Ji-yoon Hong

DOI: Vol.21(No.3) 11-38, 2018

Learner corpus research has documented interlanguage development, which has been a central concern in Second Language Acquisition (SLA) research. Specifically, move analysis first developed by Swales (1981) has investigated the underlying generic structure of research articles (RAs). The linguistic features characterizing the various moves have also been identified with this move analysis in both expert and learner language use. However, no study to date has directly compared the use of both rhetorical structure and linguistic features by first language (L1)-English experts versus second language (L2)-Korean EAP (English for Academic Purposes) students with two-level longitudinal corpora. The current study addresses this gap by examining one L1 corpus and two L2 corpora. The findings show the Korean EAP students appear to be growing in proximity to those of the English experts in terms of both rhetorical structure and linguistic features. In addition, it was shown that the Korean EAP students tend to start acquiring linguistic features at a later academic level in more complicated ways than rhetorical structure. This study implies possibility of Korean EAP students’ rhetorical acquisition in English academic writings.

move analysis, L2 student writing, rhetorical structure, linguistic features, interlanguage development

Hyung-sun Kim , Ung-yong Choi

DOI: Vol.21(No.3) 39-62, 2018

This study addressed two goals: first, it reports on how some functions in Learning Management System were utilized for a face-to-face class, and second, it investigated how learner attitude and participation influenced learner performance and satisfaction. One hundred forty-four students attending a mandatory first-year English course in two levels responded to 19 survey questions on a five-point Likert scale and one open-ended question. Factor analysis and regression analysis were carried out. The results suggested that the degree of positive attitude and levels of participation may not always lead to quality performance, particularly in relation to examinations. Further, learners’ satisfaction was not directly derived from their quality performance. The basic-level learners appeared to have less tendency for expanding their learning beyond the classroom than the intermediate-level learners did. The class procedure comprised of seven steps and the LMS functions were employed for three steps; the learners’ participation in the vocabulary quizzes recorded the highest mean among all others, which was followed by the pair/group activities, and the Q&A also recorded a relatively high score. These results, along with positive comments from the learners, can be interpreted as a signal that the LMS added variety to the classroom, which promoted learner satisfaction.

learner attitude, participation, performance, satisfaction, LMS, face-to-face class

Young-sook Ryoo

DOI: Vol.21(No.3) 63-87, 2018

The study explores the effects of topic on lexical diversity and lexical sophistication in Korean university students’ English writing with and without text length control. Topic effect was initially examined under two sets of writing contexts: the same topic and different topics and later again under the same condition with the only difference being in text length (shortened into 200-word writing). Lexical diversity and lexical sophistication were measured using VocabProfile that produces type-token ratio (TTR) and lexical frequency profile (LFP). Lexical diversity was measured by TTR, and lexical sophistication was measured by academic word list (AWL) and off the list words (OLW) from the four lexical frequency lists generated by VocabProfile. Statistical analysis revealed that topic had a large impact on lexical diversity and lexical sophistication. Also, text length effect was not pronounced in this traditional TTR and LFP analysis. Rather, the number of word types (i.e., the number of different words) appeared as a more influential factor to determine TTR and LFP values. This finding indicates that topic plays an important role in EFL writing. Further study is needed to confirm these study results using other lexical analysis programs. Findings and implications are discussed.

Lexical diversity, lexical sophistication, type/token ratio, lexical frequency profile

Hyejin Yang

DOI: Vol.21(No.3) 88-114, 2018

Despite the increase of using Automated Writing Evaluation (AWE) in language classrooms, a majority of current studies examine effectiveness of AWE on students’ written products, which subsequently leads to a lack of studies on students’ writing procedures with AWE. Acknowledging an increased use of AWE in the classroom and current research on written products and scores, this paper investigated how learner training, theoretically grounded in Hubbard’s five principles (2004), influenced students’ perceptions towards the process-oriented writing and their use of Criterion to realize this approach in a writing class. A mixed-method approach was used to collect and analyze data through pre-questionnaires, two post-questionnaires, and interviews. Findings indicate students expressed positive opinions towards learner training and this training helped them make plans on Criterion. However, the students did not receive assistance from Criterion for revising contents and organization although some students appreciated a function that enables the multiple submission of drafts. Limitations of the present study and suggestions are discussed for implementation of Criterion as an effective instructional tool in the future. This study highlights the significant role of learner training in language classes integrated with technology, and the process-writing approach in writing classes.

Learner training, automated writing evaluation, process-oriented writing

김낙훈 Kim Rakhun

DOI: Vol.21(No.3) 115-148, 2018

The purpose of this study is to theoretically evaluate the impact of the Fourth Industrial Revolution (e.g., machine learning (ML) and deep learning (DL)) on English education in South Korea. Few studies have investigated to what extent ML/DL technologies have instructional potential for Korean English learners’ development of English proficiency. To this end, this study deals with the four research issues by extensively reviewing previous literature on computer science and SLA theories. First, this study introduces several well-known concepts and architectures of ML/DL for the following discussions. Second, the study critically examines the opinions of those who claim that recent progress in machine translation can dramatically reduce the need for foreign language learning. Third, this study highlights the significance of basic communicative competence in English learning contexts in South Korea, which―as specified by the components and principles of construction grammar―enables Korean English learners to generate sentence-level utterances without resorting to memorized formulaic expressions. Finally, this study presents three types of English learning applications built upon ML/DL techniques whose validities are evaluated from a perspective of basic communicative competence. As a final remark, this study suggests that ML/DL techniques guided by the principles and components of construction grammar should be applied to Korean English learning contexts as a way to develop their basic communicative competence in English.

fourth industrial revolution, artificial intelligence (AI), machine learning (ML), deep learning (DL), construction grammar, basic communicative competence

김혜영 Kim Heyoung , 이진화 Lee Jin-hwa , 김지영 Kim Jie-young , 이효신 Lee Hyoshin

DOI: Vol.21(No.3) 149-174, 2018

The purpose of this study is to suggest design principles of open learning platform (OLP) for teacher training based on findings driven by design-based research (DBR, Reeves 2006). SMART Teaching 3.0 (Kim, Kim, Lee, & Lee, 2016) has been designed, implemented and evaluated as a self-directed learning program for English teachers in this study. Various types of context-rich data from 149 participant teachers, such as user statistics, teacher weekly journals, interviews, and post-survey were collected, analyzed, and triangulated. Findings throughout two teacher training implementations yielded six design principles in developing an OLP that adapts a new teacher training model: 1) sufficient open contents, 2) interface considering both PC and mobile learning environment, 3) purpose-driven online interaction space, 4) short and needs-satisfying contents such as observations of teachers’ lesson, 5) technical supports for individual learning and scaffolding, and 6) utilization of OLP for multi-purpose which are informal learning with individual learners; non-formal learning in community of practice; and formal learning as a supplement of officially certified teacher training program. It is hoped that the design principles and application process be referred for reforming teacher training program and future studies.

teacher education, teacher professional development, open learning platform (OLP), design- based research (DBR), mobile learning, design principle

한종임 Han Jong-im , 강한나 Kang Hanna

DOI: Vol.21(No.3) 175-205, 2018

The purpose of this study is to investigate the effects of blended learning pre-task activities and learners’ self-regulation on Korean college students’ speaking skills and their perceptions of blended-learning pre-task activities. The participants were 42 EFL students from a university in Gyeonggi-do, Korea and they were divided into three groups: a blended-learning group (n=13), a blended-learning and self-reflection group (n=15), and a control group (n=14). The experiment was administered during the spring semester of the 2018 academic year. The major findings from the study are as follows: First, the blended-learning pre-task activity followed by self-reflection was the most effective in enhancing students’ English speaking skills, whereas the blended-learning and the face-to-face classroom activities showed beneficial and equal effects on the improvement of the speaking skills. Second, the self-regulated learning of the experimental group learners proved to be a key factor in the success of the blended learning. Third, the participants of the experimental groups responded positively to their experience of blended-learning pre-task activities. The findings indicate that blended learning pre-tasks and self-reflection activities need to be integrated into the teaching of English speaking to overcome the limitations of the EFL contexts.

English speaking, blended learning, self-regulated learning, flipped learning