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한국멀티미디어언어교육학회> Multimedia-Assisted Language Learning

Multimedia-Assisted Language Learning update

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수록정보
수록범위 : 1권1호(1998)~23권3호(2020) |수록논문 수 : 585
Multimedia-Assisted Language Learning
23권3호(2020년 09월) 수록논문
최근 권호 논문
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KCI등재

1Efficacy of Learning-Oriented Diagnostic Assessment based on Process-oriented Automated Error Analysis

저자 : Inn-chull Choi , Seungho Jang

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 23권 3호 발행 연도 : 2020 페이지 : pp. 11-44 (34 pages)

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This study attempts to verify the efficacy of a learning-oriented diagnostic assessment (LODA) system, which provides individualized feedback based on automated process-oriented error analysis for teaching communicative English grammar to tertiary level EFL learners. The LODA program is designed to provide three types of corrective feedback presented in a process-oriented manner: elicitation, metalinguistic feedback, and explicit correction. This study compares the control group of 28 and the experimental group of 21, who participated in the LODA program that was administered for five weeks to college students enrolled in an EFL grammar course. It was found that the LODA program strongly facilitated the acquisition of communicative English grammar through the two types of process-oriented corrective feedback, the elicitation exerting more positive effects than the metalinguistic feedback. A comparative analysis of the frequency and percentage of linguistic and cognitive errors revealed that sentential structures and omission errors had the slowest rate of uptake. The results suggest that the computerized LODA system has great potential for providing EFL learners with individualized diagnostic feedback. Finally, the survey results suggest that most of the respondents thought favorably of the LODA system equipped with individualized diagnostic feedback.

KCI등재

2Understanding of Technological Pedagogical Content Knowledge (TPACK) in South Korea: Does Experience Make a Difference?

저자 : Hyangeun Ji , Hye Won Shin

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 23권 3호 발행 연도 : 2020 페이지 : pp. 45-67 (23 pages)

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Using the Technological Pedagogical Content Knowledge (TPACK) framework, this study investigated whether teachers' technology integration practice and self-reported technological pedagogical content knowledge varied between different levels of teaching experience. We also explore some of the challenges of integrating technology into language teaching. Seventy-three pre-service and in-service teachers (mean age = 34) who had done graduate-level coursework participated in the study. The participants included teachers of English as a foreign language of various ethnic and teaching backgrounds. Some were native English speakers, some were not. Data were collected through a TPACK self-assessment survey that included open-ended questions. Overall, the analyses showed differences between novice and expert teachers in their understanding of pedagogical knowledge, technology knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The two remaining subscales in the survey (pedagogical content knowledge and content knowledge) showed no difference in perceived knowledge between the novice and expert groups. In the qualitative data, four themes commonly emerged from the open-ended questions, and these may explain the challenges of integrating technology into language teaching. Future research should continue to consider how teaching experience relates to technology integration practices and in-class technological pedagogical content knowledge.

KCI등재

3Lexical Bundles as Criterial Features in L2 Academic Writing: Structural Differences between CEFR A2 and B2 Essays

저자 : Daehyeon Nam , Kwanghyun Park

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 23권 3호 발행 연도 : 2020 페이지 : pp. 68-86 (19 pages)

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This study examines the structure of lexical bundles, a special kind of multiword expressions, to compare their uses between native speakers (L1) and two groups of Korean learners of English at the A2 (lower) and B2 (higher) proficiency levels as described in the Common European Framework of Reference for Languages (CEFR). Collected from native and nonnative corpora, lexical bundles are first analyzed in relation to three structural categories, NP-, PP-, and VP-based bundles, and then, eight sub-VP categories. Results show two structures are of pertinent interest: NP-based bundles and VPs with a that-clause. L2 writers tend to use more VP-based bundles and fewer NP- or PP-based bundles than L1 writers do, as can be predicted from the research literature. A comparison between the two CEFR levels, however, shows an unexpected contrast: the lower-level students use NP-based bundles more frequently than do the higher-level students. In regard to the VP-based bundles, the higher-level students use two particular sub-types, VPs with a that-clause and VPs with a copula be. Findings indicate that these bundles are potential criterial features for distinguishing low and high level of writing competence of Korean learners of English.

KCI등재

4Korean EFL Learners' Approach to and Perception of Computer-Sugpported Collaborative Writing

저자 : Jue-kyoung Pae , Sung-yeon Kim

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 23권 3호 발행 연도 : 2020 페이지 : pp. 87-109 (23 pages)

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The study explored computer-supported collaborative writing (CSCW) from learners' perspectives, in terms of the writing process and challenges and benefits associated with CSCW. A total of 26 college students from two writing classes participated in this study. One class used a wiki and the other class used Daedalus for CSCW. The students first experienced writing individually on a wiki or Daedalus for two weeks and then wrote essays as a group for two weeks. They were asked to write learning journals at the end of each class and reflection journals after experiencing CSCW. The study found some similarities and differences in the way the students performed collaborative writing tasks. It is interesting to note that the students did not always work together for collaborative writing. Regarding difficulties, the students reported feeling psychological burden, facing disagreement or conflict, or dealing with different writing styles. They also mentioned some benefits of CSCW, including lowered writing apprehension or improved writing skills through their peers' texts. The findings of the study are useful for understanding the processes involved in CSCW and thus can be used to design an effective writing lesson.

KCI등재

5모바일 앱 영어 어휘학습에 대한 한국 성인 학습자의 인식

저자 : 민주영 ( Min Ju Young ) , 박지현 ( Park Ji-hyun ) , 임효정 ( Lim Hyojung )

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 23권 3호 발행 연도 : 2020 페이지 : pp. 110-134 (25 pages)

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The increasing popularity of mobile-assisted vocabulary learning (MAVL) has called for empirical research studies to explore its effectiveness in promoting learning from a stakeholders perspective. In this regard, the present study aimed to investigate Korean adult learners' use of a mobile application for learning new English vocabulary, with a focus on learning process, learning outcome, and learners' perception of the vocabulary learning using a mobile application. Forty university students took part in an experiment using a pre-post test design which involved completing vocabulary tests, using an application to self-study assigned words, keeping a study log, and filling out questionnaires. Results showed that learning gain was statistically significant with the use of the application, with participants utilizing a wide variety of approaches to learning vocabulary. Learners reported that the use of the mobile application helped to increase their concentration, confidence, and sense of achievement. In general, learners found the MAVL useful, satisfactory, and beneficial for vocabulary learning, and many of them stated their intention to use mobile applications for future vocabulary learning. Individual differences among learners are further discussed in the study, as well as confounding factors affecting learners' perception of the vocabulary learning using a mobile application and pedagogical implications.

KCI등재

6스마트폰 앱 활용 학습이 EFL대학생들의 성별에 따른 영어 말하기와 인식에 미치는 영향

저자 : 송은혜 ( Song Eunhye ) , 김혜숙 ( Kim Hea-suk )

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 23권 3호 발행 연도 : 2020 페이지 : pp. 135-156 (22 pages)

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The present study investigated the effects of English study using smartphone applications (apps) on the speaking performance and perception of EFL university students concerning gender difference. Forty-seven students participated and were required to practice English outside of the classroom using apps for a 10-week period. All participants took pre and post narrative speaking tests based on a series of eight pictures and answered a questionnaire. The findings of the study are as follows. First, there was no significant difference between the male and female students in speaking performance in the post-test. However, statistically significant differences were found between the pre- and post-tests in both groups. Second, the participants responded positively that the practice using an app was interesting and helpful for decreasing anxiety toward English with no significant gender difference. Finally, the students chose an app, 'Cake', as the most preferred one as it included a variety of useful English expressions regularly on various topics. Most participants replied positively about using the apps as a means for speaking practice due to accessibility. The findings suggested that smartphone apps could be useful to provide opportunities for both male and female university students to practice English in an EFL context.

KCI등재

7영어 읽기평가 문항의 지문 어휘통제 과정에서 나타난 한국 예비교사들의 재기술(paraphrase) 양상 분석

저자 : 신동광 ( Shin Dongkwang )

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 23권 3호 발행 연도 : 2020 페이지 : pp. 157-179 (23 pages)

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Fifty-three pre-service elementary school teachers of a University of Education participated in an empirical study which involved developing test items for English reading assessment. The participants were asked to control words that made up the passage of the test items in accordance with the vocabulary level (800 words) of the elementary national curriculum of English. For this, they used the software of AntWordProfiler, and then their paraphrasing patterns were analyzed. The results showed that the most frequent type of paraphrase used by the pre-service teachers was 'replacement of a target word with its synonym' and the second frequent type was 'word deletion.' On the other hand, analysis for the accuracy rate of the paraphrases resulted in 'word deletion' being most successful (81.78%), followed by 'phrase deletion' with 79.41%. However, 'replacement of a target word with its synonym,' being the most frequent type of paraphrase, only showed a success rate of 62.13%, which was a very low rate compared to the frequency of its attempts. Nevertheless, most of the pre-service teachers who participated in the study responded that the paraphrasing process had been complicated but that the use of AntWordProfiler had been useful for controlling vocabulary.

KCI등재

8카훗(Kahoot!) 앱을 활용한 초등영어 이야기기반 읽기, 쓰기 수업: 문항 제작 활동 및 오류 수정 양상을 중심으로

저자 : 신승희 ( Shin Seunghee ) , 김태은 ( Kim Tae-eun )

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 23권 3호 발행 연도 : 2020 페이지 : pp. 180-205 (26 pages)

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English education in Korea is actively utilizing classes that combine various techniques and platforms, away from textbook-oriented classes. In line with these changes, Kahoot! which is an educational game-based application has started being used in classes. Kahoot! has a special function that leads students to create question items on their own, and the process of making question items allows them to actively promote interaction and cooperation. Moreover, Kahoot! application is suitable to enhance understanding of the story. With the use of Kahoot! and stories for teaching English reading and writing in the elementary English class, the purpose of the study is to analyze the nature of question items students created by using Kahoot! and also investigate their pre- and post-writing in order to find out whether experience of solving question items influences error correction in their writing. The participants of the study were twenty fourth-grade students in an elementary school. The findings of the study revealed that students are more likely to immerse themselves in learning settings while they actively create question items. Seven types of question items were found, which encompass items questioning about content of a story, meaning of words or phrases, spelling, background knowledge, author, illustration, and fun. In addition, using Kahoot! application made improvements in appreciation of a story and writing skills among students. The study has significance in that it confirmed Kahoot! application can be an effective tool for elementary English reading and writing classes.

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As an absolute grading scale was implemented on CSAT (College Scholastic Ability Test), it is entirely necessary that each test be consistent in the level of difficulty. This study assessed the difficulty level of each listening and reading passage in CSAT conducted over the recent three years, focusing on the syntactic complexity and the domains where more studies are required. Furthermore, the readability referring to FRE, FKGL, and GFI, which is the most widely used method to assess how difficult it is, was also applied for the assessment. The readability was aimed to compare the difficulty level of CSAT's passages with that of EBS prep books' for they have been propounded to affect the difficulty level of the CSAT texts by the precedent research. The following shows the results: First, the 14 measures of syntactic complexity did not demonstrate any difference in CSAT passages that were given each year. Next, no difference in difficulty level was observed in the aspect of the domains where hypothetical scores are given. Finally, there was no significant yearly variance in passages of CSAT and EBS prepbooks, and the interaction between them was not found as well.

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This in-depth qualitative inquiry about an individual teacher's reflection on the practice of emergent remote teaching (ERT) in a multicultural EAP classroom in South Korea aims to explore the sources of and teacher's response to communication disruption between the teacher and students under the COVID-19 ERT practice in Spring 2020. A total of 222 e-mails exchanged between the teacher-researcher and the students were analyzed to identify the cases of communication disruption. Adopting the notion of reflection-on-action, the teacher's reflective commentaries were elicited to examine the sources of and teacher responses to the communication disruption over the semester. Thematic analysis of the two data sets to find the target themes identified two major sources of the disruption: technical limitations of digital tools used for ERT, and the lack of pro-activeness in institutional decisions. Pedagogical implications from the findings include implementing ERT at least over an entire semester period to ensure the minimum pro-activeness in the institutional decisions, and establishing an online teacher network within the institution so that more immediate hands-on collective knowledge about ERT can be built and shared with teachers in need.

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1연안해역에서 석유오염물질의 세균학적 분해에 관한 연구

(2006)홍길동 외 1명심리학41회 피인용

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(2006)홍길동41회 피인용

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연세대학교 이화여자대학교 경희대학교 한국외국어대학교 한국교원대학교
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