The purpose of this study is to investigate the effect of ‘individual coaching’ and ‘L2 learning experiences’ on TOEIC learning among low proficiency learners. Among the 194 college students who received classroom coaching, the 23 students who scored 2 to 6 (out of 25) on Simple TOEIC 1 were given three individual coaching sessions. The effect of coaching was quantitatively proven through the independent samples t-test conducted on the scores of Simple TOEIC 1 and Simple TOEIC 2 between the individual coaching mixed group and the classroom coaching only group. The more individual coaching participants had different types of L2 learning experiences, the more their English achievement improved. In contrast, students who participated in classroom coaching only saw their academic performance decline. During individual coaching, participants who improved their English language achievement had positive learning experiences and feelings (confidence), while those who did not improve their grades experienced negative learning experiences and feelings. The clearer each participant’s learning goals (ideal L2 self) were, the more specific and continuous learning was possible, which was linked to improved English language achievement. Qualitative data from individual coaching sessions revealed the reasons for some participants’ academic success or failure.

The purpose of this study was to examine the impacts of AI-integrated MALL on Korean students’ TOEIC preparation, by comparing with AI-integrated CALL. A total of 496 freshmen students participated in this study. They were arbitrarily assigned to AI CALL (n = 190), AI MALL (n = 164), and the control (n = 132) groups. During a 2021 academic semester, the two experimental groups studied TOEIC through computers or mobile phones, integrated with AI technology. The control group was taught by a human teacher, in a traditional classroom setting. Before and after the treatment, TOEIC listening and reading tests were administered. Paired samples t-tests and one-way ANOVAs, were used to analyze collected data. Findings show that all groups significantly increased listening and reading test scores. Group comparison results show that the AI CALL group outperformed the control group for both tests. This group also outperformed the AI MALL group for the reading test. Based on this, pedagogical implications are invaluable

The study investigated the individual coaching effect on TOEIC learning among college students. The participants were the 145 college students in Incheon who had taken TOEIC reading comprehension classes for two semesters. Two series of simple TOEIC tests were executed to measure the students’ English proficiency on the first day of each semester. Individual coaching was conducted through counseling and learning guidance for 25 students with the lower scores (3~7 points out of 25 based on the first simple TOEIC test). Among them, eight students participated in the in-depth interview at the beginning of each semester. When comparing the simple TOEIC test results of the two groups, the difference between the averages of the two groups was clear only with regard to the first semester. The t-test showed no proven statistical differences in the second semester outcomes. The results of paired-sample t-test on the change in the simple TOEIC scores before and after individual coaching in the individual and class coaching mixed group was also statistically verified. Individual coaching in this study was to find an appropriate learning process for the students with low language fluency, and it took place for a relatively long time. The interaction between the students and the professor in individual coaching created a special rapport between them.

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.

본 연구는 모의TOEIC 듣기성적과 성별에 따라 영어듣기학습자가 듣기학습에서 사용한 듣기전략의 차이점과 영어듣기학습에서 사용한 듣기전략과 성별이 모의TOEIC 듣기성적에 어떻게 영향을 미치는가를 알아보기 위한 것이다. 이를 위하여 연구 설문을 Oxford(1990)의 듣기학습전략 중, 모의TOEIC 듣기전략에 알맞은 45개의 항목으로 구성하였다. 모의TOEIC을 치른 강원도 원주 소재 대학교의 남녀 대학생학습자 107명을 대상으로 설문을 실시하였다. SPSS 23 프로그램을 이용 하여 신뢰도, 빈도분석, 평균비교, 상관관계, 회귀분석을 실시하였다. 연구의 주요결과는 다음과 같다. 첫째, 모의TOEIC 듣기성적 Level Ⅱ집단이 Level Ⅰ집단보다 기억전략, 인지전략, 상위인지전략, 보상전략, 정의적 전략을 더 많이 사용하였고, 집단 간 통계적으로 유의미한 차이가 나타났다. 둘째, 남자대학생학습자가 여자대학생학습자보다 정의적 전략을 제외한 기억전략, 인지전략, 상위 인지전략, 보상전략 등을 많이 사용하였다. 그러나 보상전략을 제외한 나머지 전략들에서는 통계 적으로 성별에 따른 유의미한 차이가 나타나지 않았다. 셋째, 성별은 모의TOEIC 듣기성적과 상관 관계를 가지지 못하였다. 넷째, 영어듣기학습에서의 듣기전략의 사용은 모의TOEIC 듣기성적과 상관관계를 가지고, 특히 인지전략과 보상전략의 사용은 모의TOEIC 듣기성적에 많은 영향을 미쳤다.