This study investigated the relative effects of input-based versus output-based activities on the learning of English unaccusative constructions. A total of 73 high school students were randomly assigned into two experimental groups and one control group. Of the two experimental groups, the input-based input enhancement group (IE group) experienced a reading passage with the learning targets visually enhanced. The output-based dictogloss group (DG group) performed the dictogloss task with the identical passage given to IE group. The control group (CG group) did not experience the learning targets at all. Results showed that IE group statistically significantly outperformed CG group both at the immediate and the delayed posttests, while there was no significant difference between IE group and DG group. In terms of the generalizability of the learned knowledge, however, it was DG group that outperformed CG group at the immediate posttest. Again, there was no difference between IE group and DG group. More detailed findings are provided, along with some implications for English classrooms in Korea.

4차 산업혁명은 인공지능으로 대처할 수 없는 인간의 창의성과 의사소통 능력 개발을 위한 교육 체계의 변화가 필요하다. 현재 교육 시스템은 사실과 절차에 기반을 둔 구조로써 지식을 창의적으로 활용하는 시스템으로의 변화를 요구한다. 로봇과 인공지능 기계들의 영역에서 벗 어난 창조성 개발은 4차 산업혁명 시대의 핵심요소이다. 본 연구는 토론학습과 영어 앱 읽기를 통하여 창조성 개발에 미치는 효과를 검증하고자 한다. 연구결과는 다음과 같다. 첫째, 끊임없이 변화하는 4차 산업혁명 시대의 차세대교육을 위한 해결 방안은 오직 인간의 창의성 재능 개발에 달려있다. 이 시대의 교육 방향은 창의적인 능력을 함양할 수 있는 학습을 목표로 해야 한다. 둘째, 토론학습은 4차 산업 혁명 시대에 필수 요소인 의사소통 기술, 팀 워크 기술, 분석 기술, 윤리적 기술의 기초가 된다. 토론학습은 문제 해결 능력과 기획 및 비판적 사고 능력을 향상시켜 창의성 개발의 근원이 된다. 셋째, Lingbe, Memrise, HelloTalk 등과 같은 영어 앱을 통한 독서는 창의성 개발에 효과적이다. 읽기 학습 은 학습자의 생각과 상상력을 풍부하게 하여 사물을 새롭고 독창적인 방식으로 이해하게 한다. 즉 학습자 스스로 논리적 사고로 자신의 가치관을 형성하고 대상에 대해 새롭게 판단하며 문제 해결할 수 있는 능력을 함양하게 된다. 상상력은 창의성의 기초이며 토론과 영어 어플 읽기는 비판적 사고 논리와 논리를 사용하기 때문에 창의력 개발의 기본이 된다.

The study aims to examine whether teaching English through multiple intelligences can suggest one of the solutions for underachievers to facilitate their English learning and restore their learning attitudes. To explore this, the study investigated two research questions: (a) What are the effects of English instruction using multiple intelligences and stories on underachievers’ reading abilities? and (b) How English instruction using multiple intelligences and stories influences on their learning attitudes? The participants of the study were seven fifth-grade underachievers in one elementary school in Seoul. They were first tested what their strong intelligences are and engaged in customized activities based on their multiple intelligences test results during the experiment English classes. The data collected include the read-aloud test, the reading comprehension test, the affective test, students’ learning log and the interview of students and teachers, and these were analyzed both quantitatively and qualitatively. The results of the study showed that English instruction using multiple intelligences and stories had statistical significance in increasing underachievers’ reading abilities and changing their learning attitudes positively. This study is valuable in that it strongly calls for the need to consider multiple intelligences and provide customized activities for underachievers to facilitate their English learning and restore their learning attitudes.

The purpose of this research is to examine the relationships among English learners’ motivation, strategies and achievement, with a group of 51 Korean three-year college students. The students responded to the questionnaire of learning motivation and strategies. Also they took a mock TOEIC. Multiple regression analysis allowed for the analysis of learners’ motivation and strategies to predict a single dependent variable, their English achievement. The findings revealed that, first, ‘internal motivation’ was found the highest predictor of their English study, while ‘instrumental motivation-individual’ was the lowest motivation type for students. Second, participants used ‘social strategies’ most frequently in studying English, and they used the others in the order of ‘compensation strategies’, ‘affective strategies’, ‘cognitive strategies’, ‘memory strategies’ and ‘metacognitive strategies’. Last, the impact of learning motivation and strategies on the TOEIC scores was not statistically significant, but the relationship of learning motivation and strategies was found to be positive. Implications for the practical classroom and suggestions for further research are suggested.

This study investigated predictors of reading comprehension in elementary school English learners. The study specifically examined the role of word recognition and oral language skills in their reading comprehension levels. Participants were 206 students in grades four, five, and six, and they completed measures of letter naming, phonemic awareness, vocabulary, decoding, listening comprehension, and reading comprehension. Data analysis included descriptive statistics, analysis of variance, correlation, and multiple regression. Findings showed that there were significant differences between performances of the 4th graders and the other two grade groups on all measures, indicating a possible ceiling effect in the acquisition of basic reading skills by upper-grade students. Oral language, indexed by oral vocabulary and listening comprehension, emerged as the more powerful predictor of reading comprehension as compared to word recognition skills. In addition, the contribution of word decoding tended to decrease across grade levels; whereas oral vocabulary explained more variance in upper grades.

This study is aimed at investigating the effects of flipped learning on self-directed learning attitude in the college setting. For the aim, this study tried to see if there are meaningful changes in learners’ self-directed learning attitude over time. With the research aim in mind, an elective university class of 47 students was observed for 15 weeks. A survey questionnaire was developed from Guglielmino(1977)’s characteristics of self-directed learning attitude, and four characteristics were finally used for this study: Openness, self-directedness, responsibility, and passion for learning. The questionnaire was administered twice in the 5th and 14th weeks, followed by in-depth interviews with 9 participants. A non-parametric test for repeated t-test, Wilcoxon matched pairs signed rank test was used for data analysis. The research findings are as follows. First, the results of the questionnaire indicated that there were statistically meaningful changes in all 4 characteristics of learners’ self-directed learning attitude before and after flipped learning. Second, the analysis of in-depth interviews revealed that students felt positive about their flipped learning since it provided them with great opportunities to develop and strengthen their self-directed learning attitude. Implications and suggestions for further research are provided.

In this research synthesis, a total of 313 studies on English learning motivation published in South Korea from 2000 to 2017 were reviewed. The data were categorized into four criteria: publication year, research method, participant, and research topic. First, the annual trend clearly demonstrated that the number of motivation research showed a steady growth. The dominant research method was quantitative (207 papers) over qualitative (40 papers) and mixed methods (48 papers). University students (157 papers) were major population in English learning motivation research followed by junior high (36 papers), elementary (30 papers), high school students (30 papers), research synthesis (17 papers), and kindergarten students (3 papers). Most research focused on identifying specific subcomponents of English learning motivation in a particular research context. The study suggests that future research needs to focus more on diverse student group such as home-schoolers. Also, the use of research synthesis needs to be encouraged in order to capture the complex nature of English learning motivation.

An, Soyoung. 2018. “An Analysis of University Students' English-Learning Motivation Change through Portfolio Assessment”. The Sociolinguistic Journal of Korea 26(1). 251~275. This study aims to analyze university students' English-learning motivation through making a learning portfolio. I conducted an experiment to know whether motivation could be changed by different assessment systems, a result-oriented assessment and a process-oriented assessment. First, there were no statistically significant differences in English-learning motivation between the two groups subject to a result-oriented assessment and a process-oriented assessment by independent T-test. Second, the variable “attitudes toward learning English” significantly changed when students created a learning portfolio by paired T-test. Students showed their preferences for studying English through an authentic learning portfolio method. Therefore, even though the new assessment system such as a portfolio assessment brings us innovation, the assessment system had a partial impact on students' English-learning motivation.

With the advent of mobile technology, teaching and learning have been more effective with the help of smartphone education applications. This study investigates the effects of vocabulary learning using the smartphone education applications on Korean elementary school learners’ English vocabulary learning and attitudes. A total of fifty-seven elementary school students in the 5th grade participated in the study and were randomly divided into an experimental and a control group. The results of the study manifested that both the experimental and control group showed an increase in the comprehension and production score from pre- to post-tests. The effects of the long-term vocabulary learning, however, were not found to be statistically significant. The average score in the delayed test for both groups slightly increased, which indicated that the treatment was beneficial for learners’ long-term memory enhancement. In the affective domain, interests and confidence ratings were significant for the upper-level experimental and lower-level control group. The results of the survey questionnaire showed that the vocabulary learning using direct examples and pictures for both groups was helpful to improve learners’ lexical competence.

The present study explored usage patterns of English coordinating conjunctions(CCs) in Korean EFL learners' and native English speakers' written corpus. Focusing on the morpho-syntactic use and cohesive functions of and, but, or and so as focal examples in academic prose, both quantitative and qualitative analyses were employed. Findings from the quantitative analysis of the opinion essays showed that both groups used and most frequently, which is used mostly in word/phrase levels rather than in clause levels. On the other hand, so is especially used as a clause-level CC. Because or and and used most frequently in word/phrase levels are recognized easily as CCs, they rarely appear in a sentence-initial position. By contrast, so and but used more often in a clause level appear in a sentence-initial position more frequently, which may lead L2 learners to confuse CCs with connective adverbials(CAs). Based on the Subset Principle, it may be interpreted that morpho-syntactic properties on CAs in Korean transfer to those on English CCs due to the morpho-lexical difference of CCs between the two languages. However, this study reveals that the L1 transfer seems to gradually retreat at an intermediate level where L2 learners start to perceive the registers of academic prose.

This case study investigated the changes of four Korean English major college students’ motivation and interest in TOEIC studying based on qualitative research method. Semi-structured interviews were conducted once a month for six months. Interest is a unique motivational variable with affective and cognitive domains together including interactions between persons and their objects wheres motivation is more broad, psychological and overlapping concept compared with interest. The results showed that the participants expressed the strong instrumental and extrinsic motivation for TOEIC studying while they confessed the intrinsic motivation for English learning. However, some participants had both extrinsic and intrinsic motivation on TOEIC studying as time went by. The participants’ strong perceptions on TOEIC in Korea were strongly related with situational interest in TOEIC or TOEIC studying. The participants’ interest in TOEIC studying was triggered as they improved the TOEIC score. However, one participant showed the expiration of interest in TOEIC studying right after achieving a high TOEIC score, but his interest in potential English studying was triggered.

As a preliminary study for the effective development of a genre-focused English learner corpus, this article aims to investigate most frequent error types and their frequencies in English emails written by undergraduate freshmen in South Korea. Data for this study include English emails of 86 Korean students majoring in humanities or social science in a university located in Daegu. With the rise of Internet, ESL/EFL education has witnessed a growing interest in teaching email usage in composition courses, as it provides a variety of opportunities to evaluate language abilities including interpersonal and pragmatic abilities. The present article revealed that the most frequent error type was concerned with style, such as capitalization (28.7%) and punctuation (7.8%), which was followed by determiner deletion (6.3%), genre convention such as closing (3%), countability of nouns (3%), and verb choice (2.7%). Different error types and frequencies were identified according to different English proficiency levels (Korean SAT and TOEIC), which evidenced the need to include the English proficiency level annotation in the corpus design and to focus on different types of errors in class in accordance with learners’ proficiency levels.

This study aims to investigate the effect of DDL on English lexico-grammar learning by Korean middle school students with respect to the types of learning approach (deductive vs. inductive DDL), the student’s level of English (low vs. high level), and the complexity of lexico-grammar items (simple vs. complex). A total of five experimental lessons were given to 36 students divided into two groups: one group received the lessons through the deductive DDL approach and the other group through the inductive DDL approach. The study found that both inductive and deductive DDL were effective in the learning of English lexico-grammar by the Korean middle school students. However, deductive DDL was more effective for the high level students, while inductive DDL was more appropriate for low level students. In addition, both deductive and inductive DDL were effective for teaching simple lexico-grammar items, but deductive DDL was more effective for teaching complex ones. Most of the participants showed positive responses about DDL and expressed a view that they were able to learn the meanings as well as the forms of target lexico-grammar items.

The purpose of this study is to investigate in-depth high school students’ strategy use in reading English texts of College Scholastic Ability Test (KSAT). This study employed a think-aloud method to look into the reading process by task types and by reading proficiency. Six high school students, three high-level and three low-level readers, were asked to perform reading tasks of three types, ‘finding a theme’, ‘filling the gap’, ‘finding an irrelevant sentence & inserting a sentence’, thinking out loud after training. The results are as follows. First, the participants used varied types of reading strategies regardless of top-down/bottom-up. ‘Guessing from the context’ and ‘paraphrasing in L1’, were most frequently used, and ‘using schema’ and ‘sensing the logical organization’ were least used.’ Second, different strategy use patterns were shown by task types: Far more strategies were used in ‘finding a theme’ than the others, especially, attending to keyword. Third, the high-level readers employed more reading strategies than the low-level counterparts. Furthermore, the strategy use pattern was very different between groups: The low-level readers seldom used ‘checking discourse markers,’ ‘synthesizing information,’ and ‘questioning’ that the high level readers commonly used.

The study investigates the effect of different types of visual images, i.e., static images versus dynamic images, on English vocabulary learning. Eighty-four students in the fourth grade of an elementary school participated in this study, and they were divided into two experimental groups and a control group. One of the experimental groups utilized static images, and the other group, videos as dynamic images in vocabulary learning. The control group was provided with the definition or the explanation of each target word in L1. The results of the study manifested that the static image group showed higher scores for the post test than the dynamic image group. The comparison of the pre and post affective tests demonstrated that the static image group showed an improvement in confidence in language learning and the dynamic image group showed positive change in the attitude of all three areas: interest, confidence, and aroused motivation. The analysis of the open-ended questionnaires showed that many participants in the static image group tended to use pictures as retrieval cues to remember vocabulary.

Flipped classroom is a pedagogical approach that inverts the flow of the traditional classroom. Due to recent interest in the effectiveness of the flipped learning, research on flipped learning has become pervasive. The purpose of this study, therefore, is to explore the applicability of flipped learning approach to the teaching of English vocabulary for Korean EFL learners. The participants of the study were 40 Korean high school students in Seoul and they were divided into two groups (flipped classroom and traditional classroom). The major results and findings of the study are as follows: The flipped classroom promoted the vocabulary acquisition of Korean high school students in terms of receptive and productive knowledge, which was shown to have a long-term effect. In addition, the flipped classroom had a positive effect on students’ learning attitudes and self-directed learning. Furthermore, the participants’ perceptions of the flipped classroom were very positive. Thus, the implementation of flipped learning will enable Korean instructors not only to explicitly teach vocabulary but also to encourage self-directed and interactive learning to take place in class. Given the beneficial effects of flipped classroom on the vocabulary learning, there is a need for further investigation of the flipped classroom on various skills of English.

This study investigated the effects of using comic strips and context on the vocabulary learning of Korean high school students. Ninety high school students participated in the study and they were divided into three groups: a control group and two experimental groups using comic strips and using context, respectively. In addition, questionnaires were used to investigate students’ attitudes toward English vocabulary learning. The results of the study revealed that there were statistically significant differences in productive vocabulary retention among three groups in terms of short-term memory. In particular, the experimental groups showed high short-term memory rate compared with the control group, which may mean that the use of comic strips and context in English vocabulary learning is effective in improving learners’ productive vocabulary retention. Also there was a statistically significant difference in productive vocabulary retention among three groups in terms of long-term memory. The experimental groups showed a high long-term memory rate compared with the control group. The results of the questionnaire revealed that the two experimental groups showed more positive attitudes towards English vocabulary learning. This may suggest that teaching vocabulary with comic strips and context could be effective for students in English classes, and it is very helpful to develop various activities using comic strips and context.

The purpose of this study was to explore how motivational factors affect Korean EFL secondary students’ motivated learning behavior using structural equation modeling (SEM). It further examined differences in the internal structure of L2 motivation over time. A total of 489 secondary school students participated in the study. Data were collected at two time points during an academic semester: in the beginning and at the end of the semester. Results of the SEM showed that students’ ideal L2 self was the strongest determinant of their motivated learning behavior at both time points for middle school students, whereas for high school students, ought-to L2 self had the strongest direct and significant impact on their motivated behavior in learning English throughout the semester. It was also found that both middle and high school students’ perceptions about the international posture of English and their parents’ involvement in English learning made indirect effects on their motivated behavior. Pedagogical implications and research suggestions are discussed.

본 연구는 성인들이 영어를 익히고 영어에 대한 자신감을 키우면서 회화 능력을 향상시킬 수 있는 학습 방법으로서 35개의 영어패턴을 활용한 70일간의 자기주도학습 과정으로 설계된 패턴영어학습법의 효과를 조사하고, 더 나은 패턴영어학습법을 설계하기 위한 요인들을 도출 할 목적으로 진행하였다. 본 연구를 진행하기 위해 비영어전공 성인 126명을 대상으로 학습자가 느끼는 영어수준과 영어의 필요성에 대한 정도, 선호하는 학습방법을 조사하였고, 이들 중 본 프로젝트에 참여한 10명을 대상으로 70일 동안 매일 평균 30분씩 패턴영어 학습과 일일과제 수행을 온라인으로 진행하였다. 학습결과로 학생들이 작성한 일일과제 결과와 사전설문지, 녹취자료를 종합적으 로 분석하여 다음과 같은 결론을 도출하였다. 패턴영어 학습법은 빠른 시간 내에 영어능력을 향상시키고 싶은 성인들에게 실용적인 방법 이며, 패턴영어는 뼈대가 되는 완성된 문장을 스스로 반복적으로 연습하여 익숙하게 만드는 과정이 우선적으로 중요하기 때문에 자기주도학습 프로그램으로 학습 과정을 설계하는 것도 용이한 것으로 나타났다.

This study mainly explores the research themes and topics of corpus-based studies published in English Teaching in an attempt to provide future directions and pedagogical implications in this research domain. For the purposes of the study, a total of 42 corpus-based research articles published in English Teaching were reviewed and analyzed in terms of research topics, methodology, and characteristics of the corpora employed in the studies. The thematic and topical analysis of the corpus-based studies showed that much research, i.e., 64%, has focused on the analysis ofvocabulary items. Further, the analysis of the research methods revealed that corpus-based studies published in English Teaching mainly employed quantitative methods to describe frequency and distribution information of the target linguistic items. It also provided the description of the characteristics of the corpora adopted in the corpus-based research. Interestingly, many corpus-based studies published in English Teaching focused on the analysis of the learner corpus data. The paper discusses the future research directions and pedagogical implications for corpus-based studies on TEFL.