Yoonjung Cha

DOI: Vol.23(No.1) 10-36, 2020

The purpose of this study is to examine two different vocabulary learning modes in an EFL reading environment. The participants were comprised of 107 university students who registered for a mandatory English course. They were divided into three different groups: a PB (paper-based) group, a GB (game-based) group, and an RB (recall-based) group. The PB group used a traditional method of learning vocabulary while both the GB group, and RB groups used a mobile vocabulary application. All three groups took a pre-vocabulary test at the beginning of the semester, then, carried out two different vocabulary activities: write a definition and fill-in. After the activities, the students took the post-vocabulary test. At the end of the semester, a survey was conducted concerning the printed materials and the mobile application for vocabulary learning. The results of the study indicated that significant differences were found within every group from the pre- to the post-tests for both activities. When the three groups were compared, significant differences were found only in the definition type activity. As for the survey, use of the printed materials and the mobile application received various responses.

mobile-based vocabulary learning, paper-based vocabulary learning, vocabulary activities

Na-young Kim

DOI: Vol.23(No.1) 37-66, 2020

The current study attempts to capture the possible effects of subtitling on English receptive skills. This study was conducted during the fall EFL course in 2019. 108 EFL university students in Korea participated in the study. In order to compare the effects of different kinds of subtitling, the participants were divided into three groups: a standard subtitling group, a bimodal subtitling group, and a reversed subtitling group. During the course, each group engaged in 10 movie-watching sessions in different subtitling conditions. To confirm the effects of subtitling, pre- and post-tests were conducted. An anxiety survey was also performed at the end of the course. The results of the paired t-tests revealed that standard subtitling can improve EFL reading skills while reversed subtitling can increase both EFL listening and reading skills. The findings of the group comparison demonstrated that the kind of subtitling does not affect EFL receptive skills. The anxiety survey results showed that standard subtitling lowered EFL listening anxiety the most whilst bimodal subtitling was the most effective in lowering EFL reading anxiety. Based on the results, some pedagogical implications are made.

standard subtitling, bimodal subtitling, reversed subtitling, EFL listening, EFL reading

Won Hee Yee

DOI: Vol.23(No.1) 67-92, 2020

The growing interest in classroom peer feedback has provided the academic community with the possibility of developing corporate employees’ writing skills through the interaction of peer feedback. The present study aims to investigate the types and the influence of peer feedback in collaborative revision in blended learning for developing corporate employees' business writing. As the participants, the four managers of a Korea-based airline company participated in the present case study. During the collaborative revision in blended learning, the participants' spoken comments for the offline peer feedback and the written comments for the online peer feedback were collected and analyzed. The findings reveal that offline peer feedback helped the participants generate ideas and gather information. Meanwhile, online peer feedback helped them correct their writing appropriately. Conclusively, both offline and online peer feedback in collaborative revision in blended learning appear to have had a positive influence on developing the participants’ business writing. For future research, the investigative interest might need to be drawn to the relationship between the types of peer feedback and the rhetorical function for developing corporate employees' business writing.

business writing, collaborative revision, peer feedback, blended learning

인효혜 In Hyo-hye , 표시연 Pyo Si-yeon

DOI: Vol.23(No.1) 93-117, 2020

This study aims to investigate elementary school students’ perception on English vocabulary learning using mobile apps with a focus on learning methods. To this end, 40 elementary school learners were asked to use 6 apps in person to figure out their preferred methods by proficiency levels and genders. The results of analyzing observation journals, surveys and interviews were as follows. First, the most preferred learning method was Tutorial type in all groups, and functions such as ranking, scores and levels in Game type were not significant to the upper group. Second, although there was no significant difference between male and female groups in all learning methods, some differences were observed in terms of subfunctions. For example, boys tended not to prefer giving an explanation of their wrong answers. Overall, all learners preferred flash cards containing word meaning, pronunciation, and examples with pictures. Repeated learning using flash cards was preferred, whereas repeated learning using word notes, incorrect answer notes, and lock screen was not preferred. Their strong preference for Tutorial approach explaining vocabulary in detail using flash cards is related to an EFL situation, where it is required to learn vocabulary intentionally and deliberately rather than accidental or implied learning. These findings are expected to provide practical information specifically needed for the development of English learning apps for elementary students as a complementary tool for vocabulary learning.

mobile-assisted language learning, English vocabulary learning, apps for learning English vocabulary, elementary English education