Jieun Hwang

DOI: Vol.23(No.4) 11-44, 2020

With the rapid development of mobile technology, mobile devices such as mobile phones, iPads and tablets provide people with a versatile platform for individual learning and communicating anytime and anywhere. In particular, there is an expectation that smartphones including mobile instant messaging (MIM) applications can offer more opportunities for Korean university students to interact in English with others. This study aimed to explore how Korean students communicate in English through the MIM application with other Koreans or English dominant participants and Korean students' perceptions of English communication using that interactive platform. This study adopted a mixed-method approach including surveys, message observations and semi-structured interviews. It focused on a qualitative case study approach to investigate how Korean students participate in English communication via the MIM application. The findings of the study revealed that students perceived that English interaction through the MIM application was a positive experience to use English in daily lives and effective for their English learning. Pedagogical implications for how communicative interactions in English via a MIM application can assist in English language learning and how to implement a better communicative context using a MIM application are discussed.

English communication, MIM application, Korean EFL context

Hee-jung Jung

DOI: Vol.23(No.4) 45-71, 2020

Augmented reality (AR) content for English learning has attracted considerable scholarly attention given the increasing use of advanced learning technologies. Thus, this study investigates learners’ switching intention to AR for English learning. This study proposes a research model to explain English learners’ switching intention to AR learning based on push-pull-mooring (PPM) theory on individuals’ migration. Two variables, namely, standardized learning content and unauthenticity , were set as a push factor, whereas dynamic learning content and interactivity were proposed as a pull factor. In addition, enjoyment was set as a mooring effect that has direct moderating effects in the research model. Data of elementary school students attending local English institutions were analyzed to test proposed hypotheses using a partial least squares (PLS) with SmartPLS 3.0. Test results of the moderating effect of enjoyment on the relationship between unauthenticity and switching intention to AR for English learning significantly supported all proposed hypotheses, except for one. Findings of this study contribute to English educators and AR content developers to improve the effectiveness of educational content they provide by understanding English learners’ switching behavior from one learning environment to another.

augmented reality, language learning, push-pull-mooring framework, migration, intention to switch

Sei-hwa Jung

DOI: Vol.23(No.4) 72-90, 2020

The purpose of the study was to investigate EFL undergraduate students’ self-regulation in synchronous online learning environments. The participants of this study consisted of 124 English majors enrolled in courses delivered via Zoom. The data were gathered using two questionnaires, the Online Self-regulation Questionnaire (Barnard et al., 2009) and a seven-item questionnaire regarding the students’ perceived usefulness of technology in improving English language skills. The findings indicated that students had moderate levels of self-regulation, with the highest level of environmental structuring and the lowest level of help-seeking. Moreover, students showed the strongest perceptions concerning the usefulness of technology in improving listening skills, but they were skeptical about the usefulness of technology in developing writing skills. The results also revealed weak positive correlations between students’ online self-regulation and their perceptions of using technology to learn English. Also, regression analysis showed a weak linear association, but it suggested that the students’ perceived usefulness of technology still could be a significant predictor. This study, conducted amid the COVID-19 pandemic, shed light on the importance of self-regulation in synchronous online learning environments. It is suggested that understanding and promoting online self-regulation should be emphasized.

online self-regulation, synchronous online class, Zoom, remote learning, distance learning, COVID-19

Young-ju Lee

DOI: Vol.23(No.4) 91-108, 2020

In this study, a popular online writing evaluation service, Criterion, developed by ETS, was integrated into writing instruction in the university context. This study examined the pedagogical effectiveness of Criterion feedback in that context, specifically the extent to which students’ writing accuracy increased over the course of two papers and students’ perceptions of the benefits of feedback were also examined. The results showed that normalized error frequency significantly decreased from paper 1 to paper 2 overall and in the categories of mechanics and style. Students perceived that Criterion feedback, especially grammar, was very useful in revising essays, and it gave them the opportunity to examine their own writing weaknesses. Although normalized frequency of errors in the category of grammar did not decrease from paper 1 to paper 2, students nevertheless perceived grammar feedback as quite useful, as indicated by coding references to “grammar” in journal entries by NVivo analysis. The findings serve to indicate the potential value of automated writing evaluation use in the EFL context, but need to be supplemented by more research with a larger sample in a similar context.

automated writing evaluation, writing instruction, Criterion, feedback

Seo Young Yoon

DOI: Vol.23(No.4) 109-131, 2020

This study explores university EFL students' perspectives and experiences during the COVID-19 pandemic to provide guidelines for the future application of ERT (Emergency Remedial Teaching) when the need arises. For the study, 122 students taking College English courses at A university in South Korea participated. Mixed data were gathered through a questionnaire to investigate their previous experience and general perspectives, perspectives on online learning features, the online learning experience, and difficulties and positive attributes of online learning. It was found that the majority did not have previous experience in full or partial online learning, and they considered learning content and teacher-learner interaction to be the critical features of online learning. Regarding their perspectives on ERT, content, and teacher-learner interaction were positive across the board, while motivation and contacting classmates were considered negatively. Significant differences were found between proficiency levels, showing that more proficient learners responded more positively and engaged in autonomous learning. ERT's benefits and drawbacks show that procuring devices is not a serious concern, but overcoming technical issues such as server shutdown and LMS errors were challenging. Based on the results, recommendations for implementing ERT are provided as well as suggestions for further study.

COVID-19, pandemic, emergency remedial teaching, online learning

고명희 Ko Myong-hee , 정가영 Jung Gayeong

DOI: Vol.23(No.4) 132-160, 2020

The present study compared 20 English reading programs, selected based on how they were used in the Korean EFL context, to prepare for an effective implementation in the near future. These programs were analyzed according to four main factors: reading levels, activities, interactions, and feedback. In the case of reading levels, the majority of the programs used leveling systems not based on objective or subjective leveling methods. This resulted in inconsistent measurements which can cause confusion when learners select books to read. For activities, most were designed to understand the content, stressing receptive language skills. Thus, more emphasis needs to be put on activities to improve learners’ productive skills in order to balance receptive and productive skill enhancement. Concerning interactions, only learner-content interactions were widely utilized. Learner-teacher, as well as learner-learner, interactions were either very limited or almost non-existent. In line with interaction, the feedback analysis also revealed that learner-content feedback was dominant, while other types were severely lacking in the current programs. Implications of the findings were discussed in relation to online English reading education.

online reading, online L2 reading, online L2 reading program, extensive reading, K-12 reading program

김영우 Kim Youngwoo

DOI: Vol.23(No.4) 161-182, 2020

This study investigates research literature in the field of English language teaching (ELT) related to chatbots as an interactive user interface of the computer. It also discusses how to use chatbot builders to make ELT chatbots. Research on ELT chatbots in Korea has recently begun. At first, chatbot research focused on how to use general-purpose chatbots. Then, many studies changed their foci to how to make chatbots that were specialized in ELT. The analysis of the research literature shows that certain chatbot builders, such as Google's Dialogflow, have been primarily used, and ELT experts spend a considerable amount of time making chatbots. The way chatbots are built can be based on four models: pattern-matching model, dialog database model, knowledge base model, and language generation model. Based on this classification, domestic and foreign chatbot builders were analyzed. This study then suggests general-purpose chatbots for small talk or information retrieval activities, and customized chatbots built with chatbot builders for specific dialogs or tasks. The significance of this study can be found in that it proposes efficient ways to make chatbots in ELT.

chatbot, chatbot builder, English language learning

도주현 Do Juhyun , 신혜원 Shin Hye Won

DOI: Vol.23(No.4) 183-206, 2020

This study explores teaching and learning in primary EFL classrooms in Korea as they have shifted to a blended learning experience and tries to ascertain how we should prepare for an ever-changing educational environment within school settings. In short, this case study examines how Covid-19 has changed primary EFL classrooms, what we have learned from these changes, and how we can be ready for bigger changes. A blended learning approach combines the benefits afforded by traditional and online learning components. Participants were 142 sixth-grade students (72 males, 70 females) in six different English classrooms. Our qualitative methodology included surveys of the students in the primary EFL classroom and of one English subject teacher’s experiences amid the Covid-19 pandemic. On the student survey, traditional face-to-face classrooms were favored over online learning environments. The teacher also had a more positive attitude regarding her responsibility for students’ learning in a conventional classroom. Through descriptions of both teacher and student experiences of a blended learning approach, this study sheds light on possible new directions for primary English education.

blended-learning, e-learning, computer-assisted language learning, elementary English education

장은정 Jang Eun-jung , 김혜리 Kim Hae-ri

DOI: Vol.23(No.4) 207-232, 2020

This study aimed to explore the possibility of adapting mobile application-based writing in primary English using picture books. Three research questions were set up: the participating children’s perspectives on English writing based on mobile apps using picture books, aspects of using search engines in English writing, and effects on the children’s English writing through interaction based on written communication. The data were collected from twenty 6th graders through diverse sources to analyze both qualitatively and quantitatively. The study yielded three major results. First, the participating children were able to enjoy writing using the functions of mobile applications such as app templates, diverse fonts and background pictures. Second, children utilized mobile app dictionaries and translators by understanding the functions of each device, while also developing their own strategies using the translator in writing sentences. Finally, the participants’ English writing skills were improved through interactive activities based on mobile application writing. At first, they interacted using nonverbal icons, and then moved on to write in English by responding to the contents of their friends’ writing. Some implications are suggested based on the results.

mobile application, primary English writing, picture book, written language communication, writing based on application

최윤정 Choi Yunjeong , 지난영 Ji Nan-young

DOI: Vol.23(No.4) 233-253, 2020

The purpose of this study was to investigate the relationship between different types of learner interactions (student-student vs. student-instructor) and their satisfaction in online non-face-to-face English courses with a particular focus on lecture types (real-time vs. video-recorded) as a moderator. Four hundred forty-two university students who took non-face-to-face English-related courses delivered during the COVID-19 pandemic participated in the survey on the interactions with their course instructors and peer students during the semester. A series of multiple regression analyses were conducted to examine the impact of student-student and student-instructor interactions on course satisfaction and whether the lecture types moderated the relationship between each type of interaction and course satisfaction. The results were as follows: 1) students’ interactions with course instructors influenced more on course satisfaction than those with other students; and 2) lecture types worked as a moderator, indicating the impact of two types of interactions on satisfaction can vary depending on whether the class was delivered in synchronous, real-time mode or with video-recorded lectures. Pedagogical implications were addressed regarding the design and operation of online non-face-to-face classes with lecture types considered.

non-face-to-face class, student-student interaction, student-instructor interaction, course satisfaction, real-time class, video-recorded class