Hyang Eun Ji , Hye Won Shin

DOI: Vol.22(No.3) 9-31, 2019

The potential of using augmented reality (AR) to create constructive learning opportunities in second language classrooms has been widely acknowledged. This understanding is based on the claim that ubiquitous learning paradigms, like AR-based instruction, motivate learners to engage in second language learning. To investigate the engagement and motivation of English as a foreign language learners in non-AR and AR-based vocabulary learning conditions, we performed a series of t-tests on a sample of third-, fourth-, fifth-, and sixth-grade students (n = 38, female = 18 students, mean age = 10.4 years old) whose engagement and motivation were assessed using the four scales of flow state (control, attention focus, curiosity, and internal interest). Moreover, a focus group interview was conducted on five students who were engaged in the AR-based instruction. The results of the flow questionnaire and focus group interview indicated that the AR-based instruction fostered higher interest and curiosity among young learners as compared to the non-AR-based instruction. These findings suggest that AR-based interventions designed to enhance young learners’ motivation to learn English as a foreign language can be beneficial.

augmented reality, vocabulary learning, engagement, computer-assisted language learning motivation

Na-young Kim , Yoonjung Cha , Hea-suk Kim

DOI: Vol.22(No.3) 32-53, 2019

Advancements in robotic research have enabled robots to assist humans in many ways. Chatbots have been considered useful in many areas and research has increasingly focused on applying this technology to language education. The purpose of this study is to report on and review different types of intelligent chatbots in terms of language learning. The findings reveal that there are few chatbot programs that allow for direct interaction between chatbots and humans through voice recognition systems or texting for the purpose of learning foreign languages. Researchers have investigated the limited use of AI in education fields, including chatbot applications aimed at improving English teaching and learning. Based on their empirical studies, chatbots have proven to have some positive effects on students’ communication skills largely by their effect on expanding the quantity of their interactions, meaning negotiation, increasing their motivation, and on raising their interest in learning. Thus, this study proposes that chatbots can enrich language inputs and bring opportunities for language learners to raise communicative competence. More studies should be conducted to develop chatbots for learning foreign languages. Based on the findings of this study, suggestions for future research directions concerning chatbots in the realm of language education are presented, and further pedagogical implications are discussed.

AI, robots, chatbots, English speaking, mobile apps, EFL

Young-sun Moon , Inn-chull Choi

DOI: Vol.22(No.3) 54-83, 2019

This study attempted to identify the linguistic features (utterance, vocabulary, and syntactic) of English that are recognized as salient elements by native speakers. The oral responses of 60 EFL postsecondary learners comprised of six levels collected from a standardized computer-based speaking test were first transcribed to build a spoken corpus and were then analyzed for utterance, vocabulary, and syntactic features. In addition, scores of holistic and analytic scoring methods were compared. The findings were as follows: (1) Most of the indices of utterance, vocabulary, and syntactic structure demonstrated a significant difference between upper and lower proficiency groups. (2) The majority of indices had significant correlations with speaking proficiency, and the highest correlations with vocabulary indices. (3) The indices of all three categories accounted significantly for the variance of the speaking ability. (4) A very high correlation was found between holistic and analytic scoring methods. Based on the results that indicated which linguistic factors are considered significant by native speakers, meaningful implications could be drawn for effective methods of teaching speaking in the EFL environment focusing on vocabulary and willingness to communicate. Finally, the issue of comparability between holistic or analytic scoring methods was discussed.

computer-based oral proficiency interview, learner spoken corpus, linguistic features, corpus analysis, holistic scoring, analytic scoring

Hyunjeong Nam

DOI: Vol.22(No.3) 84-101, 2019

Despite the advantages of flipped learning, there are concerns regarding its feasibility in actual classrooms. To address these concerns with the intention of keeping a practical approach to making flipped learning feasible through easing the burden on teachers and students in mind, the study aims to investigate the beneficial effects of flipped learning on three aspects: learners’ academic achievement, intercultural competence, and autonomy. Fifty-eight English major students at an intermediate level who were taking a class ‘Multimedia English Education’ at a university participated in flipped learning in the study. Based on data obtained from two sets of paper-pencil type of questionnaire for intercultural competence and learner autonomy and two academic tests (mid-term and final exam), comparisons between pre- and post-flipped learning were made. The results suggest a positive influence of flipped learning on the development of intercultural competence and learner autonomy. However, the effect of flipped learning on academic achievement did not reach statistical significance. Based on the findings, the study also provides pedagogical suggestions for a successful implementation of flipped learning in English classes.

flipped learning, multimedia, intercultural competence, autonomy, academic achievement

Kyung-mi O

DOI: Vol.22(No.3) 102-123, 2019

Over the last few decades, researchers have been investigating the uses of student-generated questions (SGQs) in multifarious areas. In understanding the potential benefits of SGQ, this action research is designed to examine a group of students’ perceptions after experiencing interventions of web-based student generated questions (e-SGQs) and paper-based student-generated questions (PB-SGQs) in the classroom. For this research, ten students were recruited to construct test items for their own mid-term preparation. The student generated items were split fairly evenly with about half of the items being e-SGQs and the other half being PB-SGQs. The two modes were compared through the analyses of a survey, a group interview, and individual in-depth interviews. The data analyses reveal that the participants perceived their experiences of generating questions to be very helpful for understanding their class content. Although many of them clearly recognized the advantages of e-SGQs as an educational tool, most of the participants chose PB-SGQ over e-SGQ. This result can be explained by the survey and interview data which illustrate that the respondents preferred the test taking strategies that they were used to such as marking, underlining, and skimming through the test items on a paper.

alternative assessment, student generated questions, online assessment, student-centered assessment, paper-based assessment, test mode

고명희 Ko Myong-hee , 이영경 Lee Young-kyoung

DOI: Vol.22(No.3) 124-149, 2019

The present study investigates the relationship between online activity completion rate, the grit, the learning style and the achievement of university students in an online TOEIC program. A total of 102 university students participated in an online TOEIC program for 15 weeks as part of their course work. They completed surveys on grit and learning style near the end of the semester. The results show that (a) grit did not significantly influence students’ online activity completion rate nor was there a significance difference in grit between the high and low online activity completion group; (b) learning style also did not have any significant influence on students’ online activity completion rate nor was there a significant difference in the learning styles of high and low online activity completion groups; (c) there was a positive correlation between students' activity completion rate and their achievement in the online TOEIC program. A significant difference in achievement was also found between the high and low online activity completion groups. Implications were discussed in relation to the need to revise the current Grit scale, the role of Korea’s educational system in shaping learning style and the development of an online TOEIC program for learners with different English abilities.

online TOEIC program, TOEIC, online activity completion rate, grit, learning style

김정태 Kim Jungtae , 박은경 Eunkyeong Park

DOI: Vol.22(No.3) 150-178, 2019

Test takers’ score development of a computer based English speaking test is affected by task types and scoring constructs and yet there is little literature on the relationship between them. This study investigated the effects of task types and scoring constructs on test takers’ speaking performance over a period of one year. For the purpose of this study, 46 Korean university students were given an English speaking test three times. Based on ACTFL scoring guidelines, six task types were proposed: self-introduction, read-aloud, personal questions, picture and graph description, and giving opinions. The six scoring constructs of the speaking test were task completion, coherence, fluency, pronunciation, language use and grammar. The results revealed that the means of both task types and scoring constructs were significantly differently increased over the period. Secondly, the results indicated that the read-aloud task was the easiest, while the giving opinions task was the most difficult. Lastly, the score of task completion was easily improved while the scores of accuracy factors such as grammar and language use needed more time for improvement. Some suggestions are discussed in terms of task types and speaking performance.

English speaking test, scoring constructs, task types, score improvement, computer-based English speaking test

한종임 Han Jong-im

DOI: Vol.22(No.3) 179-208, 2019

The advent of the 4th industrial revolution and the accompanying technological developments are posing new challenges to language educators worldwide. Among the wide array of 21st-century skills required in this fast changing world, creativity is deemed one of the most important core components. The purpose of this study is to present effective ways to incorporate creativity education into EFL classrooms through the use of technology. To this end, the study first outlines theories on creativity education, specifically focusing on the thinking skills that can effectively enhance Korean EFL learners’ creativity: divergent and convergent thinking, imagination, and critical thinking skills to inspire new and innovative ideas. Based on the theoretical foundation of creativity education, this study introduces technology that can be applied to develop creative thinking skills in EFL contexts: brainstorming tools, digitally-mediated collaborative writing tools, web-based infographic tools, virtual worlds for creative reading, and digital story telling tools. This study attempts to provide English educators with insight on the subject of infusing technology into English and creativity education, while fostering technology pedagogical knowledge needed to foster digitally-fluent and creative students in preparation for the upcoming fourth industrial revolution era.

creativity, technology, English education, creativity education, language learning