Su Kyoung Mo , Sangmin Lee

DOI: Vol.20(No.2) 11-35, 2017

The present study explores the relationship between student perceptions on L2 online activities and their perceived proficiency and confidence improvement. The study adapted a Community of Inquiry (CoI) framework to understand student perceptions of an L2 online learning community. Involving 124 EFL college first-year students, the study employed a Korean version of the CoI survey instrument to measure student perceptions on teaching presence, social presence, and cognitive presence, which are the three core elements of the CoI framework. The relationship between the variables was investigated through correlation analysis. Student`s reflections on the online activities were qualitatively analyzed based on the respective indicators of teaching presence, social presence, and cognitive presence. The results showed all three presences were interrelated. Moreover, the presences positively influenced their perceptions on the improvement of language proficiency and confidence after participating in the L2 online community. The findings of the current study indicate that the student`s perceptions of the L2 online learning community promote language learning and confidence in L2 use. The pedagogical implications of this study are discussed in ways to foster the L2 learning community and to enhance its efficacy.

L2 online learning community, Community of Inquiry, students` perceptions, confidence

Seo Young Yoon

DOI: Vol.20(No.2) 36-58, 2017

This study investigates students` perspectives on Socrative, a learner response system for instant learner response, in 4-skills integrated EFL classes. The participants of the study consist of 114 college freshmen enrolled in a beginner level English course in an A university in Korea. They were given a questionnaire in two parts―in the beginning and at the end of the study to investigate interest at the onset and perspectives based on experience. The quantitative data was analyzed statistically, and qualitative responses were categorized into themes based on frequency. The main findings are as follows. First, the students were not interested in learning English initially. Second, students` perspectives on Socrative were positive across the board. Third, they found the use of Socrative to be positive, particularly for `Increase Participation`, `Share Individual opinion`, and `Interact with Teacher`. Fourth, students preferred to use Socrative to check comprehension and to submit responses for speaking activities. Fifth, students considered instant interaction and hidden identity to be the strengths but having to use cellular data and lack of wi-fi strength and range were considered weaknesses in using a LRS in EFL classrooms. Based on the findings, recommendation for classroom use and further studies are provided.

learner response system, mobile learning, classroom participation, student perspectives

신동광 Shin Dongkwang , 전유아 Chon Yuah , 이신웅 Lee Shinwoong , 박명수 Park Myongsu

DOI: Vol.20(No.2) 59-83, 2017

As a part of lexical knowledge, the present study attempted to develop an English collocation proficiency test to measure the size of second language learners` collocation knowledge. The existing collocation tests, such as DET (Eyckmans, Boers, & Demecheleer, 2004), CONTRIX (Revier, 2009), and COLLEX/COLLMATCH (Gyllstad, 2009), were developed as achievement tests or could only test some specific types of collocations (e.g. Verb + Noun collocations). To address this deficiency, a new Collocation Size Test (CST) was developed using the recently constructed General Service Collocations (GSC) (Shin, Chon, Lee, & Park, 2017) which was first extracted from the large-scale Corpus of Contemporary American English (COCA) and then refined by comparing 8 representative reference corpora, such as Freiburg-Brown Corpus, Freiburg-LOB Corpus, and Australian Corpus of English. The test of so-called GSC CST is based on the first 10 levels of GSC with 10 items at each level. Five of the items measured meaning recognition while the others assessed the learners` ability to recognize the correct form of collocations. Each item could be considered as representing knowledge of 50 collocations within the collocation band. In the validation process of GSC CST, the test showed a reliability of .91.

General Service Collocations (GSC), Collocation Size Test (CST), collocation proficiency test, meaning recognition of collocation, form recognition of collocation

정남숙 Jeong Nam-sook

DOI: Vol.20(No.2) 84-113, 2017

The purpose of this study is to investigate the effects of mobile-mediated learning on university students` English writing achievement and to explore their perspectives on using mobile devices in terms of cooperative learning, affective aspects and learning effects. For 10 weeks, a total of 48 university students majoring in Business English used the KakaoTalk in a classroom as a mobile messenger to enhance mobile-mediated group talk for the purpose of improving their writing skills for 20 minutes a week. In order to investigate if participants improved their writing skills, the pre and post TOEIC writing essay test were administered. Two classes were assigned into an experimental group vs. a traditional group depending on the use of the mobile-mediated group talk. A comparison analysis of the pre/post test, T-test and Ancova was performed to compare two groups` statistical differences. To examine the students` perceptions on using mobile-mediated group talk, data was collected from the students` survey and an interview. The major findings of the study are as follows. First, participants who used mobile-mediated group talk improved their writing achievement, and there was statistical significance in writing scores found in the posttest. Second, statistical differences between the control group without mobile apps and the experimental group with mobile apps was not significant in terms of mean differences in writing achievement. Third, students` responses to the questionnaires showed that the they found the traditional group talk in the classroom was more helpful and effective in learning than the mobile-mediated group talk. Fourth, there was no gender difference between males and females in terms of writing achievement. Based on the findings, educational implications for further research are discussed.

university students` writing, Mobile-Assisted Language Learning, Social Network Service, m-learning, Kakao Talk

하수권 Ha Su-guen , 진광호 Jin Kwang-ho , 이효영 Lee Hyo-young , 이길연 Lee Gil-hyun

DOI: Vol.20(No.2) 114-139, 2017

It is a tandem learning method that for learners who have learned two different native languages construct a learning group and learn each other`s native language in a self-initiative according to the reciprocity principle. Mobile tandem communication is a link between mobile communication and tandem learning. It is a combination of mobile communication and self-directed learning. In this study, we describe the structural characteristics of mobile tandem communication and its usefulness in foreign language learning. Then, in Section 3, we describe the various types of structural conditions of the Chinese learning project using mobile tandem communication conducted by the researchers of this paper experimentally in 2016. The project was attended by Chinese and Korean majors from three Korean universities and three Chinese universities. The program was run from the first semester through the second semester of 2016, with 172 learners of Chinese learning Korean and 172 learners of Chinese learning Chinese. Finally, Section 4 discusses the student attitudes toward mobile tandem communication experience based on the results of the questionnaire survey conducted on the students who participated in the project. Also, we contributed to spreading the foreign language learning method in Korea.

mobile SNS-tandem, self-directed learning system, Chinese-Korean languages, university students, university Chinese-Korean education