could find appropriate one, 3) mostly expect to obtain teaching methods and materials from the websites, and 4) wish to widen their knowledge on teaching by using the websites. Suggestions for the further studies are also discussed.

website, teacher`s website, needs, Korean language teaching

윤지환 Jee Hwan Yun , 권서경 Suh Keong Kwon , 김소연 So Yeon Kim

DOI: Vol.18(No.3) 231-256, 2015

The purpose of this study is to introduce the development process and the outcome of an English speaking application (app), Speaking English Jr., designed for Korean middle school students. The app is based on the Korean national curriculum and is designed to help students to practice their spoken English. This paper introduces the structural design of the speaking app, and the features of each functions that were developed based upon the stake-holders’ needs. This paper also attempted to examine the level of satisfaction from 288 student participants in 15 different Korean middle schools, by conducting a questionnaire to examine their perceptions and experience about using the English speaking app after eight weeks. Descriptive statistics and one-way and two-way ANOVA were implemented to analyze the quantitative data. The results show that, overall, a majority of students in both areas were satisfied with the program as a supplement for their English speaking practices. Pedagogical implications and suggestions for developing efficient English language speaking programs and ways to apply those programs to develop the English speaking proficiency of Korean middle school students are proposed.

mobile learning, English speaking, middle school English education

정혜영 Hye Young Jung , 차경환 Kyung Whan Cha

DOI: Vol.18(No.3) 257-276, 2015

The purpose of this study was to investigate the effects of shadowing using authentic listening materials, TED talks, on L2 listening abilities in the EFL high school context. It also examined whether shadowing with authentic materials had a positive influence on students’ interest and self-confidence. This study was conducted with 70 Korean senior year high school students, providing eight weeks of treatment. The experimental group had the shadowing instruction and the control group had the conventional listening instruction focusing on translation and grammar. Two different types of tests were employed, the National high school English listening tests and TOEFL listening tests. The data were collected through the results of listening tests and questionnaire. The results suggested that shadowing with authentic materials effectively improved students’ listening comprehension skills, while listening instruction itself was meaningful. The results also showed that, w ith the longer texts of TOEFL, prolonged practice for more enlarged short-term memory along with test-taking strategies such as note-taking were necessary. The experimental group showed significantly higher changes in self-confidence than the control group. This study therefore considered the combination of a shadowing technique and authentic listening materials as an effective supplementary model for listening instruction.

shadowing, shadow listening, EFL listening, TED, authentic listening materials

최영임 Young Im Choi , 조세경 Sei Kyung Cho

DOI: Vol.18(No.3) 277-301, 2015

This study aims to examine the preferences with regard to multimedia materials displayed by Korean university students, in accordance to the Myers-Briggs Type Indicator (MBTI). MBTI is a psychometric questionnaire designed to evaluate four areas of psychological preferences, including: how people are energized; how people perceive the world; how people make decisions and how people arrive at conclusions. The study focused upon 676 students, for the duration of a fifteen week period while they were attending English classes. The purpose of the study was dual. Firstly, students’ character types were examined via the Myers’ typological personality assessment. Secondly, the correlation between their personality traits and preferences towards certain multimedia materials was investigated. The results of the study indicated that students possessing certain personality characteristics, demonstrated an individual preference relating to specific multimedia material. The study suggested extroverted personality types displayed a preference for off-line activities, therefore limiting the scope of multimedia materials amongst this group of individuals. However, the investigation indicated that students of an introverted disposition preferred online activities, therefore increasing the effect multimedia materials could exhibit upon their English learning. The study also examines the pedagogical implications of the research results and highlights the limitations of the data.

MBTI, personality types, multimedia, CALL, preferred materials

한종임 Jong Im Han

DOI: Vol.18(No.3) 302-325, 2015

This study explores the effective way of utilizing wiki technology in the teaching of English writing. To this end, the study developed a wiki-based collaborative writing model with creativity techniques and investigated its educational effects on EFL learners’ writing. The participants were 130 middle school students in Korea and they were divided into a wiki-based group (n=65) and a traditional group (n=65). The major findings are as follows: First, the wiki-based collaborative writing model was more effective in enhancing Korean student’s writing skills than the traditional model. Second, the wiki-based writing model was more beneficial to high-level English proficiency students than the traditional writing model, whereas both writing models showed equal effectiveness in developing low-level proficiency students’ writing skills. Third, the participants of the wiki-based group responded positively to their experience of utilizing the wiki in the collaborative writing task. All of the results suggest that the wiki technology should be actively integrated into the teaching of English writing to overcome the limitations of the traditional writing class and expand it to an online space for the efficient English secondary education in Korea.

wiki, collaboration, process writing, English secondary education, creativity