Sumi Han , Hye-kyung Kim

DOI: Vol.22(No.4) 11-33, 2019

The use of computer technologies by writing students has increased, but language teachers and researchers have expressed doubts about their effectiveness and feasibility. In the field of writing assessment, this study examined the effectiveness of Criterion as an automated essay evaluation (AEE) system while addressing two research questions: (a) What types of feedback did Criterion provide to Korean EFL learners? and (b) With respect to their English writing study, how did Korean EFL learners perceive Criterion feedback? Analyses on engineering students' essays and perception survey data were mainly conducted quantitatively. Results showed that Criterion feedback on the students' essays was effective for correcting missing articles and number/subject-verb agreement errors and reducing repetitive words. The overall student perception of Criterion feedback was positive. However, vague feedback on organization and development and repeating words; and inaccurate feedback on mechanical errors, mostly spelling errors and articles; and the lack of feedback on errors need to be dealt with as they decrease the reliability of the AEE system as an instructional tool. The results and findings of this study were discussed while offering implications for future avenues of research.

Criterion, automated essay evaluation, college English writing instruction, automated feed-back, student perception, Korean EFL learners

Hee-jung Jung

DOI: Vol.22(No.4) 34-56, 2019

Using a conceptual framework derived from a comprehensive literature review, this paper evaluates the pedagogy underlying the design and utilization of “smart” English classrooms. We identify gaps in research, especially concerning student satisfaction with the learning environment, to provide insight regarding the design and application of these innovative educational settings. To accurately evaluate the perceived value of classroom features, the factors of flexibility, resource availability, level-differentiation, cooperation, enhancement, and various supports were included in study design. We surveyed 252 students at several middle schools to test study hypotheses. Data were analyzed using the structural equational modeling (SEM) approach to test proposed hypotheses. The results confirm that all six constructs had a significant positive impact on students’ satisfaction with a smart English classroom. Study findings have academic and practical implications that are discussed in relation to a future study.

Smart English classroom, technology integration, satisfaction, environmental attributes

Hea-suk Kim

DOI: Vol.22(No.4) 57-78, 2019

The purpose of the present study was is to investigate the effectiveness of using student response systems (SRS) on grammar learning for college students and their perspectives on the treatment. Seventy-five freshmen enrolled in a required course in the spring semester of 2018 underwent English grammar learning with or without the student response system, Socrative and Kahoot! for one semester. Pre- and post-test structures were conducted, and all the data included in the two surveys were analyzed after the experiment. The results revealed that there were significant differences between the pre- and post-tests in all three groups. Concerning the effects of using SRS, no significant differences were found between the non-SRS group and the two SRS groups in terms of learning grammar. However, a favorable perception of the integration of the student response systems in grammar learning was found according to the qualitative analysis. The perceived advantages and disadvantages of SRS on mobile devices were also discussed. It can be concluded that employing SRS such as Kahoot! and Socrative is effective in improving learners' participation and interests, and it motivates students to learn grammar. Pedagogical implications and future studies will be discussed.

Socrative, Kahoot!, grammar learning, student response system, mobile-assisted language learning

Hyung-sun Kim , Ung-yong Choi

DOI: Vol.22(No.4) 79-102, 2019

This study examined English texts compiled from the outcome of international interactive written discourse during a semester, to explore the evidence of L2 incidental development of the tense-aspect system, focusing on the usage of the present-perfect. The clauses containing the target tense-aspect constructions were extracted by means of Python’s NLTK 3.0. Each present-perfect construction was manually coded for the lexical aspects/situation types, i.e. states, activities, accomplishments, and achievements of the main verb in order to investigate different patterns of incidental development by the types. The quantified differences between the L1 and L2 texts were tested by calculating the Chi-square values. The L2 changes in the use of present-perfect showed some stages that hint at incidental development. A complementary distribution between the past and present-perfect was suggested not only in the L2 text but also in the L1 text. The difference between the L1 and L2 uses of the state and achievement verbs seemed to be due to the circumstance rather than the influence of the lexical aspects. Future research on incidental development based on a longer interaction period was invited.

tense-aspect, past, present-perfect, lexical aspects, aspect hypothesis, incidental development, interactive written discourse

Jihoon Pyo , Chung Hyun Lee

DOI: Vol.22(No.4) 103-133, 2019

Peer response has been considered as face-threatening acts owing to its nature of requiring assessment on peers’ L2 writing. The proper use of mitigation strategies in peer interaction can serve the role of face-saving acts softening comments from each other. A few studies, however, have investigated mitigation strategies instruction on L2 peer response in the online environments. This study aims to investigate university students’ mitigation strategies in L2 written peer response, types of mitigation strategies in peer response through asynchronous computer-mediated communication (ACMC), and the effects of mitigation strategies instruction on developing students’ L2 writing abilities. The mixed research methods were conducted on 40 university students who enrolled in an English writing course. Students’ writing preand post-tests were gathered as quantitative data. Their writing assignments, online recordings of peer response were collected as the qualitative data. The findings are as follows. First, students employed various types of mitigation strategies in written peer response through ACMC, and the most frequently observed strategy was Hedges. Second, mitigation strategies instruction on written peer response through ACMC positively affects the improvement of students’ L2 writing abilities. Exploring the incorporation of either mitigated or unmitigated feedback in L2 writing is suggested for future research.

L2 writing, peer response, mitigation strategies, instructional model, computer-mediated communication

Seo Young Yoon

DOI: Vol.22(No.4) 134-160, 2019

This present study investigates the university students’ readiness for using AI in EFL classrooms. For the study, 310 university freshmen and sophomores participated in a questionnaire on the general perspectives on AI, the roles of AI in ELT/L, and the use of AI in ELT/L. The quantitative data collected was analyzed using SPSS, and qualitative data from open-ended questions was analyzed by frequency. The findings of the study suggest that the participants are interested in AI and consider it useful and convenient, but at the same time, they feel threatened by it. Their perspectives on the roles of AI showed that they feel AI is not appropriate as teachers for middle school and younger, for counseling, and for skills involving language output and interaction. There were statistical differences found among proficiency levels. In addition, regardless of their perspectives on appropriateness of AI, they showed strong preference for human teachers for their own classrooms. It was also found that the participants displayed negative perspectives towards AI presence, showing what they think is appropriate is not necessarily what they prefer when it comes to implementing it to their own classrooms.

Artificial Intelligence, AI technology, student readiness, learner perspectives

박은희 Park Eunhee

DOI: Vol.22(No.4) 161-183, 2019

Based on the sociocultural theory, the present study set out to investigate the effect of interaction between learners of English as a foreign language on their written products and in acquiring the target grammar during wiki-mediated writing. This study was conducted in three intact classes during the semester. Subjects were 83 Korean high school students who were assigned to three classes: individual writing , pair writing and small group writing. The writing tasks were to describe people in the picture using the target grammar. Regarding the written outcomes, the results showed that two collaborative writing classes used the target grammar more often than the individual writing group. However, there was no significant difference among the three classes in terms of acquiring target grammar though students in all three classes gained a greater deal of linguistic knowledge by means of wiki-mediated writing. Based on the results, the present study suggests that EFL students, even low-level students, need to have more chances to write in the second language using computers and web 2.0 tools. Hopefully, teachers and researchers keep trying to find intersections between second language writing and second language acquisition using web 2.0 tools.

Second language writing, Sociocultural theory, collaborative writing, wiki, wiki-mediated writing

양혜진 Yang Hyejin , 김혜영 Kim Heyoung , 신동광 Shin Dongkwang , 이장호 Lee Jang Ho

DOI: Vol.22(No.4) 184-205, 2019

The present study examined the potential of AI-based chatbot for elementary-level students’ English learning. To this end, the authors developed an AI-based chatbot named “Ellie” based on Dialogflow, which is powered by machine learning and natural language processing technology of Google. The participants were 177 5th and 6th grade elementary-level students in Seoul and Gwangju, South Korea. In groups, the participants were asked to perform two types of conversation tasks with Ellie. The participants were also given a survey, and a subset of the participants was interviewed in groups. The results showed that the participants managed to make successful conversation with Ellie to some extent by employing several types of conversation strategies. However, the participants experienced some difficulties due to various factors on the voice recognition of the chatbot and its lengthy utterances. Finally, the majority of the participants responded positively to the survey regarding the value of Ellie as a conversation partner for English speaking practice as well as those related to performing the assigned tasks with Ellie in group format.

artificial intelligence, chatbot, speaking, elementary English education, learner perception

이상민 Lee Sangmin

DOI: Vol.22(No.4) 206-225, 2019

Recently, an increasing number of students are using machine translation in academic settings as well as in their daily lives. They use it for diverse purposes, such as vocabulary learning, L2 writing, reading, and speaking. Accordingly, a significant number of studies have been conducted regarding machine translation in foreign language education; however, studies conducted in the Korean context are rarely found in the field. Therefore, the current study investigates Korean college students’ perceptions toward the effectiveness of machine translation on L2 writing and revision. The study analyzed 169 college students’ responses to a survey, including three open-ended questions. The result showed that the students perceived the use of machine translation to help them with L2 revision in terms of vocabulary, grammar and error corrections. The students expressed the belief that their revisions significantly improved after using machine translation. They also reported about the strengths and weaknesses of using machine translation while revising. The study further discovered that the students’ perceived writing proficiency levels and confidence affected their perceptions toward using machine translation to make error corrections. Based on the results, several suggestions are made for future studies with respect to using machine translation for language learning.

machine translation, college students’ perception, effectiveness, L2 revision

이충현 Lee Chung Hyun , 조세경 Cho Seikyung

DOI: Vol.22(No.4) 226-255, 2019

Mobile and blended learning allow learners to overcome the limits of time and space, enabling them to learn anytime, anywhere. However, they appear not to be used appropriately for teaching and learning in English language classes. This study explores the current situation and students’ perspectives and preferences of using mobile learning, blended learning and Mobile-Assisted Blended Learning (MABL) in Korea. The subjects for the study are 157 university students who have experiences of using mobile apps. Data collection instruments include the questionnaire and interview. The major findings were as follows. First, 48.1, 52.9, and 21.5 percent of the students have used mobile apps, SNS, and blended learning to learn English. Second, most of the students had positive perspectives of using MABL for English education. The students were satisfied with MABL activities (89.1%) and its quality (90.3%), and thought it useful (88.4%) and effective (90.4%) in learning English. Third, the students preferred student-teacher interaction over student-app and student-student interactions for MABL interaction. A proper model and some solutions for MABL are recommended. More surveys from different regions and the true experiment using MABL with the larger sample size of the students are suggested for further research.

mobile-assisted blended learning, perspectives, preferences, interactions

이해영 Lee Haiyoung , 박선희 Park Sun Hee , 정진 Jeong Jin

DOI: Vol.22(No.4) 256-274, 2019

The purpose of this study is to evaluate the effects of team teaching in real-time online lecture for a Korean-Vietnamese interpretation course. A recognition test and interpretation ability test were administered to Vietnamese learners before and after the KF Global e-School “Korean Sequential Interpretation” online lectures. The results of the recognition test revealed a positive change in learners’ perceptions. In particular, their levels of satisfaction and willingness to recommend the course to other students improved, at statistically significant rates. The results also confirm the positive change in students’ perceptions on team teaching administered by Korean and Vietnamese professors as well as awareness related to motivation. Second, the results of the interpretation ability test showed improvements in learners’ fluency in interpretation. The learners showed significantly reduced amounts of time spent on interpretation, which provides them with more time to deliver the content. Additional changes were observed in some learners such as reduced dependency on their L1 during note-taking. The study shows the possibility of conducting real-time online lectures as an alternative and effective way to overcome the practical difficulties of Korean interpretation classes for learners abroad.

real-time online course, Korean-Vietnamese interpretation, team teaching, Korean education, bilingual students

장은영 Eun-young Jang

DOI: Vol.22(No.4) 275-303, 2019

This study aimed to develop a movie-based multilingual program for North Korean refugee adolescents and to investigate the effects of the program in enhancing the students’ multilingual awareness, as well as English learning. To create a multilingual context, the researcher used three foreign movies produced in English and Chinese as resources. Various types of multilingual worksheets, including translanguaging activities, watching and dictation, useful expressions, making connections, and writing a paragraph, were also developed in English, Chinese, and Korean. Analyses of various types of qualitative data such as curriculum and lesson plans, observations, interviews, and student products showed that this multilingual program had both advantages and limitations. Adopting multimedia and multilingualism to teach English to North Korean refugee adolescents was the most successful aspect of this program in that it helped them promote interest and self-esteem in their own multilingual abilities. Nevertheless, because the immediate problems that the students were facing, such as college application, family issues, and physical and mental illness, were hardly addressed in the program, it failed to make noticeable impact on and change in their motivation and English ability.

North Koreans, adolescents, multilingualism, movie-based language teaching, translanguaging