Hyeyoung Cho

DOI: Vol.19(No.3) 11-36, 2016

With increasing need for pedagogic mediation for the corpus use in L2 writing instruction, this study explored the potential of controlled corpus consultation of selected formulaic expressions as a pedagogic mediation to improve learners` awareness of formulaic language and L2 writing quality. This study compared the use of formulaic expressions and L2 writing quality between two groups, i.e., Controlled Corpus Consultation Group (CG) and Uncontrolled Corpus Consultation Group (UG). CG used formulaic expressions (such as extent to which) in their corpus search dealing with limited concordances on the selected expressions, while UG consulted the corpus data on the same words that comprised the formulaic expressions given to CG, but as individual words (such as extent, to, which). Types, frequency, and usage of formulaic expressions as well as overall writing quality of the two groups were subjected to statistical analysis in order to identify significant group differences. Results suggested that CG outperformed UG in terms of frequency and types of formulaic expressions as well as overall quality of writing. Findings of this study suggested that the controlled corpus consultation on selected formulaic expressions improved learners` general awareness of formulaic language and writing proficiency in L2.

controlled corpus consultation, formulaic expressions, cluster analysis, L2 writing

Woojung Hong

DOI: Vol.19(No.3) 37-60, 2016

This study investigated the efficacy of computer-assisted language testing on cultural contents and examined the students` development of integrated skills. Furthermore, it also looked into the differential effect of presentation modes in the test. In this study, two sequenced modes on aural and visual and one simultaneous mode were compared. For the purpose of the study, 120 (male 60, female 60) Korean 10th grade students were recruited to take a computer-assisted language test and an online questionnaire survey. The test consisted of three parts, each in a different mode and students submitted their answers via email after the test. The study found a significant difference in all three modes and students outperformed in the simultaneous mode as compared to the two sequenced modes. In addition, integrative test tasks which required students to produce written language rather than spoken language resulted in a better performance. This also showed that authentic cultural contents motivated students to learn English and practice integrated skills. According to students` response in the questionnaire survey, students had positive attitudes towards developing their integrated skills through computer-assisted language testing. However, ways to provide immediate feedback to students need to be improved to implement this effectively in English classes.

computer-assisted language testing, cultural contents, integrated skills, presentation mode

Jiyoung Yi , Kyung-whan Cha

DOI: Vol.19(No.3) 61-82, 2016

This study investigates how computer-assisted language learning (CALL) software facilitates Korean learners` English speaking practices in order to improve speaking proficiency regarding seven speaking proficiency variables (completion, grammar, fluency, pronunciation, rhythm and intonation, response speed, and confidence) across varied age levels. A total of 82 learners aged 4 to 50 voluntarily took part in this study. Researchers categorized participants into four groups-kindergarten, elementary, secondary, and tertiary-regarding both their ages and their placement in the Korean national education system. Findings suggest that the English language learners` speaking proficiency improved throughout the intervention processes without producing any pausing or retreating speaking proficiency variables. The investigation regarding the three tests-the pretest, midtest, and posttest-showed that all of the age groups followed the same pattern of significant growth: their English speaking proficiency rapidly improved for the first two weeks and then kept improving until the end of the fourth week with moderate speed. In terms of differences among the age groups, younger subjects showed greater and more balanced growth in speaking proficiency variables on both the midtest and the posttest.

CALL software, English speaking, EFL learners, kindergarten, elementary, secondary, tertiary

송은혜 Song Eunhye

DOI: Vol.19(No.3) 83-109, 2016

The present study aims to investigate the effects of the use of an English listening app and Kakao Talk for listening practice on EFL university students` English listening ability and their affective domains. For about 10 weeks, the forty participants in the study practiced English listening using an English app and Kakao Talk outside of the classroom. In order to collect the data, the pre- and post- mock TOEIC listening tests were administered. Analysis revealed, and there were significant mean differences for the pre- and post- tests. The mean of the pre-test was 21.93, and that of the post-test was 25.38, with an increase of 3.45 (p=.000). According to the post-questionnaire, the participants found the listening app and Kakao Talk useful for the listening practice. They also responded that as this kind of practice was interesting and helpful for decreasing anxiety toward English, they wanted to recommend it to others. These findings seem to suggest that English listening practice using an English app and Kakao Talk could be useful to provide opportunities for university learners to practice English listening in an EFL situation.

smartphone English listening app, Kakao Talk, English listening practice

이상도 Lee Sangdoh

DOI: Vol.19(No.3) 110-136, 2016

Recently, colleges are showing a lack of interest in improving educational conditions due to financial difficulty. This applies to a lecture room environment as well as the size of a class. For a language training they are both very important. Small size lecture that can use multimedia applications would be the best, but that`s not the case in reality. For example, a typical language class shows 40 to 50 students with various level in the same class, not to mention multimedia capability. It is likely that the condition is much worse for students taking a language class as an elective. This is evident from the recent changes in a class cancellation polity which became more stringent. Foreign language class is not an exception. This report seeks a solution for problems with worsening infrastructure for Chinese classes, especially for a beginner level (electives) using a smart phone technology. First, we conducted a survey with 306 students and 15 professors from universities in south eastern region including University of Busan, Dong-A University, University of Ulsan, Changwon National University, and Changshin University on their perception on learning Chinese using smart devices and status of technology embedded education. Then we discussed few critical issues in current Chinese classes with the potential solutions, especial a new collaboration effort among University of Ulsan-Busan University of Foreign Studies-Changshin University.

Mobile-Assisted Language Learning, technology embedded learning, smartphone, team-based learning, Chinese education

한종임 Han Jong-im

DOI: Vol.19(No.3) 137-157, 2016

The purpose of the study was to explore the effects of international telecollaboration activities on Korean middle school students` communication skills and intercultural competence. The participants of the study were 50 students from middle schools in Seoul, Korea, who belonged to three different groups: a one-to-one matching virtual classroom group with American students (n=13), a two-to-one matching virtual classroom group with American students (n=20), and a one-to-one matching on-and-offline mixed group with Taiwanese students (n=17). The experiment was administered during one semester of the 2015 academic year. Major findings from the study were as follows: 1) With respect to developing English communicative competence, the virtual classroom-based telecollaboration activities proved to be more effective than the on-and-offline mixed activities on the one hand, and the one to one matching was more beneficial than the two-to-one matching on the other hand. 2) Whether the partner students were English native speakers or not proved to be one of the important factors which can affect the international communicative competence. 3) The virtual classroom-based telecollaboration exchange with one-to-one matching was the most positively perceived by the participants, whereas the one with two-to-one matching was the least positively evaluated. Based on the findings, some pedagogical implications were made for the successful implementation of international telecollaboration activities in Korean school settings.

telecollaboration, virtual classroom, intercultural competence

허근 Huh Keun

DOI: Vol.19(No.3) 158-177, 2016

The study aimed to investigate the effects of the use of a smartphone application on English listening ability and the self-directed learning ability of English language learners. In addition, this study was conducted to examine how the degree of flow experience in a listening activity affected on the listening ability and self-directed learning ability of the learners. The participants of this exploratory study were thirty university students who took a multimedia-assisted English learning course. Results indicated that the use of a smartphone application had a positive impact on the learners` listening ability and self-directed learning ability. Moreover, in the m-learning environment, the group of students who experienced a high degree of flow showed a greater increase in both listening and self-directed learning abilities than those who did not. The results imply that language learners can make use of smartphone applications for their own purpose of learning when the learning environment is provided. The result also may contribute to the limited body of research on the relationship between flow experience and English learning in m-learning environments. Several implications and suggestions are made for future research on flow experience through the use of smartphone applications and their positive effect on the self-directed learning ability of English language learners.

smartphone application, m-learning, flow, self-directed learning