간행물
영어교육 KCI 등재 SCOPUS English Teaching
- 발행기관 한국영어교육학회
- 자료유형 학술지
- 간기 계간
- ISSN 1017-7108 (Print)
- 수록기간 1968 ~ 2024
- 주제분류 인문학 > 언어학 인문학 분류의 다른 간행물
- 십진분류KDC 374DDC 375
권호리스트/논문검색
Vol. 73 No. 1 (2018년 3월) 9건
1.
2018.03
구독 인증기관 무료, 개인회원 유료
The present study attempts to make a link between eye movement measures and reading comprehension (RC) to further examine how reading span (RS) differences contribute to differences in L2 reading performance. The variability of text processing was measured by duration and frequency of fixations using an eye tracker. Thus, it investigates the effects of RS in terms of processing as well as RC performance. To this end, forty-five Korean undergraduate students at an intermediate level participated in the experiment. Four types of eye movements were tracked: first-fixation time (FFT), total-fixation time (TFT), secondfixation time (SFT), and fixation count (FC). The results showed that the high-RS group received higher scores than the low-RS group on the RC test, suggesting a significant role of RS in RC performance. In addition, significant differences between the RS groups were found in TFT and SFT. RC performance is negatively correlated with the TFT and SFT. Due to their limited RS, the low-RS group needed more time for comprehension and left few resources available for integration of meaning in the text. The findings suggest that fast and efficient EMs are closely associated with a better RC performance. The present study shed light on how RS affects the students’ text processing and that, in turn, leads them to different outcomes from the L2 reading comprehension tests.
5,400원
2.
2018.03
구독 인증기관 무료, 개인회원 유료
This research aims to explore whether guided visual artwork discussions called Visual Thinking Strategies (VTS) using picture book images can benefit and enhance Korean EFL secondary students’ L2 writing. Incorporating content analysis, this research examines how carefully guided artwork discussions can enhance visual understanding, critical thinking skills and interpretive L2 writing skills. The L2 writing samples of the focal students revealed that they were able to think based on visual clues. The discussions were led by the teacher who pointed out significant visual elements and allowed time for the students to explore diverse ideas. The focal students were able to piece together the jigsaw of the images and articulate their thoughts in English, during which time they learned to take risks and to make mistakes in using a foreign language. Their critical comments and improved L2 writing suggest how critical/aesthetic thinking skills can be developed through continued visual practices in a secondary EFL setting.
6,300원
3.
2018.03
구독 인증기관 무료, 개인회원 유료
The study investigates to what extent a commitment to and a self-evaluation of a specific self-directed learning activity explain Korean college students’ EFL proficiency (using TOEIC reading scores). Of the Korean college students who participated, 52 completed log writing of self-directed learning activities, and 44 completed a self-evaluating survey and submitting a TOEIC reading score. Through statistical analyses, including correlations and regressions, the study finds that the number of minutes spent on reading aloud explained 10% of the variances of participants’ TOEIC reading scores. Another finding of the study is that perceived effectiveness of note-taking for grammar learning on listening and perceived manageability of reading aloud explained 21% of the variances in TOEIC reading scores. On the basis of these results, the study proposes that commitment to reading aloud and learner-perceived effectiveness of note-taking for grammar learning on listening can function as significant predictors for EFL reading proficiency. Several practical suggestions are provided for EFL instructors and researchers for the more effective use of self-directed learning activities and self-evaluation results.
5,700원
4.
2018.03
구독 인증기관 무료, 개인회원 유료
This study investigates whether a natural order exists for non-native acquisition in the production of English syllable coda obstruents by Korean and Chinese adult native speakers. We recorded L2 English monosyllabic words produced by 66 Chinese and 51 Korean native speakers. The recorded speech was then evaluated by 11 native-speaker listeners of English to determine the accuracy of coda consonants. The results showed that in both Chinese and Korean languages, the mean proportion of L2 forms was consistently ordered across all groups of different proficiencies: Substitution > Insertion > Deletion. Our results support the Natural Order Hypothesis that non-native phonology has the same general order, no matter what might be the language proficiency of the learners or the learners’ native language. However, the results do not support the view that this order is the acquisition sequence or the difficulty order. Other findings include that non-native phonology operates according to recoverability rather than transfer or markedness.
6,100원
5.
2018.03
구독 인증기관 무료, 개인회원 유료
The study aims to investigate the effect of project-based learning on students’ motivation and their self-efficacy. Project-based learning is an instructional technique which has been proven to be effective because it allows students to play an active role in their own learning process. By participating in a project-based learning model, students are able to construct their own knowledge and reflect upon their learning projects, resulting in increased motivation and self-efficacy. In this particular study, 79 students were distributed among 13 teams and each team shared a common goal. Each team was given a project, and every student in each team was assigned a task that would help the team achieve the preset goal. The project in this study was a video production that required students to work together in collaborative ways. The results of this study support the idea that project-based learning has a positive influence in students’ motivation and is able to enhance their cooperation skills as well. Furthermore, student responses in the survey taken after the project shows that the students’ perceptions toward project-based learning are very positive. Further research is suggested to find the effects of project-based learning on students’ motivation and self-efficacy in different levels, grades, or age groups.
5,500원
6.
2018.03
구독 인증기관 무료, 개인회원 유료
This study investigated whether task complexity may affect L2 speaking performance as predicted by the Cognition Hypothesis (Robinson, 2011), and whether the effect of task complexity may interact with individual differences in working memory capacity. A total of twenty Korean advanced-level EFL learners performed two separate picture description tasks, which were different in task complexity along [+/- here and now] dimension. Their working memory was measured by an L1 version of a reading span task. The results showed that there was no significant difference between Here-and-Now task (i.e., a simple task) and There-and-Then task (i.e., a complex task) in terms of complexity, accuracy, and fluency of English speaking performance, rejecting the prediction of the Cognition Hypothesis. Yet, it found that working memory correlated with accuracy in L2 performance on the complex task, but not on the simple task. This indicates that the effect of individual learners’ working memory capacity is observable only when a task demands a high control of attentional resources. Conversely, when a task is simple, individual differences in working memory capacity do not result in significant differences in L2 speaking performance.
5,500원
7.
2018.03
구독 인증기관 무료, 개인회원 유료
This study examined the characteristics of male high school English learners’ motivation and the relations between their motivation and achievement in English learning. A total of 334 Grade 10 students in a boys’ high school participated in this study by completing a questionnaire survey on second language (L2) learning motivation and taking an English achievement test. As a result of explanatory factor analysis, five factors were found as underlying constructs for male high school students’ English learning motivation: The Ought-to L2 Self, The Ideal L2 Self, The Feared L2 Self, Instrumentality, and Intrinsic Motivation. In terms of the structural relationships between the learners’ motivation and achievement in English learning, the ideal L2 self and intrinsic motivation exerted a direct impact on their motivated L2 behavior, and then English achievement mediated by the motivated L2 behavior. The other factors had an indirect influence on motivated L2 learning behavior, mediated by the ideal L2 self and intrinsic motivation. Based on the findings, we suggested motivational activities to realize the creation of the ideal L2 self among male high school English learners.
6,400원
8.
2018.03
구독 인증기관 무료, 개인회원 유료
This paper explores the English needs of culinary college students in Korea, asking whether their English needs differ by their desired careers. To this end, we administered a survey to 123 culinary college students and divided them into six groups based on their desired careers. The results show that the type of desired career of the participants is highly correlated with their perceived need for learning English, the kind of English skills that they want to learn, and the level of English proficiency that they hope to achieve. For example, students planning to work for a restaurant or hotel abroad had the highest English proficiency needs whereas those planning to study in graduate school in Korea and those planning to work for a restaurant or hotel in Korea had relatively lower needs. The results suggest that college English programs need to provide diverse college English courses to prepare students for their diverse future careers.
5,700원
9.
2018.03
구독 인증기관 무료, 개인회원 유료
This paper on language learner strategies utilizes a little used quantitative, datamining technique called cluster analysis to investigate characteristics of groups of South Korean learners of English. After 71 students in three first-year university liberal arts English conversation courses completed the Strategy Inventory for Language Learning (SILL), and the number of learning strategies was reduced from 50 to 26 based on standard deviation (SD) results, the non-hierarchical (K-means) 3-cluster procedure was applied to the self-reported data. Following statistical analysis, each of the three cluster groups could be profiled according to achievement scores. At this point, six items emerged as particularly meaningful with regard to the latter, including direct strategies (a memory one and a cognitive one) and indirect strategies (two affective and two metacognitive). These strategies and their significance with reference to the local context as well as results previously reported in the literature are discussed. Finally, limitations of the study and implications for future research using cluster analysis are reported.
5,200원
