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

DOI: Vol.25(No.3) 9-38, 2022

The study investigated how Padlet can be used in EFL reading classes. The participants included 108 university students who registered for general English courses. They carried out different reading activities at the pre-, while-, and post-reading stages. Two research questions were formed as follows: The first question aimed at determining whether there is a significant difference between student levels in their perception of using Padlet at the three reading stages. The second question aimed to investigate the benefits and drawbacks of using Padlet at the three reading stages by their levels. The data gathered from the closedand open-ended survey questions were analyzed and categorized according to student proficiency level. The findings revealed that the most useful reading stage did not appear at the student level when using Padlet. However, during the while-reading stage, in terms of sentence translation, lower-level students were less favorably-inclined as compared with higher-level students. The majority of students at both levels responded favorably regarding their use of Padlet, noting that it was useful for understanding reading passages and understanding the associated topics. However, they listed the drawbacks of its use as being time-consuming and frustrating in terms of technical issues. Pedagogical implications and future studies were discussed.

padlet, pre-reading, while-reading, post-reading, high, low, reading proficiency

Christopher Irvin , Hee-joo Im

DOI: Vol.25(No.3) 39-60, 2022

The purpose of the study was to examine students’ perceptions toward the use of asynchronous collaborative discussion boards in an online class. A total of 19 freshman students took part in four discussion board activities. For the data collection, they participated by filling out surveys and writing a reflective essay, and the data was descriptively analyzed. According to the results, the findings are as follows. Firstly, among the four group discussions, students’ participation was the highest for the last activity. Secondly, students’ group satisfaction was higher than their individual satisfaction for all four activities. Lastly, the reported strengths of the use of the discussion boards were that participants were satisfied with the ability to share and develop ideas with their group members, including being able to clearly share their thoughts through written posts and chances to practice their listening and speaking skills by making and watching student-created videos. However, the biggest weakness was identified as time. This included the overall time it took to complete a discussion board activity, the time that students had to wait for their partners to make a post, and the time and discomfort it took to make the videos. Several implications are discussed.

discussion board, collaborative learning, students’ engagement, students’ satisfaction

Bora Lim , Jiyoon Oh , Sak Lee

DOI: Vol.25(No.3) 61-87, 2022

The purpose of this study is to develop a context-appropriate framework for implementing technology-enhanced language learning. To accomplish the objective, researchers examined the importance and effectiveness of educational technology (Edtech) in language learning and analyzed the components of previous studies. On the basis of literature research regarding sub-components of frameworks, researchers developed a framework called Technology triptych for language learning (Technology of Learning, Technology in Learning, Technology through Learning) to implement a technology-integrated English class; which is expected to be systematically applicable in language learning contexts. To enhance the validity of the framework, a survey and in-depth interviews of a focus expert group were conducted. Researchers then modified and refined the framework, and the final version of the framework was presented. Moreover, researchers classified available Edtech based on a framework and showed ways using said framework in implementing technology-enhanced language learning classes, especially in primary English education. Teachers and Edtech developers can refer to the technology triptych in terms of lesson planning, implementation, and reflection, and instructors can evaluate various emerging Edtech in light of the analytic framework as well.

framework, educational technology (Edtech), technology-enhanced language learning, technology triptych for language learning

박지현 Park Jihyeon , 이주희 Lee Juhee

DOI: Vol.25(No.3) 88-116, 2022

Reading audiobooks and watching videos are the most powerful tools for young EFL learners to improve English proficiency. Despite the widespread use of videos without captions in EFL learning, there have been few studies on its effectiveness compared to audiobooks. A quasi-experimental study explored how audiobooks (reading-while-listening) and videos without captions (viewing-while-listening) enhance Korean EFL elementary students’ English proficiency differently. The participants (N = 98) were divided into three treatments that involved reading audiobooks (reading-while-listening), watching videos without captions (viewing-while-listening), or textbook-based English instruction (serving as a control) as their regular English curriculum once or twice per week for three months. Pre-and post-tests were conducted to assess the treatment effects on listening comprehension, reading comprehension, and vocabulary knowledge. The results showed that the audiobook and video groups, which had similar outcomes, significantly increased listening comprehension compared to the control group. However, all three groups improved similarly in reading comprehension and vocabulary knowledge without significant differences. These results suggest that watching English videos without captions can enhance EFL elementary students’ English proficiency and is equivalent to reading audiobooks. The pedagogical implications of these results are discussed.

audiobooks, videos without captions, multimodal instruction, reading-while-listening, view ing-while-listening, EFL elementary students

성수진 Seong Sujin

DOI: Vol.25(No.3) 117-145, 2022

This study investigates the effects of using AI PengTalk in English class on primary school students’ English vocabulary learning and suggests how to use AI PengTalk in primary English education. Sixty-five students in the 5th grade were divided into two groups: a test group (applying AI PengTalk) and a control group (using textbooks and worksheets). English vocabulary instruction based on AI PengTalk was conducted over six weeks. Vocabulary tests, an affective domain test, and a student questionnaire were used to collect data. The results were analyzed using quantitative and qualitative methods. Analysis of covariance, independent t-tests, and paired t-tests using SPSS were used to analyze quantitative data, and theme analysis was used to analyze qualitative data. It was found that English vocabulary learning using AI PengTalk had a positive effect on English vocabulary skills and attitudes toward English learning. Also, students showed greater interest and looked forward to using AI PengTalk continuously. It is expected that effective primary English vocabulary instruction using AI PengTalk can be designed and implemented, and it stimulates students’ English proficiency and positive attitudes toward English learning.

primary English education, AI PengTalk, edtech, vocabulary instruction, AI-based English chatbot system

이상민 Lee Sangmin

DOI: Vol.25(No.3) 146-164, 2022

In recent years, the accuracy of machine translation (MT) has been rapidly improving and accordingly, foreign language learners frequently use MT for diverse purposes in language learning. As the advancement of neural-network MT will further accelerate this trend in the near future, more students will utilize MT in language learning. Despite the considerable number of recent publications on MT, Korean secondary students’ perceptions and use of MT have been rarely investigated. Therefore, the current study explored Korean middle school students’ perceptions and behaviors in using MT in their daily lives and in language learning. The study employed a survey as quantitative data (primary) and screen recordings of the students’ writing processes as qualitative data (secondary). The results showed that most of the students already used MT in language learning. Although they viewed MT as an imperfect tool, they considered MT helpful and useful in learning English. The study also showed that the students’ perceptions varied according to their English proficiencies. The analysis of the screen recordings indicated that the lower-level students translated larger chunks of language and accepted MT outputs uncritically. Based on the results, the study suggests pedagogical implications to effectively utilize MT in the middle school English classroom based on the results.

machine translation, middle school students, perception, behavior

이수진 Lee Sujin , 최윤덕 Choi Yundeok

DOI: Vol.25(No.3) 165-197, 2022

Electronic books (ebooks) have gained considerable popularity in South Korea as a new reading medium that can facilitate children’s learning of English. In this exploratory research, we investigate young Korean learners’ current uses and parents’ perceptions of ebooks as EFL learning materials. Parents (n = 124) of preschoolers or primary school students responded to an online survey, and three respondents participated in semi-structured interviews. The main findings from the analyses of the survey responses and the interview data are that most children used ebooks together with printed books, with greater usage of the latter over the former, and have been reading ebooks for less than a year. Approximately half of the children read ebooks once or twice per week for 10 to 30 minutes and utilized three ebook features most frequently: audio narration, vocabulary quizzes, and reading comprehension quizzes. Parents generally reported high levels of satisfaction toward ebooks, considering them useful, easy, and convenient language learning materials that increased children’s exposure to English. They perceived ebooks as most useful for improving children’s listening, followed by reading abilities. Ebooks were deemed less beneficial in fostering speaking or writing abilities. Implications of the research findings, methodological limitations, and directions for future studies are discussed.

electronic books, English library, children, EFL learning, parents’ perceptions