Hyesun Cho

DOI: Vol.21(No.2) 11-34, 2018

This paper explores the use of an online survey tool as a learner response system (LRS) in university TOEIC courses. The study was conducted in three TOEIC Reading classes and three TOEIC Listening classes taught over three semesters (249 students). In each class, students were required to complete ‘online homework’ where they work on a set of assigned TOEIC questions from paper textbooks on their own before class. They were then required to submit the question numbers they answered wrong through a Google Form. In the classroom, the instructor focuses on the questions where the students have reported the most wrong answers. The surveys were conducted at the end of each course regarding the perspectives of using Google Forms to preview the class materials. Students reported high satisfaction with the use of Google Forms for homework. It has benefits that are typical of other LRSs: Enhancing perceived learning, increasing interest, focusing on students’ weaknesses, and saving time, with less technical difficulties. The method presented here can increase interest and engagement in otherwise one-directional lecture-centered classes as in usual test preparation courses.

Online survey form, Google Forms, Learner Response System, TOEIC, preview

Gyoomi Kim

DOI: Vol.21(No.2) 35-56, 2018

This study explored the effect of web-based dictation and different group arrangement on Korean university students' listening performance. One hundred and fifty participants were divided into four groups: a control group with no web-based dictation, and three treatment groups that utilized web-based dictation in different group sizes (individuals, pairs, and small groups). The students of the treatment groups listened to the dictation files individually at their own computer stations and analyzed and corrected their answers in different group sizes. This study first compared listening performance depending on the use of web-based dictation tasks, and the results revealed that there was no significant difference in the students’ written answers of dictation tasks. The study then examined the effect of different group sizes while in the process of analyzing and correcting the answers and found that different group sizes produced a meaningful difference. The students in the small and the individual groups performed better than the pair group on the written answers at a significant level. From these findings, the study concluded that the students hardly improved overall listening skills from the use of the web-based dictation tasks, but accuracy of listening skills were linked to the web-based dictation and different group interactions. Limitations and implications for the further study were discussed.

web-based listening, dictation, cooperative learning, collaborative group, group size

Kyung-mi O

DOI: Vol.21(No.2) 57-76, 2018

Although student generated questions have been studied to link assessment and learning for decades, little empirical research has been available to support student generated question activities. This study investigated the effects of web-based student generated questions (hereafter e-SGQ) on EFL university students’ increasing class content knowledge and business correspondence skills. For the study, 46 EFL university students in a business correspondence skills course were asked to design mid-term prep tests based on six chapters of the course textbook. In small groups, each student generated at least three items from the six chapters. The students made approximately 170 test items, and the instructor reviewed all the items and used them to form 18 web-based assessments with a total of 160 test items. Due to practical constraints the setting provided, the study employed a single group design with pre- and post- test analysis. Survey data were also examined. The results illustrated that the students’ post-test scores were improved compared to the pre-test scores, and the students found creating test questions useful for improving content knowledge and business correspondence skills.

student generated questions, alternative assessment, online assessment, student-centered assessment, student-designed test, student-made test

김윤순 Kim Yun Soon , 임희정 Ihm Hee-jeong

DOI: Vol.21(No.2) 77-103, 2018

The purpose of this study is to examine the effects of web-based and process oriented writing instruction on students’ writing skills in the elementary English class. Using a webtoon maker and SNS(Social Networking Service), called Classting, three groups of fifth graders(a total of 63 students) participated in different modes of writing activities for 18 weeks. One experimental group used Classting and the online cartoon maker tool while another experimental group engaged in a pencil and paper-based cartoon activity. The control group participated in a regular English class focused on textbook work. The results showed that the cartoon activities had a positive impact on the writing skills of students in the experimental groups and students had more interest and self-confidence in writing than the control group. It was found from the questionnaire, interviews, and teacher's field notes that students in the first experimental group were satisfied with the collaborative writing activity, exchanging feedback with their peers and teacher through SNS and creating their own cartoon while writing. The results also revealed that students’ communicative competence had improved through sharing knowledge, mediating conflicts of opinion, and making cartoons using the Internet. Further study is recommended for the improvement of learner's speaking, reading, and writing abilities through the incorporation of new SNS applications and animations into the English classroom.

webtoon making, English cartoon, SNS English writing, process-based writing

손선영 Son Sun-young

DOI: Vol.21(No.2) 104-133, 2018

The purpose of this study is to investigate the effects of using mobile-based vocabulary game activities on Korean middle school students' vocabulary learning and attitudes. The participants of the study were 43 middle school students learning English, who were divided into two groups: an experimental group with learning activities using a mobile-based vocabulary game program and a control group using traditional vocabulary learning activities. The major results of the study were as follows: First, with respect to vocabulary learning, the students in the experimental group showed a significantly higher score on a post-test compared to the control group students. Second, the experimental group’s scores were higher than the control group in both vocabulary pronunciation and spelling tests listening to the pronunciation. Third, in the survey the participants demonstrated positive attitudes toward vocabulary learning using the mobile-based vocabulary game program. Such results indicate that the use of a mobile-based game vocabulary program helps learners to learn not only the spelling of vocabulary and its single meaning but also the multilateral vocabulary learning such as listening and pronunciation. Therefore, teachers may use learner's mobile-based vocabulary game programs to inspire students’ interest in vocabulary learning, and encourage self-directed vocabulary learning.

mobile, vocabulary, game-based learning, middle school English education