Inn-chull Choi , Seungho Jang

DOI: Vol.23(No.3) 11-44, 2020

This study attempts to verify the efficacy of a learning-oriented diagnostic assessment (LODA) system, which provides individualized feedback based on automated process-oriented error analysis for teaching communicative English grammar to tertiary level EFL learners. The LODA program is designed to provide three types of corrective feedback presented in a process-oriented manner: elicitation, metalinguistic feedback, and explicit correction. This study compares the control group of 28 and the experimental group of 21, who participated in the LODA program that was administered for five weeks to college students enrolled in an EFL grammar course. It was found that the LODA program strongly facilitated the acquisition of communicative English grammar through the two types of process-oriented corrective feedback, the elicitation exerting more positive effects than the metalinguistic feedback. A comparative analysis of the frequency and percentage of linguistic and cognitive errors revealed that sentential structures and omission errors had the slowest rate of uptake. The results suggest that the computerized LODA system has great potential for providing EFL learners with individualized diagnostic feedback. Finally, the survey results suggest that most of the respondents thought favorably of the LODA system equipped with individualized diagnostic feedback.

Learning-oriented diagnostic assessment, individualized diagnostic feedback, automated error analysis

Hyangeun Ji , Hye Won Shin

DOI: Vol.23(No.3) 45-67, 2020

Using the Technological Pedagogical Content Knowledge (TPACK) framework, this study investigated whether teachers’ technology integration practice and self-reported technological pedagogical content knowledge varied between different levels of teaching experience. We also explore some of the challenges of integrating technology into language teaching. Seventy-three pre-service and in-service teachers (mean age = 34) who had done graduate-level coursework participated in the study. The participants included teachers of English as a foreign language of various ethnic and teaching backgrounds. Some were native English speakers, some were not. Data were collected through a TPACK self-assessment survey that included open-ended questions. Overall, the analyses showed differences between novice and expert teachers in their understanding of pedagogical knowledge, technology knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The two remaining subscales in the survey (pedagogical content knowledge and content knowledge) showed no difference in perceived knowledge between the novice and expert groups. In the qualitative data, four themes commonly emerged from the open-ended questions, and these may explain the challenges of integrating technology into language teaching. Future research should continue to consider how teaching experience relates to technology integration practices and in-class technological pedagogical content knowledge.

English as a foreign language, technology integration, technological pedagogical content knowledge, teacher education

Daehyeon Nam , Kwanghyun Park

DOI: Vol.23(No.3) 68-86, 2020

This study examines the structure of lexical bundles, a special kind of multiword expressions, to compare their uses between native speakers (L1) and two groups of Korean learners of English at the A2 (lower) and B2 (higher) proficiency levels as described in the Common European Framework of Reference for Languages (CEFR). Collected from native and nonnative corpora, lexical bundles are first analyzed in relation to three structural categories, NP-, PP-, and VP-based bundles, and then, eight sub-VP categories. Results show two structures are of pertinent interest: NP-based bundles and VPs with a that-clause. L2 writers tend to use more VP-based bundles and fewer NP- or PP-based bundles than L1 writers do, as can be predicted from the research literature. A comparison between the two CEFR levels, however, shows an unexpected contrast: the lower-level students use NP-based bundles more frequently than do the higher-level students. In regard to the VP-based bundles, the higher-level students use two particular sub-types, VPs with a that-clause and VPs with a copula be. Findings indicate that these bundles are potential criterial features for distinguishing low and high level of writing competence of Korean learners of English.

lexical bundles, criterial feature, CEFR A2 and B2, academic writing, L2 writing, corpus

Jue-kyoung Pae , Sung-yeon Kim

DOI: Vol.23(No.3) 87-109, 2020

The study explored computer-supported collaborative writing (CSCW) from learners’ perspectives, in terms of the writing process and challenges and benefits associated with CSCW. A total of 26 college students from two writing classes participated in this study. One class used a wiki and the other class used Daedalus for CSCW. The students first experienced writing individually on a wiki or Daedalus for two weeks and then wrote essays as a group for two weeks. They were asked to write learning journals at the end of each class and reflection journals after experiencing CSCW. The study found some similarities and differences in the way the students performed collaborative writing tasks. It is interesting to note that the students did not always work together for collaborative writing. Regarding difficulties, the students reported feeling psychological burden, facing disagreement or conflict, or dealing with different writing styles. They also mentioned some benefits of CSCW, including lowered writing apprehension or improved writing skills through their peers’ texts. The findings of the study are useful for understanding the processes involved in CSCW and thus can be used to design an effective writing lesson.

computer-supported collaborative writing, collaboration, collaborative learning, English writing, writing process

민주영 Min Ju Young , 박지현 Park Ji-hyun , 임효정 Lim Hyojung

DOI: Vol.23(No.3) 110-134, 2020

The increasing popularity of mobile-assisted vocabulary learning (MAVL) has called for empirical research studies to explore its effectiveness in promoting learning from a stakeholders perspective. In this regard, the present study aimed to investigate Korean adult learners’ use of a mobile application for learning new English vocabulary, with a focus on learning process, learning outcome, and learners’ perception of the vocabulary learning using a mobile application. Forty university students took part in an experiment using a pre-post test design which involved completing vocabulary tests, using an application to self-study assigned words, keeping a study log, and filling out questionnaires. Results showed that learning gain was statistically significant with the use of the application, with participants utilizing a wide variety of approaches to learning vocabulary. Learners reported that the use of the mobile application helped to increase their concentration, confidence, and sense of achievement. In general, learners found the MAVL useful, satisfactory, and beneficial for vocabulary learning, and many of them stated their intention to use mobile applications for future vocabulary learning. Individual differences among learners are further discussed in the study, as well as confounding factors affecting learners’ perception of the vocabulary learning using a mobile application and pedagogical implications.

mobile-assisted language learning, vocabulary learning, learner perception, adult EFL learner

송은혜 Song Eunhye , 김혜숙 Kim Hea-suk

DOI: Vol.23(No.3) 135-156, 2020

The present study investigated the effects of English study using smartphone applications (apps) on the speaking performance and perception of EFL university students concerning gender difference. Forty-seven students participated and were required to practice English outside of the classroom using apps for a 10-week period. All participants took pre and post narrative speaking tests based on a series of eight pictures and answered a questionnaire. The findings of the study are as follows. First, there was no significant difference between the male and female students in speaking performance in the post-test. However, statistically significant differences were found between the pre- and post-tests in both groups. Second, the participants responded positively that the practice using an app was interesting and helpful for decreasing anxiety toward English with no significant gender difference. Finally, the students chose an app, ‘Cake’, as the most preferred one as it included a variety of useful English expressions regularly on various topics. Most participants replied positively about using the apps as a means for speaking practice due to accessibility. The findings suggested that smartphone apps could be useful to provide opportunities for both male and female university students to practice English in an EFL context.

smartphone applications, speaking performance, gender, student perception

신동광 Shin Dongkwang

DOI: Vol.23(No.3) 157-179, 2020

Fifty-three pre-service elementary school teachers of a University of Education participated in an empirical study which involved developing test items for English reading assessment. The participants were asked to control words that made up the passage of the test items in accordance with the vocabulary level (800 words) of the elementary national curriculum of English. For this, they used the software of AntWordProfiler, and then their paraphrasing patterns were analyzed. The results showed that the most frequent type of paraphrase used by the pre-service teachers was ‘replacement of a target word with its synonym’ and the second frequent type was ‘word deletion.’ On the other hand, analysis for the accuracy rate of the paraphrases resulted in ‘word deletion’ being most successful (81.78%), followed by ‘phrase deletion’ with 79.41%. However, ‘replacement of a target word with its synonym,’ being the most frequent type of paraphrase, only showed a success rate of 62.13%, which was a very low rate compared to the frequency of its attempts. Nevertheless, most of the pre-service teachers who participated in the study responded that the paraphrasing process had been complicated but that the use of AntWordProfiler had been useful for controlling vocabulary.

paraphrase, vocabulary control, test item development, AntWordProfiler, reading assessment

신승희 Shin Seunghee , 김태은 Kim Tae-eun

DOI: Vol.23(No.3) 180-205, 2020

English education in Korea is actively utilizing classes that combine various techniques and platforms, away from textbook-oriented classes. In line with these changes, Kahoot! which is an educational game-based application has started being used in classes. Kahoot! has a special function that leads students to create question items on their own, and the process of making question items allows them to actively promote interaction and cooperation. Moreover, Kahoot! application is suitable to enhance understanding of the story. With the use of Kahoot! and stories for teaching English reading and writing in the elementary English class, the purpose of the study is to analyze the nature of question items students created by using Kahoot! and also investigate their pre- and post-writing in order to find out whether experience of solving question items influences error correction in their writing. The participants of the study were twenty fourth-grade students in an elementary school. The findings of the study revealed that students are more likely to immerse themselves in learning settings while they actively create question items. Seven types of question items were found, which encompass items questioning about content of a story, meaning of words or phrases, spelling, background knowledge, author, illustration, and fun. In addition, using Kahoot! application made improvements in appreciation of a story and writing skills among students. The study has significance in that it confirmed Kahoot! application can be an effective tool for elementary English reading and writing classes.

mobile learning, story-based, teaching writing, teaching reading, making question items, Kahoot! application, learner-centered

정요한 Jeong Yo Han

DOI: Vol.23(No.3) 206-232, 2020

As an absolute grading scale was implemented on CSAT (College Scholastic Ability Test), it is entirely necessary that each test be consistent in the level of difficulty. This study assessed the difficulty level of each listening and reading passage in CSAT conducted over the recent three years, focusing on the syntactic complexity and the domains where more studies are required. Furthermore, the readability referring to FRE, FKGL, and GFI, which is the most widely used method to assess how difficult it is, was also applied for the assessment. The readability was aimed to compare the difficulty level of CSAT’s passages with that of EBS prep books’ for they have been propounded to affect the difficulty level of the CSAT texts by the precedent research. The following shows the results: First, the 14 measures of syntactic complexity did not demonstrate any difference in CSAT passages that were given each year. Next, no difference in difficulty level was observed in the aspect of the domains where hypothetical scores are given. Finally, there was no significant yearly variance in passages of CSAT and EBS prepbooks, and the interaction between them was not found as well.

corpus analysis, readability, domain, syntactic complexity, criterion-referenced evaluation, absolute grading, L2SCA, KSAT, difficulty

Yiboon Chang

DOI: Vol.23(No.3) 235-257, 2020

This in-depth qualitative inquiry about an individual teacher’s reflection on the practice of emergent remote teaching (ERT) in a multicultural EAP classroom in South Korea aims to explore the sources of and teacher’s response to communication disruption between the teacher and students under the COVID-19 ERT practice in Spring 2020. A total of 222 e-mails exchanged between the teacher-researcher and the students were analyzed to identify the cases of communication disruption. Adopting the notion of reflection-on-action, the teacher’s reflective commentaries were elicited to examine the sources of and teacher responses to the communication disruption over the semester. Thematic analysis of the two data sets to find the target themes identified two major sources of the disruption: technical limitations of digital tools used for ERT, and the lack of pro-activeness in institutional decisions. Pedagogical implications from the findings include implementing ERT at least over an entire semester period to ensure the minimum pro-activeness in the institutional decisions, and establishing an online teacher network within the institution so that more immediate hands-on collective knowledge about ERT can be built and shared with teachers in need.

emergency remote teaching, teacher education, teacher reflection, EAP

Hyung-sun Kim , Ung-yong Choi

DOI: Vol.23(No.3) 258-279, 2020

This study reported on a strategically designed online summative exam in an L2 course and investigated the participants’ perceptions of the test mode in terms of cognitive test anxiety, self-reported study habits, and performance attribution. Out of 327 undergraduate students from various majors who enrolled in the obligatory course, 294 students voluntarily responded to 26 items of the survey questionnaire on a 7-point Likert scale, and one open-ended item. One-way ANOVA, factor analysis, and regression analyses were done using SPSS 26.0. Overall, the mean scores were around 3.67/7.00. Neither the pre-test scores nor majors influenced the four reduced factors (i.e., MODE-ANXIETY, COGNITIVE_ANXIETY, UNPREPAREDNESS, AND ATTRIBUTION). Factors that significantly influenced students’ exam performance were the pre-test score and UNPREPAREDNESS. The open comments revealed the participants’ overall acceptance of the online summative exam format. The significant correlation between the scores of pre-test and summative exam suggested the strategic exam design in this study was effective in terms of discouraging academic dishonesty. What online elements can be blended into classes while maintaining fairness and equitability should be a central topic in the future. Further study to examine both online and offline groups against a more elaborately designed online exam is recommended.

online summative exam, anxiety, unpreparedness, attribution, academic dishonesty

Kyung-mi O

DOI: Vol.23(No.3) 280-299, 2020

The COVID-19 outbreak has resulted in temporary closures of educational institutions worldwide since March 2020. Many of these institutes chose to open online classes for the 2020 spring semester because the end of the pandemic did not seem likely during that time frame. With an utter lack of preparation, educators in the field had to teach in front of a camera instead of students, and the students’ engagement in such classes was questionable. Under the circumstances, as a way to enhance student engagement in an online class, this paper was designed to examine students’ perceptions toward the usefulness of gamified e-quizzes. For the study, data from an online questionnaire (n=52) and a phone interview (n=10) were gathered from university students following a 13-week treatment. Through the quantitative data analyses, in spite of some mixed views of its usefulness on agentic engagement, the study displayed that the majority of the students had positive perceptions toward the efficiency of gamification for emotional, behavioral, and cognitive engagement. In addition, qualitative data analyses suggested that the participants perceived the gamified e-quizzes to be useful for all aspects of their engagement in the online class.

gamification, gamified e-quiz, gamified learning activities, gamified assessment, engageme nt, learning engagement, game-based learning, perception study, online assessment, onlin e quiz, formative assessment

김윤경 Kim Yoon-kyoung , 차경환 Cha Kyung-whan

DOI: Vol.23(No.3) 300-319, 2020

This study focuses on methods to enhance college students’ agency and motivation in an online learning environment. The study included 43 undergraduates who had taken online courses due to the coronavirus outbreak during the spring semester of 2020 at a university in Seoul. The core features of Bandura’s (2001) concept of agency (i.e., intentionality, forethought, self-regulation, and self-reflectiveness) and how the features can contribute to learning motivation were introduced to the students in the class. Then, the students were asked to answer an open-ended essay question inquiring about their perceptions and opinions on what is necessary to improve agency and motivation while taking online courses. The study was conducted online in June 2020. By analyzing the responses, three themes emerged in relation to the features of agency: how to facilitate intentionality and forethought, how to facilitate self-regulation, and how to facilitate self-reflectiveness. In addition to those directly related to Bandura’s agency, four more themes were identified regarding college students’ successful online learning: student-centered activities, the importance of feedback, use of various functions during real-time online lectures, and others (e.g., assessment, learning materials, technical support). Based on the results, recommendations were provided to further enhance college students’ online learning.

agency, motivation, online learning, learner perception

박은경 Park Eunkyeong

DOI: Vol.23(No.3) 320-338, 2020

This study was to identify learner’s anxiety towards online college English classes during the COVID-19 pandemic. As COVID-19 continues to spread, learners’ preferences for online lecture formats and exam methods were also identified. A total of 113 students who took pre-recorded online college English lectures at three universities in Gyeongbuk and Daegu were surveyed using Google Forms questionnaire. Microsoft Excel, I-STATistics, and NVivo 12.0 were used for analysis. The results showed that some learners expressed anxiety over pre-recorded online lectures (10.6%) and real-time online lectures (23.8%). In addition, relatively higher levels of anxiety were shown towards real-time online lectures due to the pressure of being on time, computer and server instability, and distractions. When it comes to real-time online exams, they expressed anxiety due to the following forms of academic dishonesty: cheating and collusion while testing. If COVID-19 continues to proliferate, learners expressed preference for pre-recorded online lectures and online exams despite the potential increase in academic dishonesty. Based on the results, this study provides some pedagogical implications to reduce learners’ anxiety towards online learning and devise ways to adapt learner’s preferred online lectures and exams in online college English courses in preparation for future situations similar to that of COVID-19.

COVID-19, anxiety, college English, pre-recorded lecture, real-time online lecture

박현정 Park Hyun-jung , 정선주 Chung Sun Joo

DOI: Vol.23(No.3) 339-358, 2020

Education has been hit particularly hard by the COVID-19 pandemic, leading to near-total closures of schools across Korea and around the world. To ensure that students would receive instruction during this global pandemic, Korean public schools shifted away from the in-person classroom and quickly adopted online instruction. This shift has led schools, teachers, parents, and students to adapt to online instruction. At the same time, many stakeholders have begun to question how students may perceive online education. Hence, this research set out to examine elementary students’ level of satisfaction with online EFL instruction in public elementary schools by collecting survey responses from 269 5th and 6th grade students after they had attended school approximately one month into the Spring 2020 semester. The study found that students were generally satisfied with online EFL instruction. However, they also expressed their dissatisfaction with instructional content, as well as aspects of their interaction and communication with their teachers. Furthermore, it was found that students needed assistance in navigating the Learning Management System in order to actively participate in instruction. Based on the findings taken from the survey, we discuss the implications for elementary EFL instruction to improve the quality of teachers’ instructional methods and communication with students.

online education, EFL instruction, elementary English education, learner satisfaction

이동주 Lee Dong Ju , Kim Misook

DOI: Vol.23(No.3) 359-377, 2020

This paper aims to investigate students’ perceptions on online learning which was provided to students due to the outbreak of COVID-19 pandemic. In order to examine the practices of online learning in a university, a total of 120 university students participated in the study. A questionnaire, comprised of 29 items seeking students’ perceptions was used. Students were sent a link to the website that contains the questionnaire, and asked to complete it online. Results revealed that there were slightly more synchronous online classes offered than asynchronous online classes. In examining online classes satisfaction level, the level of satisfaction for synchronous classes was slightly higher than that of the asynchronous classes. Also, students reported that they have a high level of ICT literacy skills, indicating no problem with the use of devices necessary for online learning. With respect to the quality of online classes, more than the half of the students expressed a view that professors’ preparedness for classes, professors’ ICT skills and type of online classes attributed differences to the quality of classes. However, students were in favor of face-to-face classes, for they can interact with their professors and their peers in class. Also, students reported that the school should be equipped with a reliable online learning system and a standardized curriculum to facilitate students learning.

COVID-19, online learning, synchronous online class, asynchronous online class

전수인 Chun Sooin

DOI: Vol.23(No.3) 378-391, 2020

This study proposes how to effectively use the Padlet bulletin board in online college English classes and examines students' attitudes toward the Padlet activities. This course, which had been originally designed for freshmen offline, was adapted online due to the COVID-19 situation. During the course, 114 students who took the course in three classes undertook eight different beginning activities using Padlet. 102 students out of them participated in a survey at the end of course. The collected data were analyzed to investigate students' preference for types of the activities and their learning enthusiasm during the activities. Results showed that students had a strong preference for the posting activities using multimedia. They also had a positive attitude toward the use of Padlet activities through the course. They responded that they enjoyed working on the activities and had a great help to communicate with peers in the non-face-to-face class. For reference, when referring to the past results of offline classes that had similar Padlet activities, the number of students who showed positive attitudes was much higher in online classes.

Padlet, online board, web-based learning, mobile learning, English education

정향기 Jung Hyangki

DOI: Vol.23(No.3) 392-412, 2020

The purpose of this study was to examine college students' satisfaction with online classes and online tests. The survey was conducted online, with 141 respondents to the class and 121 to the test. The results revealed the following: First, the students were highly satisfied with full-scale online classes and it was recognized that the 25 minutes of video lecture per credit was appropriate, the difficulty of the class and the supplemental tasks for online learning activities were also appropriate. Second, they reported that self-directed learning habits have been formed and motivated while studying online classes, there were no major difficulties in interactions with their professor and they preferred the video lecture to the real-time online class. Third, the advantages of online classes were that they could study the lectures over and over and they were free from studying time constraints. Fourth, regarding online test administration, 73.7 percent were satisfied with the online test, they thought the short test time would result in fairer test results. It can be concluded that the students were satisfied with the online classes and test, but a blended format is preferred to enhance interaction.

online lecture, self-directed learning, real-time online class, online test

조혜선 Cho Hyesun

DOI: Vol.23(No.3) 413-431, 2020

This study presents the teaching methods and post-survey results from two online courses utilizing recorded lectures and preview homework. The two courses, < TOEIC Reading 1 > and < TOEIC Listening 1 >, were taught at a university for a 15-week semester with a total of 107 enrolled students. The recorded lectures were uploaded on Google Classroom each week. Students were given preview homework before each lecture where they were required to study certain textbook pages and indicate the problem numbers where they had wrong answers on a given Google Form. The instructor then focused the lectures on where students’ weaknesses lie. At the end of the semester a survey was carried out asking students’ perception of online lectures, preview homework, attitude, and easiness of online LMS. The results reveal that students were overall satisfied with the online recorded lectures, showing positive responses on the effectiveness of reviewing preview homework in online lectures. The results show that adding the element of preview homework and feedback thereof to otherwise one-directional online lecture can help students engage and better understand the materials by focusing on what students feel difficult.

online teaching, recorded lecture, preview homework, online learning