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.79 No.4 (2024년 12월) 15건
1.
2024.12
구독 인증기관 무료, 개인회원 유료
Motivated by the effort of diagnostic interventions for EFL learners in Korean educational contexts, this study aims to identify heterogeneous L2 reading skill profiles among students attending the same school. Subsequently, it investigates the impact of learners’ L2 learning backgrounds on heterogeneity of these reading skills. Using Latent Profile Analysis on 234 vocational high school students, we identified four distinct profiles: Profile 1, severely weak L2 readers with very low decoding and syntactic knowledge; Profile 2, moderately weak L2 readers; Profile 3, above-average L2 readers; and Profile 4, fairly well-developed L2 readers with good vocabulary breadth. Multinomial regression analysis revealed that profile membership was significantly predicted by positive past learning experiences, extra-curricular English reading, and motivational attitudes. These findings underscore the significant heterogeneity in L2 reading skills within the seemingly homogeneous EFL group and highlight the critical association with past and current educational experiences, emphasizing the importance of tailored interventions based on individual learning histories.
6,900원
2.
2024.12
구독 인증기관 무료, 개인회원 유료
Neural machine translators (NMTs), such as Google Translate, may assist second language (L2) readers with general comprehension. However, previous empirical studies show mix ed r esults r egarding their e ffectiveness. In this study, 145 Korean English learners from a girls’ high school were asked to solve three types of reading comprehension problems (grammar judgment, inferring meaning from context, inferring main idea) under three reading conditions (no aid, MT, glossary). Overall, when using MT, reading comprehension scores were higher than in either the no aid or glossary conditions individually. However, none of the reading aid conditions improved grammar judgment. Only mid-proficiency learners benefited from MT in both inferring meaning from context and inferring main idea tasks. The results suggest that the glossary may have interrupted the flow of the reading process. With the widespread availability of MT as an online reference tool, L2 teachers should consider incorporating MT as a legitimate reading aid for different proficiency levels and reading purposes.
5,800원
3.
2024.12
구독 인증기관 무료, 개인회원 유료
This study examines the beliefs and practices regarding performance assessment among Korean English teachers in secondary schools. A survey was conducted with 109 teachers using a 52-item online questionnaire to investigate the extent to which teachers’ beliefs align with their instructional practices and to categorize them based on these criteria. Although teachers acknowledge the pedagogical advantages of performance assessment, a significant gap exists between their beliefs and actual implementation, primarily due to the considerable time required for its execution. Teachers with longer tenure and higher qualifications demonstrated a more positive and effective application of performance assessment. The findings highlight the necessity for targeted professional development to enhance teachers’ use of performance assessment strategies, especially for those who are skeptical about their effectiveness. Such initiatives are essential for bridging the gap between beliefs and practices, fostering an environment that promotes the effective use of performance assessment, and ultimately improving teaching quality and student learning outcomes in Korean English education.
6,000원
4.
2024.12
구독 인증기관 무료, 개인회원 유료
This study examined the effects of creating English picture books using generative artificial intelligence (AI) on Korean high school students’ reading and writing skills, AI literacy, and self-efficacy. Forty-five students were divided into two groups and participated in tasks that included selecting a character from English-speaking cultures, generating images using Bing Image Creator, drafting and revising stories with ChatGPT, and creating audiobooks with ClovaDubbing. Reading and writing skills were evaluated using pre- and post-tests, and AI literacy as well as affective factors, including selfefficacy, were measured through surveys. The results indicated a significant improvement in students’ writing skills and self-efficacy, whereas reading skills did not demonstrate statistically significant progress. The study underscores the potential of generative AI as a tool for enhancing writing skills, AI literacy, and self-efficacy in language learning. However, it also emphasizes the need for further pedagogical efforts to design instructional strategies that effectively improve reading skills. These findings offer practical guidance for integrating generative AI into EFL education to enhance language learning and AI literacy.
5,500원
5.
2024.12
구독 인증기관 무료, 개인회원 유료
This study analyzed inductive and deductive instructional approaches for teaching grammar within a Presentation-Practice-Production grammar lesson. The participants of this study included 119 Korean university students enrolled in an English as a foreign language class, with approximately half receiving deductive instruction and the other half receiving inductive grammar instruction. The analysis involved comparing learning gains as well as student perceptions of the two approaches via Mann Whitney U tests. The results showed no statistical difference in terms of the immediate or delayed learning gains for each grammatical topic, nor when all grammatical topics were aggregated. However, the analysis of student perceptions indicated that students found inductive instruction to be moderately more effective, interesting, and easier than deductive instruction. The study concludes with a discussion of the implications of these findings related to instructional practices in foreign language classes that utilize the Presentation- Practice-Production model as well as suggestions for future research concerning deductive and inductive instructional approaches.
6,100원
6.
2024.12
구독 인증기관 무료, 개인회원 유료
Korean English medium instruction (EMI) classes aim to foster active discussions and communicative interactions in English between instructors and students. However, many Korean students in these classes struggle due to their limited English proficiency. This paper examines the challenges faced by Korean EFL students in EMI environments, highlighting the necessity for support in both English and their native language to facilitate effective learning. It also identifies teaching strategies that have proven effective in helping these students navigate language barriers. The findings indicate that participants had difficulty developing their writing skills for assignments in EMI settings and encountered limited opportunities to communicate their understanding of course material with instructors. To address these challenges, it is important to assess students’ language skills and find a balance between Korean and English. Implementing flexible teaching methods can enhance the learning experience, making it more effective and supportive. By providing multiple approaches to learning, such as interactive activities or peer support, learning gaps can be bridged and overall educational outcomes enhanced.
5,500원
7.
2024.12
구독 인증기관 무료, 개인회원 유료
The current study examines the digital behaviors of 124 university students enrolled in a blended learning class in Korea. The students were divided into two groups (upper and lower) based on their scores on a self-regulated learning questionnaire. Their digital behaviors were compared across four areas: (a) task completion scores; (b) strategy use; (c) the days on which tasks were completed; and (d) learning gains. The results revealed a significant difference in task completion scores between the upper and lower groups. However, no meaningful difference was observed in strategy use between the two groups. Students in the upper group were more proactive in completing videos, homework, and TOEIC tests, often finishing these tasks ahead of deadlines. In contrast, students in the lower group tended to complete their assignments on the due date. Finally, there were no significant differences in learning gains between the two groups. These findings may inform the design and management of online L2 learning programs.
5,700원
8.
2024.12
구독 인증기관 무료, 개인회원 유료
The study explores the relationship among teacher identity, teacher transparency, teacher self-efficacy, and teachers’ adaptation to digital change. Eighty-four English teachers participated in the study. For comparison between English and other subject teachers, 38 survey results of different subject teachers were included in the analysis. The results showed that English teachers’ scores were lower across all the constructs in terms of both transparency and self-efficacy compared to the scores of teachers in other subjects. For further analysis, the Structural Equation Modeling was run, and the results revealed that teacher transparency influences teacher self-efficacy, facilitating digital adaptation. Instructional Transparency and Peer Transparency were significant predictors of selfefficacy, directly influencing digital adaptation. This result illustrates the dynamic interplay between evolving teacher identity and self-efficacy in relation to digital adaptation through the relationship between teacher transparency and teacher selfefficacy. The findings indicate the need for targeted programs to enhance English teachers’ transparency and self-efficacy as a pathway to their digital adaptation.
6,300원
9.
2024.12
구독 인증기관 무료, 개인회원 유료
This study investigated the relationship between teacher support in the areas of learner autonomy, relatedness, and competence, and motivational beliefs regarding achievement goal orientations and perceived task value in Chinese EFL college classrooms based on self-determination theory. A questionnaire was administered to 712 college students, and the data were analyzed using SPSS 26.0 and AMOS 24.0. The findings indicated that teacher support for autonomy, relatedness, and competence was positively correlated with mastery goal orientation and performance-approach orientation, while it was negatively correlated with performance-avoidance orientation. Furthermore, these forms of teacher support positively influenced students’ perceived task value. Achievement goal orientation mediated the relationship between the three types of teacher support and student engagement. However, perceived task value only mediated the relationship between teacher autonomy support and student engagement. This study offers valuable insights for enhancing English teaching practices by promoting student motivation through addressing their psychological needs in EFL college classrooms.
5,700원
10.
2024.12
구독 인증기관 무료, 개인회원 유료
The purpose of this study was to analyze English subject-specific descriptions through text mining, examine their alignment to the curriculum achievement standards, and ultimately support students’ educational growth. We collected English subject-specific descriptions for 1,030 tenth-graders from general high schools in City A, and keywords and contexts were extracted using TF, TF-IDF, phi coefficient analysis, and trigram analysis. The results revealed that the subject-specific descriptions frequently neglected the following aspects of learning and instruction in curriculum achievement standards: familiar and general themes, conversation and listening skills, language use across different types of information, and proper email writing. Although descriptions are intended to reflect students’ actual achievement levels, those for lower achievement levels (i.e., D and E) were often overstated. Improvements are necessary to ensure closer alignment between the descriptions and the curriculum achievement standards, with particular emphasis on the accurate representation of lower achievement levels. Based on the findings, we discussed potential improvement strategies for educational authorities to consider and implement.
6,700원
11.
2024.12
구독 인증기관 무료, 개인회원 유료
This study investigated the relationship between changes in language learning beliefs and English proficiency among 41 Korean university students who participated in a short-term English program. Participants’ beliefs were assessed using the Beliefs About Language Learning Inventory (BALLI), and their proficiency was measured using the Test of English for International Communication (TOEIC). Frequency analysis, descriptive statistics, paired-sample t-tests, and correlation analysis were employed to analyze the data. The study found significant improvements in both listening and reading scores, and changes in beliefs varied with proficiency gains. Students with higher proficiency gains demonstrated improved confidence and self-efficacy, and decreased instrumental motivation, whereas those with lower gains exhibited minimal changes in beliefs. Correlation analysis revealed that belief shifts, such as reduced selfconsciousness and increased integrative motivation, were positively related to proficiency gains. These findings suggest the dynamic nature of learners’ beliefs and their potential impact on language learning outcomes, highlighting the importance of addressing belief systems in English language education.
6,700원
12.
2024.12
구독 인증기관 무료, 개인회원 유료
This study investigates how working memory (WM) capacity and L2 linguistic knowledge affect L2 literal and inferential reading comprehension, considering the presence or absence of background knowledge. Eighty upper-intermediate to advanced adult English learners participated, completing tasks to assess WM capacity, background knowledge, L2 linguistic knowledge, and reading comprehension (both literal and inferential). Stepwise regression analyses revealed that WM capacity had a stronger influence on both literal and inferential comprehension when background knowledge was absent. For literal comprehension, L2 linguistic knowledge was the sole predictor when background knowledge was present, while WM capacity dominated in its absence. Inferential comprehension was consistently predicted by WM capacity, regardless of background knowledge. These findings indicate that WM capacity and L2 linguistic knowledge influence L2 reading comprehension differently depending on background knowledge and the type of comprehension. Implications include incorporating WM training into L2 reading instruction and employing diverse WM assessment methods to measure WM independently of L2 linguistic proficiency.
5,700원
13.
2024.12
구독 인증기관 무료, 개인회원 유료
In story writing, interjections are used in dialogue to enhance the emotional tone of the text. However, crafting realistic dialogues that effectively incorporate interjections can be a challenging task for young learners with developing writing skills. This study examines how young learners utilize interjections in their story writing. The study analyzed the narratives of 242 students from three different English proficiency groups: lower and higher level EFL elementary school students and native English speakers in seventh to twelfth grade. The analysis aimed to understand the relationship between interjection frequency and writing qualities. The findings revealed a negative correlation between the occurrence of interjections and both content quality and vocabulary diversity. Additionally, comparisons across proficiency groups indicated that certain types of interjections were more prevalent in specific groups. These results suggest that learners should use interjections judiciously in story writing. Although interjections may seem peripheral, they warrant closer attention as they can subtly detract from writing qualities.
5,400원
14.
2024.12
구독 인증기관 무료, 개인회원 유료
This study developed and implemented an elementary English writing program using image-generative AI to examine its effects on students’ writing abilities and affective domains. The program was designed following the ADDIE model and aligned with the 2022 Revised English National Curriculum. It used Padlet’s ‘I Can’t Draw,’ allowing students to create images based on their prompts. Eighty sixth-grade students participated, with data collected through pre- and post-writing tests, affective domain surveys, student work, reflections, and teacher interviews. A mixed-methods analysis, combining ANCOVA and content analysis, revealed the following: (1) The program improved the syntactic and lexical complexity and fluency of students’ writing, but not accuracy. (2) Students’ situational interest significantly increased, but individual interest did not. Additionally, students’ engagement and motivation in learning English improved. These findings indicate that image-generative AI is an effective tool for enhancing English writing lessons and providing feedback. The study also emphasizes the critical role of teacher competence in successfully integrating AI into language instruction.
6,400원
15.
2024.12
구독 인증기관 무료, 개인회원 유료
This study investigates the strategies that teachers employ when presenting the meaning and form of a novel English word to students with autism spectrum disorder (ASD). This case study observed and interviewed three teachers who taught five ASD students with diverse characteristics and varying language proficiency. Thematic analysis was conducted by integrating a top-down approach, based on the vocabulary teaching strategies commonly used with typically developing students, and a bottom-up approach, based on the emerging data. The results indicate that, similar to their typically developing peers, the meaning and form of the new English word were introduced by connecting to the first language, providing first language definitions, relating to real objects and phenomena, encouraging students’ active participation through elicitation, and conducting oral drills and word spelling. However, unlike typically developing students, the teachers presented English vocabulary to ASD students while making an effort to capture their attention and engagement in the learning process. This study offers suggestions for teachers and recommendations for future research.
5,800원
