Hea-suk Kim , Yoonjung Cha

DOI: Vol.26(No.3) 9-37, 2023

This study examined the impact of using AI translators on English reading and grammar. Fifty students were divided into two groups, with 25 students in each group. In the first experimental group, students translated texts without the aid of the tool, then modified and confirmed the accuracy of their translations with an AI translator. The second experimental group used the translation tool first and then revised the translations by discussing them together. Pre-and post-tests in reading and grammar were administered, along with pre-and post-surveys to assess perception changes. The findings revealed that the first group demonstrated significant improvement in reading, while their grammar remained unchanged. The second group showed improvement in both reading and grammar. However, there were no significant differences between the groups in the post-tests. Survey results indicated that the first group experienced changes in self-confidence in reading comprehension, sentence structure, and accurate interpretation, while the second group experienced changes in sentence structure and grammar learning. Both groups acknowledged advantages such as fast translation, improved comprehension, and convenience, but they also recognized disadvantages such as translation errors, ineffectiveness in enhancing English skills, and contextual awkwardness. These results provide valuable insights into the utilization of AI translators.

AI translators, reading comprehension, grammar, students’ perception, reading tasks

Areum Lee

DOI: Vol.26(No.3) 38-62, 2023

This study investigated university students’ performance and perceptions of taking paired English speaking tests in fully immersive virtual reality. A total of 36 college students at an advanced level were recruited to participate in either face-to-face (N = 20) or fully immersive VR speaking tests (N = 16), designed to explore test-takers’ speaking abilities. The students were asked to perform two decision-making tasks and fill out a questionnaire asking about their preference for the test mode and perceived levels of presence after completing the tasks. The study revealed no statistically significant difference in the students’ speaking abilities between the two testing modes, suggesting that the VR paired speaking test format could potentially serve as an alternative to the face-to-face paired speaking test. In relation to the analysis of questionnaire items, the students demonstrated a high level of immersion in the virtual environments. Despite their preference for the face-to-face testing mode, they reported that the VR test could potentially replace the face-to-face speaking test. The semi-structured interview data gathered from three participants further revealed that the students, however, reported some discomfort with the paired speaking test itself due to pairing up with the other person. Furthermore, this study presents the limitations of the study and suggests implications for speaking assessments and future studies.

total-immersive virtual reality, head-mounted display, presence levels, paired speaking test, decision-making task

Sangmi Lim

DOI: Vol.26(No.3) 63-86, 2023

The purpose of this study is to develop an English teaching program for character and career education that can be used for the free semester system in middle school. Based on the ADDIE model, in the analysis stage, the previous studies and five Career and Occupation textbooks were sto select educational content. In the design stage, creativity teaching techniques were selected as instructional strategies and the detailed learning elements were organized. As a result, for a total of 16 sessions, The Dream Walker program including lesson plans, learning materials, and workbooks was developed. This program has been implemented in public middle schools since 2016. Additionally, this program was revised to be suitable for online education in 2021, when online classes were fully conducted due to the COVID-19 pandemic. A satisfaction survey was conducted for evaluation, and the program was selected as an excellent program and its effectiveness was recognized. The positive findings were identified that this program enabled learners to engage in project and collaborative activities, producing meaningful outcomes with closely related content to learners, and reduced the learners’ anxiety about speaking and writing English. The implications, suggestions and limitations of the study are also discussed.

English education, language teaching, teaching program development, free semester program, competence, character education, career education

성인경 Seong¸ Inkyoung , 김지현 Kim¸ Jihyun

DOI: Vol.26(No.3) 87-105, 2023

This study developed a model for Korean language speaking tasks using mobile-based short-form videos and applied it in real classrooms to explore the future of Korean language speaking education. To achieve this, the study initially investigated the demand for Korean language speaking tasks among intermediate-level Korean language learners. The results confirmed that learners showed a preference for video and audio recording tasks. Based on these findings, the paper designed a preliminary model for Korean language speaking tasks using short-form video production. After implementing the speaking tasks with 35 intermediate-level Korean language learners, satisfaction surveys and in-depth post-task interviews were conducted. The final model of speaking tasks was refined from the preliminary model into a task-centered framework with three stages: task planning, task performance, and feedback. Incorporating the opinions of the students improved the feedback methods. The teacher provided feedback twice: once during the task performance stage, when stydents were constructing conversations, and again during the task feedback stage while reviewing the created short-form videos. Additionally, evaluations and feedback from peer learners were included. The model of speaking tasks utilizing mobile-based short-form videos presented in this study was conceived as a preliminary model, applied to learners, refined based on survey and interview results, and finalized. Thus, the significance of this research lies in the presentation of an effective model that accurately reflects learners' demands.

mobile learning, short-form video, Korean speaking, Korean education, speaking task

정희정 Jung¸ Hee-jung

DOI: Vol.26(No.3) 106-129, 2023

The aim of this study is to empirically analyze why learners perceive value and form positive attitudes towards English learning applications (apps) used in the context of smart devices, which have become an integral part of learners’ daily lives. This analysis takes into consideration the current state where various English learning technologies and content are prevalent in the online environment. The study proposes a research model that incorporates four variables - Ubiquitous Learning, Personalized Learning, Enjoyment, and Various Learning Contents - representing characteristics of English learning applications, into the Value-Attitude-Behavior (VAB) framework. Additionally, cost benefit is proposed as a moderating effect on the relationships among the VAB variables. The results of the structural equation modeling (SEM) analysis, based on 299 responses collected from English learners using apps, indicate that all proposed hypotheses, except for Enjoyment, have a significantly positive impact on perceived value. Moreover, the relationships among the VAB variables are valid in the context of English learning apps. Finally, cost benefit enhances the relationships among the VAB variables. These findings contribute to a better understanding of English learners’ behavior towards learning apps, as well as provide guidelines for developers of English learning apps.

smart learning, language learning, application, value-attitude-behavior, cost benefit

차수미 Cha¸ Soo-mi

DOI: Vol.26(No.3) 130-150, 2023

This study explores the utilization of ChatGPT in elementary English education. Specific applications of ChatGPT in this educational context are examined to assess its utilization and explore effective implementation strategies. Data were collected using ChatGPT 3.5, categorizing the research content into two domains: generating data and evaluation questions, and feedback and recommendation. The results of this study indicate that ChatGPT effectively generates materials and evaluation questions essential for elementary English education, tailored to specific requirements. Additionally, the findings indicate that ChatGPT offers valuable feedback on learners' writing corrections and recommends suitable picture books. Additionally, the study proposed plans for enhancing the effectiveness of ChatGPT in elementary English education. It reveals that ChatGPT can proficiently employ appropriate teaching and learning methods or materials. As a result, this research provides a comprehensive plan for utilizing ChatGPT effectively in future English education, drawing insights from specific case studies in elementary English education. Furthermore, by using ChatGPT in elementary English education, learners can participate more independently and actively in their language learning, benefiting from individually customized teaching methods and materials. This research significantly contributes to the advancement of English education by using ChatGPT to provide a more personalized and engaging learning experience for elementary learners.

ChatGPT, generating, feedback, recommendation, elementary English education