Hee-jung Jung

DOI: Vol.19(No.2) 11-33, 2016

Better understanding of the factors that affect EFL learners’ satisfaction and continued use of e-learning could offer supports for better implementation of such a strategic initiative. This study develops a comprehensive structural equation model that captures most causal factors related to EFL learners’ satisfaction and continued use of e-learning. The proposed model incorporates learner factors (attitude toward using technology, computer self-efficacy, and outcome expectation) as well as environmental factors (content flexibility, content quality, and support) and their impact on EFL e-learners’ satisfaction which in turn leads to continuous use of e-learning. The survey participants comprised public and private secondary school students (Grades 10 to 12) in South Korea. The analysis provides a structural equation model with acceptable statistical fits and with many significant causal relationships. The results demonstrate significant links between satisfaction with e-learning and various factors as well as continuous use of e-learning. The study findings have implications for English educators.

e-learning, English as Foreign Language, technology, satisfaction, learners` factors, environmental factors, structural equation model

Minsu Kim , Young Woo Cho

DOI: Vol.19(No.2) 34-60, 2016

This study compared metalinguistic and exemplar-based written corrective feedback (CF) for their effects on Korean university students’ grammatical accuracy improvement regarding English verb complementation errors. This study was conducted in a writing class where two types of multimedia components were used for writing instruction: mini-lessons based on PowerPoint slides and a movie. This study also investigated how learners perceived the CF they received. Fifty-two learners, divided into two groups (i.e., metalinguistic and exemplar), participated in this class for 10 weeks. A sentence completion test and a narrative writing test were administered to measure learners’ verb complementation knowledge before and after the treatment. In the treatment sessions, learners were given a mini-lesson on English verb complementation using PowerPoint slides, watched part of a Korean movie, and then wrote a summary of the given movie part. Learners received either of the two types of CF on their written errors. This treatment procedure lasted for eight weeks. The results revealed that both feedback types were beneficial. Learners in both groups significantly improved their verb complementation knowledge. Though no significant difference between both groups was found, more learners preferred exemplar-based to metalinguistic CF.

Written corrective feedback, metalinguistic written corrective feedback, exemplar-based written corrective feedback, verb complementation, multimedia-assisted language learning

So Lee , Chung Hyun Lee

DOI: Vol.19(No.2) 61-90, 2016

Students’ engagement is an essential factor for the successful implementation of peer response in L2 writing. This qualitative study aimed to explore university students’ engagement in peer response activities and its influence on the revision and writing quality in enhancing and transforming blended learning environments. The subjects of the study were eight university students enrolled in two academic English writing courses. Data collection instruments included the recordings of peer response, students’ writing drafts, classroom observations, and reflective journals. The recordings of peer response were analyzed using Language Related Episodes (LREs), and the students’ drafts were scrutinized for revision and scored for writing quality. Data from the classroom observations and reflective journals were qualitatively analyzed. The main findings of the study are as follows. The students in both environments were actively engaged in peer response; however, the students in transforming blended learning showed more in-depth engagement in the discussion of writing topics. Second, the comments from peer response were incorporated into the revision. Last, the students’ second and final drafts gained higher scores than the first drafts. Based on the main findings, pedagogical implications are provided.

Peer response, students` engagement, L2 writing, blended learning