하기랑 Kirang Ha , 김희진 Hijean Kim

DOI: Vol.27(No.3) 1-24, 2024

The purpose of this study is to examine the affective domains and the acquisition of English science vocabulary between the experimental group (n = 21) participating in content-based language learning using tangible contents and the control group (n = 21) that used textbook materials. Experimental group learners used two types of applications on the tangible contents which are app book based on virtual reality and AR (augmented reality) activity paper. The content of English science was modified and supplemented referring to the science textbook for fifth grade students in Korean elementary school and an American textbook ‘The Plant’. The evaluation of affective domains analyzed the changes in attitude toward interest, self-confidence, participation, and flow. The evaluation of cognitive efficacy analyzed improvement of vocabulary ability in the science subject. The results suggested that the affective domains of the experimental group showed significant difference compared to the control group using the textbooks. However, the results of the vocabulary test score analyzed by t-test showed that both groups had no significant difference. Based on these findings, further research needs to apply tangible-type learning contents to various subjects.

tangible-type contents, virtual reality, augmented reality, content-based language learning, English science vocabulary, app book

이동주 Dongju Lee

DOI: Vol.27(No.3) 25-47, 2024

This study aimed to investigate the effects of Nearpod, an online education platform, on learners' perceptions and attitudes toward learning culture in real-time online English classes. Over the course of one semester, 12 Nearpod lessons were conducted, involving 60 participants enrolled in university English classes. Data collection involved various surveys and questionnaires: background surveys, questionnaires assessing students' intercultural communicative competence, and surveys evaluating perceptions and attitudes towards the use of Nearpod for teaching culture and English. It also included qualitative semi-structured online interviews to complement the questionnaire findings. Data analysis was conducted using SPSS statistics. The findings revealed that utilizing Nearpod for teaching culture in university English classes positively influenced students' perceptions of improving intercultural communication competence and enhancing their English proficiency. Moreover, the integration of Nearpod in cultural learning stimulated interest and engagement in English learning, leading to class satisfaction. This study suggests that educational institutions and instructors prioritize effective cultural learning in university English classes, explore online education platforms to enhance student engagement, and build a digital educational environment. Furthermore, diverse activities aimed at motivating and engaging students for cultural learning in university English classes should be tailored for online education platforms to effectively meet educational objectives.

cultural learning, College English, Nearpod, online learning, students’ perception

김미지 Mee-jee Kim

DOI: Vol.27(No.3) 48-77, 2024

The shift to blended learning in education has led to an expansion of personalized teaching and learning strategies in classrooms. Despite the emphasis on the significance of personalized approaches, they are not consistently implemented effectively in real classroom settings. From this perspective, the present study aims to provide a detailed picture of personalized teaching and learning in the English classroom. It delves into prior research and introduces a technology-based framework for personalized instruction. Moreover, this study considers the distinctive characteristics of learners, both individually and in cluster levels, by employing scenario planning to illustrate detailed English classroom scenes. As prerequisite conditions, two key elements, learning motivation and resource management, are identified as important factors affecting English learning outcomes. Additionally, a scenario is developed for a speaking class with a focus on enhancing communication competency, which is a core aspect of the English language learning. The cluster levels are divided into four main categories based on learners’ characteristics in terms of learning content, processes, and outcomes. The scenario of teaching and learning English is constructed with all these specific factors in mind. Therefore, this study holds significance by illustrating personalized education in concrete scenarios rather than abstract concepts, with an expectation of facing challenges and demonstrating effectiveness in supporting personalized English teaching and learning.

personalized teaching and learning strategy, blended learning environment, scenario planning

이예은 Yeeun Lee , 이미진 Josephine Mijin Lee

DOI: Vol.27(No.3) 78-105, 2024

This study investigates the effect of using AI PengTalk into flipped learning model on elementary students’ English-speaking proficiency. The participants included 22 elementary students that were divided into two groups and received different treatments: the experimental group completed activities on AI PengTalk before class while the control group viewed video materials. Classes were 45 minutes long and conducted twice a week over a period of 8 sessions. The results revealed that both groups improved their speaking abilities, with the experimental group demonstrating progress across all evaluated areas of content, fluency, vocabulary, grammar, and intelligibility. The control group, on the other hand, showed positive changes only in fluency, vocabulary, and intelligibility. Further analysis of within-group changes based on proficiency levels indicated that higher-level learners in the experimental group improved their fluency, vocabulary, and overall speaking, with no significant gains observed in the control group. For the lower-level learners, the experimental group improved in all aspects of speaking, but the control group only showed improvement in vocabulary. Lastly, the experimental group reported increased self-efficacy, while the control group showed no changes in affective domains.

artificial intelligence, PengTalk, L2 speaking, flipped learning

신희창 Hee-chang Shin , 이진화 Jin-hwa Lee

DOI: Vol.27(No.3) 106-127, 2024

This study examined the feedback provided to Korean undergraduate students on their English writing by native English-speaking teachers and ChatGPT. This study addressed two research questions: 1) What are the similarities and differences between feedback from native English speakers and ChatGPT? 2) How do Korean undergraduate students perceive feedback from native English teachers versus ChatGPT? Thirty university students wrote English essays on a designated topic and received feedback from both two native English teachers and ChatGPT in a blind manner. Analysis of the feedback revealed differences in content and length. Native English teachers tended to emphasize negative feedback, whereas ChatGPT provided both positive and negative feedback. Additionally, ChatGPT’s feedback was generally longer, including both general and specific comments. However, it also exhibited a tendency to repeat generic templates, which could compromise reliability and accuracy of feedback. Student perceptions of the feedback from different providers were further examined through a questionnaire. The findings indicate that students found feedback from native English teachers to be more comprehensible, helpful in identifying writing issues, and effective for enhancing their writing skills.

ChatGPT, English writing feedback, student perception on feedback, native English teachers, university students

김혜영 Heyoung Kim

DOI: Vol.27(No.3) 128-150, 2024

Digital literacy (DL) is increasingly recognized as a fundamental 21st-century skill, extending beyond computer skills to encompass core competencies in education (OECD, 2018). Unlike traditional literacy, which focuses on reading and writing, DL includes competencies in information processing and creative thinking, alongside technology proficiency, as outlined in the 2022 National Curriculum of English. This study aims to explore DL in the context of second language (L2) education through a literature review, analysis of the 2022 National Curriculum, and assessment of English teachers’ instructional practices and DL competencies via a survey questionnaire. The research defines DL and identifies six sub-constructs relevant to L2 education: Providing Authenticity, Information Processing, Interaction, Creative Production, and Digital Ethics. The survey was conducted with 188 English teachers to evaluate the integration of DL into their teaching practices. Findings indicate that, overall, English teachers' instructional DL competency remains ‘moderate (3.22)’, with occurrences ranging from ‘occasional’ to ‘seldom’. They particularly provide few opportunities for student-centered and interactive learning experiences, such as group social interactions or real-life communication in virtual contexts. These findings are expected to inform English teacher professional development and future DL research.

digital literacy, survey research, 2022 national curriculum, English education, English teacher competency, 21 century skills, competency

박희진 Heejin Park , 이성원 Seongwon Lee

DOI: Vol.27(No.3) 151-169, 2024

The primary purposes of the study were to see whether incorporating AI technology-based learning tools (hereafter AI) into speaking tasks brings speaking proficiency improvement and to explore whether the nature of tasks in terms of learning principles influences the improvement. The study also examined whether the students’ proficiency levels affect the degree of proficiency improvement. For the above reasons, shadow reading and conversation learning were chosen as two tasks with different learning principles, and for each task, traditional and AI-assisted teaching methods were applied. Eighty students participated in the study, and the results showed that the participants who used AI improved their speaking proficiency overall. However, when considering the nature of the tasks, the degree of proficiency improvement was significantly different depending on the teaching method, in that the conversation learning group showed significantly higher scores than the traditional method group when AI was applied. Regarding proficiency levels, the lower-level students’ proficiency improved significantly in shadow reading. The study results demonstrate that the nature of tasks and learners’ current proficiency level affect the advantages AI could bring to learning English speaking and thus suggest sensible and data-driven incorporation of AI into teaching EFL students.

EFL speaking proficiency, shadow reading, conversation learning, AI-technology-based learning, nature of EFL speaking tasks