Hee-jung Jung

DOI: Vol.20(No.3) 11-32, 2017

This study proposes and empirically tests a research model that attempts to explain the reasons for English learners` achievement of expected performance through the assimilation of smart learning. Particularly, this study focuses on smart English learning attributes (ubiquity, customized learning, shared learning activities, enriched learning contents, and learning flexibility) that have a positive impact on assimilation of smart English learning, which then affects to expected learning performance. Furthermore, this study suggests the moderating effects of two enhancing variables (technical and administrative supports) on the relationship between assimilation and expected performance. A total of 469 responses from smart English learners (university students) were analyzed using AMOS 22.0 to test the proposed hypotheses. Results provide a structural model with a good fit index and evidence supporting causal and enhancing relationships. The contributions and implications of the study are discussed in relation to the future direction of smart English learning.

smart English learning, attributes, assimilation, learning performance, learning supports

Na-young Kim

DOI: Vol.20(No.3) 33-61, 2017

This study investigates the effects of different CMC types on EFL learners’ writing ability improvement. Participants were 84 Korean college students involved in a general English program which was designed to assist their English language development. They were divided into three groups - text chat, voice chat, and control - and participated in the different types of chat during eight weeks of the experiment. Before and after the actual experiment, pre- and post-writing tests as well as pre- and post-surveys were performed. In order to determine the effects of CMC activities, paired samples t-tests and ANCOVAs were carried out. This study found the positive changes in writing ability improvement as a result of attending CMC activities. In particular, text chat appeared to be more helpful for the participants’ writing ability improvement than voice chat. The participants also showed more positive perceptions of English learning after taking part in CMC interaction. Similarly, text chat group showed more positive reactions than voice chat group. This study can give teachers in EFL contexts insight into incorporating different types of CMC activities into their language classroom in order to develop students’ writing skills and positive attitudes toward English.

synchronous CMC, text chat, voice chat, writing ability, perceptions of English learning

Sung Yeon Kim

DOI: Vol.20(No.3) 62-83, 2017

With the exponential growth of smartphone users, mobile learning (mlearning) or ubiquitous learning (ulearning) has enjoyed popularity. This fad in recent years has generated another learning trend: smart learning. While smart learning has some commonalities with mlearning or ulearning, it is distinctive and unique, in that it implies something more than the use of mobile devices. The purpose of this paper is to define what smart learning is in the Korean academic context and examine ways to embody smart learning in the college English classroom settings. This paper aims to describe how problem-based learning (PBL) and flipped learning are related to smart learning. Specifically, the paper suggests that smart learning environments are ideal for realizing the features of problem-based learning, and that the PBL implemented in the smart learning environments is similar to flipped learning in many aspects. In addition, it delineates how materials and tasks can be designed and implemented to facilitate smart learning, and introduces mobile applications that can be useful for creating smart classroom contexts. Finally, the paper discusses prospects and challenges of smart learning and pedagogical implications.

smart learning, mlearning, ulearning, problem-based learning, flipped learning, smart materials, mobile applications

Myong-hee Ko

DOI: Vol.20(No.3) 84-104, 2017

The present study compared three types of L2 vocabulary learning methods to investigate the effect of output in relation to vocabulary feedback: No Output and No Feedback (NO-NF); Output and No Feedback (O-NF); and Output and Feedback (O-F). The O-F method employed technology-enhanced feedback to overcome limitations in providing timely feedback in class. A total of 100 undergraduates in Korea took a vocabulary pretest, were divided into three groups, and received instruction for six weeks according to the group in which they were placed. Following the instructional period, participants took a posttest and completed a student satisfaction survey. The vocabulary posttest results showed a significant difference between the NO-NF and O-F groups, as well as between the O-NF and O-F groups. Regarding student satisfaction, a significant difference was found between the NO-NF and O-F groups, as well as the O-NF and O-F groups. Interestingly, there was no significant difference between the NO-NF and O-NF groups in terms of student learning outcomes or student satisfaction. Overall, the O-F group performed the best on the vocabulary posttest, and earned the highest mean scores on the student satisfaction survey. Implications for teachers regarding L2 vocabulary learning are discussed accordingly.

output, feedback, vocabulary learning, technology-enhanced feedback, SNS, SLA

Eunjou Oh

DOI: Vol.20(No.3) 105-127, 2017

This study investigated the effects of peer teaching via flipped learning on the class engagement and the vocabulary learning achievements of college students with limited L2 proficiency and their perceived advantages and disadvantages of the treatment. Sixty-one freshmen enrolled in two sections of College English 1 underwent peer teaching during the class with the homework assignment of viewing the vocabulary videos for peer teaching prior to class for five weeks and then listened to lectures in class without any homework assignment for five weeks; the order of the treatment was counter-balanced in two sections of the class. The statistical analyses of the collected data indicated that there were no statistical differences found between the flipped and non-flipped learning conditions in terms of levels of class engagement and learning achievement. However, it was analyzed that dependency on the initial vocabulary knowledge was weaker in flipped learning, and the model of class engagement including behavioral, cognitive, affective engagement and disengagement explained the significant variation (32.4%) of gains in vocabulary learning only in the flipped learning condition. Perceived advantages and disadvantages of peer teaching via flipped learning were also discussed based on the self-report data.

flipped learning, peer teaching, vocabulary learning, class engagement

Won Hee Yee , Chung Hyun Lee

DOI: Vol.20(No.3) 128-156, 2017

The increasing volume of international business in Korea has contributed to the pedagogical needs of the business writing skill, particularly in terms of developing the content and organization. This case study explores the impact of the problem-solution pattern instruction (PSPI), i.e. the situation, problem, change and action (SPCA) pattern and collaborative revision on the enhancement of content and organization of business writing in blended learning. Three managers of an airline company in Korea participated in the study. Their writing assignments, field notes, reflective journals, and semi-structured interviews were collected for the analysis of the influence of the SPCA pattern and collaborative revision on their business writing. The major findings were as follows. First, the SPCA pattern was found to contribute to the development of business writing in terms of lexical signals, causal semantic relations, and grammatical category. Second, collaborative revision had a positive influence on the development of business writing by the participants’ language functions and scaffolding strategies. In addition, blended learning was found to provide the environment for improving the quality of business writing. The results indicated that employing the PSPI and collaborative revision in blended learning is necessary for teaching business writing.

problem-solution pattern, collaborative revision, blended learning, business writing

김정태 Kim Jungtae

DOI: Vol.20(No.3) 157-178, 2017

This study examined the effects of a reading aloud program on improving learners’ reading fluency and English speaking test scores. The study also examined the relationship between reading speed and the scoring constructs of the speaking test. 28 Korean college students participated in the study for 12 weeks. They were asked to practice English speaking skills through the reading aloud program to improve their reading fluency and pronunciation. They were also given a pre- and a post-test of English speaking to measure their improvement. A post-intervention survey and interview were conducted to collect their perceptions of the effect of the program. A paired t-test produced significant mean difference between the holistic and analytic test scores of the pre- and post-tests. The mean difference of the participants’ reading fluency was also significant. However, there was not a high correlation between the reading fluency and scoring constructs of the speaking test. In addition, the characteristics of the improved group included significantly more studying time and improvement in overall speaking scores and sub-features. The implication of this study is that employing the reading aloud program is effective for improving EFL learners’ speaking competence.

reading aloud program, multimedia, English speaking, speaking features

김형순 Kim Hyoung Soon , 김혜영 Kim Heyong

DOI: Vol.20(No.3) 179-205, 2017

The purpose of this study is to investigate English teachers’ preparedness in terms of knowledge, attitudes, and perceptions about the upcoming future, namely, the fourth industrial revolution era. To create a questionnaire form, this study defines English teachers’ future readiness in the following categories; 1) technology knowledge and concerns, 2) innovation resistance and anxiety, 3) perceptions toward a new technology impact on English education. The analysis of the survey data yielded the following findings. First of all, teachers’ concern about the impact of new technology on English education was high, but their concern level seemed ‘personal’ (1-2 stages), as well as unrelated to their teaching. In addition, they were comparatively less interested in building knowledge about new technologies. Second, the teachers’ innovation resistance and anxiety were not high. The teachers showed willingness to take new technologies as instructional tools and positive attitude toward technology-embedded future classroom. Third, notwithstanding, they did not believe that new technology would change the existing language education paradigm and solve the problems inside. Younger teachers showed significantly higher skepticism on the future changes.

artificial intelligence, big data, the fourth industrial revolution, English teachers, English educa-tion, future readiness, new technologies

정태영 Jeong Taeyoung

DOI: Vol.20(No.3) 206-228, 2017

The goal of this study is to develop a Multimedia-assisted Military English Oral Proficiency Interview(ME-OPI) for specific purposes, which include English training for officer-candidates and decision making procedures for selecting personnel to be sent abroad. While there are many commercial English proficiency tests on the market, few of them measures candidates’ military English proficiency, and administering general English tests for military purposes can cause serious validity issues. To achieve the goal of this research, the researcher analyzes the current English curriculum of the Korea Military Academy and the evolving needs from the Army Headquarter to produce an authentic, valid as well as reliable English proficiency test. Then, the researcher develops a ME-OPI following Hughes’ ten-step test development procedures. The ME-OPI then is validated and calibrated to better function as a meaningful tool for speaking test for military purposes.

English for Specific Purposes, OPI, multimedia-assisted language testing