Conventional flipped learning instructional models are operated in a blended learning environment online and offline. In contrast, this study moved onto fully online systems and explored how a sense of presence worked for students’ learning outcomes at university English writing courses. The two research questions for this study are: 1) What is the relationship between a sense of presence (teaching, cognitive, social presence) and learning outcomes (group cohesion, class satisfaction)? and 2) What are the variables among a sense of presence that affect group cohesion and class satisfaction? For the purposes of this study, 46 university students from English composition courses answered student questionnaires in the spring of 2021. Correlation and multiple-regression analyses were conducted to look into the relationships among the variables. Additionally, focus-group interviews were conducted and teaching journals were analyzed. The major findings were revealed as follows: Firstly, a sense of presence was significantly related to group cohesion and satisfaction. Secondly, social presence and cognitive presence only had a predictive power of group cohesion. Thirdly, cognitive presence and teaching presence were significant predictors of class satisfaction. Pedagogical implications are discussed for those interested in applying flipped learning in a fully online setting.

The study aims to look into linguistic differences of essays among different scoring groups depending on TOEIC scores. In order to investigate such research questions, the Gachon Learner Corpus collected from over 25,000 essays was used. Each essay was classified into 5 different scoring groups. Statistical results were extracted based on 22 linguistic features using open-source natural language processing tools. Unlike the micro-oriented features of Crossley, Kyle, Allen, Guo and McNamara (2014), macro-oriented features were used. Since micro-feature approach needs more features than macro-feature one does, micro-feature based approach is more efficient in feature extraction process. The current study’s observation revealed that the statistically observed behaviors were varied among different scoring groups. Higher scoring groups had different strategies in language use when showing higher linguistic abilities, compared with those of lower scoring groups. Unlike the observation in Cumming, Kantor, Baba, Eouanzoui, Erdosy, and James (2016), the linguistic complexity feature(s) like syntactic complexity was not clearly distinctive between lower and higher scoring groups.

The purpose of the study is to compare the nature of teacher talk between the native and non-native speaking professors with its focus on language functions and interaction modifications in English-mediated writing instruction. The study analyzed the classroom languages of two professors who were teaching college-level composition courses using the same textbook and syllabus. The classes taught by the two professors were videotaped, transcribed, and analyzed based on the AS-unit. The results showed both professors used all of the five functions in the order of information, suasion, opinion, future plans, and checking. The NS professor, on the other hand, used the information function more often, while the NNS professor relied more on the suasion function. The data also displayed that the NS professor gave more feedback responses, whereas the NNS professor asked more clarification requests and repeated their own utterances. The findings implied that the types and distribution of the teacher talk may be influenced by the subject-matter and the instructional foci of each professor.

Recognizing the importance of output and noticing in the second language acquisition, the present study investigated whether model writings and noticing-triggering activities can serve as one form of written feedback to learners’ writing. Particularly, it was interested in whether two different noticing-triggering activities would have different effects on learners’ noticing and incorporation in immediate and delayed revisions. To this end, 93 university students in three English composition classes in Busan were asked to take part in four-staged picture-cued narrative writing task (i.e., drafting, comparison, immediate revision, and delayed revision). The three classes engaged in different activities (i.e., note-taking, underlining, or reading) while they were comparing their own writing and the given models. The results indicated that models as written feedback have led learners to notice linguistic forms that they have previously found problematic or have not thought of as problematic. Furthermore, the note-taking activity in the comparison stage seemed to help learners better incorporate the linguistic forms included in the subsequent input.

The purpose of this study is to investigate the errors concerning V-ing forms in Korean college freshmen’s English essays in order to provide some guidelines for teaching the forms effectively. The data for this study were retrieved from a learner corpus consisting of 815 essays written by Korean college freshmen. A total of 3,843 words were found in the form of V-ing, which were categorized according to their roles as follows: (a) present participles (1,235 tokens), (b) gerunds (2,591 tokens), and (c) unclear cases (17 tokens). Of the 3,843 forms of V-ing, a total of 292 tokens were classified as erroneous, 137 of which were participle-related errors and 138 gerundrelated errors. The most frequently occurring errors under the categories of present participles and gerunds were the use of a present particle without a main verb (64.2%) (e.g. I *looking for the meaning of the building’s name) and to-infinitive related errors (66.7%) (e.g. Therefore, we try to *changing our college’s image), respectively. Pedagogical suggestions based on the findings of the study are also provided at the end.

This study aimed to explore the etfect of translated writing on English writing performance of Korean learners of English and their perceptions on translated writing in comparison with direct writing depending on their English proficiency level. A total of 75 male high school students were divided into two groups according to their L2 writing expertise and were asked to perform two ditferent writing tasks: 1) write directly in English (direct writing), and 2) write in Korean first and then translate the draft into English (translated writing). 136 written compositions (68 direct writing samples and 68 translated writing samples each) from 68 students were selected for analytical scoring and T-Unit analysis. The 68 students also filled a survey questionnaire which asked which type of writing was preferred for their English writing. The results showed that the performance of the direct writing was significantly better than that of the translated writing for hjghlevel writers, while there were no great ditferences among low-Ievel writers between the two writing tasks. T-Unit analysis revealed that syntactic complexity between direct and translated writings by two proficiency groups did not yield any statistically significant ditferences, and more students preferred translated writing to di rect writi ng in general. 8ased on the results, pedagogical implications are suggested.

As writing skill is considered important in globalised societies nowadays, the skill is taught and assessed in English classrooms in Korea. As for assessment, however, there are no authoritative rating schemes suggested for classroom testing contexts. Given this lack, this study investigates the applicability of one of the existing scales, the FCE rating scale for writing assessment, to Korean high school contexts through both theoretical considerations and an empirical study. From both the theoretical perspectives and the empirical study, in which three English teachers at Korean high schools were asked to assess 6 writing samples using the FCE scale and to do think-aloud during the assessment, it was found that the FCE scale in this context tends to cause problems for the validity of the assessment. It was, therefore, concluded that, for the sake of validity, this kind of scale cannot be applied to the context for which it was not developed, and that there is a need to develop a rating scale, taking into account the characteristics of test-takers, raters and assessment context in question.

Although fluency is included as one of main aspects to teach and assess in the course of "English Writing" for special-purposed high schools in Korea, any concrete and detailed idea has not been suggested in the guidelines to the course on how this concept could be understood and dealt with both in teaching and testing. This study, therefore, aims at exploring the concept of fluency in writing through both reviewing literature on fluency which is mainly with regard to speaking skills and investigating characteristics in terms of fluency which are observed from 390 writing samples written by 195 Korean students at a foreign language high school. As a result of inductive and qualitative analysis of the data, specific features were observed with regard to quantity, coherence, cohesion and language level. It is suggested that these features could be considered when we trying to understand fluency in depth and establish a rating scheme for it in the context of high school students" writing assessment.

Frequent interactions between teachers and learners take place in cyber education. It was found that tutors in cyber education play important roles in interactions. This is to acknowledge the characteristics of cyber education by watching and analyzing the interactions between learners and tutors that performed in the course of “cyber English writing class” of a cyber university. The main tools of interactions, e-bulletin board and e-writing assignment board have been quantitatively and qualitatively analyzed. In order to learn whether the degree of the learners’ participation influences the degree of the learners’ achievement, a correlation analysis between the two variables was conducted. A questionnaire was also conducted to learn how the learners respond to tutors’ feedback in their interactions. This study also investigated any differences of the attitude and satisfaction degree in a cyber writing class according to the learners’ participation degree. It was found that the degree of the learners’ achievement and the learners’ participation are most correlated especially when the learners are in the medium level of the academic ability. Also, the learners generally think the tutors’ feedback gives to them positive influences.

최근 비대면 의사소통 기회가 많아지면서 영어 쓰기의 중요성이 점점 더 부각되고 있다. 본 연구의 목적은 대학 영어 작문에서 온라인 협력적 글쓰기 수업을 적용해보고 학생들의 인지적 및 정의적 영역에 대한 효과를 알아보려고 한다. 대학에서 연구자의 영어수업을 수강하는 학생들 가 운데 사전 쓰기 시험에서 통계적으로 유의한 차이를 보이지 않은 비슷한 수준의 두 개의 반으로 실험반과 비교반을 구성하여 온라인 협력적 글쓰기 수업을 실험반에 자기주도적 글쓰기 활동을 비교반에 적용하였다. 본 연구에서 채택한 방법은 실험연구로 두 반의 처치후 사후 비교를 통한 영어 쓰기 성취도의 변화를 살펴보았다. 연구 결과 전반적으로 실험반의 성과가 좋았으나 쓰기 하위 영역 전분야가 좋아진 것은 아니고 내용과 구조를 제외한 영어 쓰기의 하위 영역들인 문법, 어휘, 기계적 영역에서 의미 있는 결과가 나왔다. 정의적 태도와 관련해서 협력적 글쓰기 실험반의 전후 검사 결과 비교를 통해서 살펴본바 긍정적 태도보다는 부정적 태도의 감소에 의미 있는 결과 가 나왔고 특히 회피나 두려움의 감소와 관련해서 온라인 학습과 협력적 학습의 소집단 상호작용 이 도움이 되는 것으로 나타났다.