Young-sook Ryoo

DOI: Vol.26(No.1) 9-30, 2023

Previous research has reported a predominance of function words (FWs) in English. However, second language writing (L2) research mainly focuses on the proportions of low-frequency content words (CWs) as an indicator of writing development and learner proficiency. The present study explored the proportion of FWs as a first step toward understanding the features of vocabulary used in English writing by Korean university students. The students wrote English essays on the same topic in the first week and the last week of the semester to see whether the proportion of FWs shows a significant difference as students’ English writing develops with writing practice over a semester, and then it was analyzed again to examine differences according to learner proficiency. Learner proficiency was measured by cloze test scores to see if student responses to FW cloze items are related to the proportion of FWs in Korean university students’ English writing. The percentages of FWs in student writing were obtained by running VocabProfile. The study results showed a significant decrease in FW percentages over a semester. In addition, learner proficiency did not lead to statistical differences in the proportions of FWs in student writing. The results will be discussed in more detail.

proportion of function words, English writing, writing practice, learner proficiency, cloze testing

김혜영 Kim Heyoung , 이성숙 Lee Sung-suk

DOI: Vol.26(No.1) 31-58, 2023

AI-based programs, especially voice chatbots, have recently been involved in second language research, but chatbots for effective L2 learning do not seem to exist yet. The essence of chatbots is human-like communication, exchanging meaning to perform living tasks, but unfortunately, current Korean applications are designed far from that essence. This study aims to verify the design effect of task-based chatbots compared to script role-playing chatbots commonly found in AI speaking programs. Six third-grade students participated in four different chatbot-based speaking sessions. Chatbots were designed in two forms: 'role-play chatbots' and 'assignment chatbots.' Chat logs, pre-and post-test, and questionnaire data were analyzed quantitatively and qualitatively. Participants actively engaged in conversation and acquired about 50% of the target words during both trials. However, a much greater variety of semantic negotiation was observed in the 'task chatbot,' and more participants successfully completed the task chatbot conversation than in the role play. They also memorized more words in the delay test and showed more interest and preference for 'task chatbots'. Chatbot design is essential, and task-based design should be applied to future speaking programs.

artificial intelligence, AI, voice chatbot, task-based design, English speaking

정남숙 Jeong Nam-sook

DOI: Vol.26(No.1) 59-85, 2023

The purpose of this study is to compare the effects of two different class modes real-time online class vs. face-to-face class on university students’ reading proficiency and their perceptions. For 8 weeks, 22 students took the face-to-face reading course in 2022, whereas 26 students took the real-time online reading course in 2021. The data included 1) questionnaires 2) post-questionnaires on their perceptions of learning effect and affective aspects and the pros and cons of each class mode, and 3) pre- and post-TOEIC reading tests. Students’ responses were categorized by some key concepts. The statistical findings indicated that the two different classes were effective in improving their reading proficiency, but only real-time online class’s reading improvement was statistically significant. In addition, there were considerable differences between the two classes in reading achievement. Students in face-to-face class achieved much higher scores in the post reading test. Students in face-to-face class expressed more positive responses about learning effect. As for affective aspects, students in face-to-face class also reported that they found more satisfaction and interest. Based on this result, this study suggests that real-time online reading course can also contribute to improving reading proficiency like face-to-face class. The follow-up studies should be conducted for finding more pedagogical effects.

online learning, real-time English class, Zoom, TOEIC course, technology supported learning and teaching, university students, reading, students’ perceptions