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STUDIES IN ENGLISH EDUCATION update

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수록정보
27권1호(2022) |수록논문 수 : 6
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27권2호(2022년 06월) 수록논문
최근 권호 논문
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KCI등재

저자 : Abdulla Ziyadullaev , Mi-lim Ryoo

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 2호 발행 연도 : 2022 페이지 : pp. 181-208 (28 pages)

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Peer feedback has become recognized as an essential component of EFL writing class because it is believed to aid the development of writing quality. The purpose of the present study is to broaden our understanding of peer feedback in EFL writing settings by closely examining what and how different skill level Korean EFL students perform and respond to peer feedback. Twenty each of low- and high-level university students participated in the study. This study adopted both quantitative and qualitative approaches to analyze peer partners' reviews and responses to them. The study found that the low-level students received more comments than did the high-level. With feedback types given, direct corrections of the mistakes in the essays were predominantly performed, and comments on the local aspect of an essay exceeded those on the global aspect in both levels. With respect to responses to feedback, both groups accepted more local aspect comments than global ones, and particularly low-level students accepted more local comments than did the high-level. The high-level students took a more selective approach to peer feedback than did the low-level students. Overall, low-level students incorporated more the peer's comments into their subsequent revisions than did high-level students. Some pedagogical implications are made.

KCI등재

저자 : 최성묵 ( Choi Sungmook )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 2호 발행 연도 : 2022 페이지 : pp. 209-230 (22 pages)

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Glossed print materials have been found to be conducive to L2 incidental vocabulary acquisition. Expanding upon this line of inquiry, the present study explored how glosses displayed on videos impact incidental vocabuary acquisition. To this end, Korean tenth graders (N = 102) were randomly assigned to the following conditions: (a) baseline (video only), (b) caption (video + caption), and (c) gloss (video + caption + glosses of 26 target words). They then watched a short TED video that correspond to their condition. Finally, they responded to unannounced vocabulary tests, immediately and one week later. Results indicated superior performance of the participants in the gloss condition over their counterparts in the baseline and caption conditions, regardless of testing phase (immediate, delayed). In contrast, the participants in the baseline and caption conditions rarely varied in their lexical gains in both the immediate and delayed meaning recall tests. Correlational analyses showed strong, positive associations between learner proficiency and lexical gains, regardless of video conditions. Given that the current study represents the first to explore the effects of glossed videos, findings of this study appear to make important contributions to the extant L2 acquisition literature.

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KCI등재

저자 : Hyunjeong Nam

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 1호 발행 연도 : 2022 페이지 : pp. 1-33 (33 pages)

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Considering that L1 translation in L2 lexical encoding is commonplace in vocabulary learning in Korea, the study sought the type of L1 translation that can efficiently promote the target L2 processing. For this, 77 English majors at a university participated in two vocabulary learning conditions using 'L1α' (dictionary L1) and 'L1β' (individual learner's own L1 reflecting his/her own speech style in actual communication) and were tested in a vocabulary production test reflecting L2 communication. Using a paired-samples t-test in a within-subjects design, the effects of the two L1 translation types were compared in the immediate and delayed posttests. The results suggested that the advantage of 'L1β' over 'L1 α' in L2 production was evident both for single-word and multi-word lexical items. The effect of 'L1β' was also confirmed in long-term memory. In the frame of computational models of lexical processing, the study suggested that the cognitive path 'Concept-L1β-L2' is more efficient than 'Concept-L1β-L1α-L2'. Consequently, in the learning process, encoding new L2 lexical items through 'L1 β' rather than 'L1α' may be more effective to retrieve the target L2 in production. Pedagogical suggestions are discussed based on this model.

KCI등재

저자 : 배태일 ( Pae Tae-il )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 1호 발행 연도 : 2022 페이지 : pp. 35-59 (25 pages)

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The present study reports on the moderating effects of English proficiency and writing topics on the model of EFL writing. A total of 68 university students participated in the present study, and data were analyzed using a series of multiple regression. Results of the study indicate that for the lower English proficiency group, English grammar, vocabulary, and writing anxiety made a significant prediction on English writing about every-day life, while English grammar, vocabulary, writing anxiety, and perceptions of feedback significantly affected English writing about climatic change. However, for the higher proficiency group, English grammar, vocabulary, knowledge about textual organization and logical flow, and writing anxiety explained a significant proportion in the variances in English writing about every-day life, whereas English writing about climatic change was significantly accounted for by English grammar, vocabulary, reading-writing connection strategy, knowledge about textual organization & logical flow, and writing anxiety. The results were discussed in terms of previous literature, and pedagogical implications were given.

KCI등재

저자 : 김태영 ( Kim Tae-young )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 1호 발행 연도 : 2022 페이지 : pp. 61-94 (34 pages)

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This paper investigates the historical development of English education in South Korea during the Seventh National Curriculum period from 1997 to 2007. By focusing on Dong-An Ilbo newspaper articles published in Korea, the research questions are: 1) how did the sociocultural issues influence English education during this period? and 2) what are the implications of the social issues in this period to the current English education policies in Korea? A total of 446 articles were categorized into five major themes: surging interest in private education, an effort of consolidating public education, implementation of various English tests, overseas employment and emigration, and other factors. It was found that the national interest in English education closely reflected the desire to occupy a better social position in Korea. In this process, instrumental motivation in English education dominated during this period. Such instrumental desire first influenced private English education, and accordingly, public education endeavored to address these changes initiated by the private sector. However, since English education policy lacked systematic preparation, these efforts did not provide intended, positive results. This paper concludes with educational implementation and future research suggestions.

KCI등재

저자 : 김소연 ( Kim So-yeon ) , 배지영 ( Bae Jiyoung )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 1호 발행 연도 : 2022 페이지 : pp. 95-121 (27 pages)

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This study aims to analyze the effectiveness of utilizing graded readers on literacy development of English underachievers in high school. The subjects are five Korean high school 1st graders, and the single subject method was employed for this study. The duration of the entire study was ten weeks and the intervention classes of reading with graded books were conducted once or twice a week. Each session was 50 minutes on average. During the intervention period, five students learned English vocabulary and grammar and read texts with two selected graded books. Changes were observed in their literacy skills and affective domains during the intervention period. The results demonstrate that the five underachievers showed meaningful improvements in acquiring words, grammatical knowledge, and reading comprehension. Additionally, the results also indicate that English intervention with reading graded readers had a positive effect on affective factors such as confidence, interest, participation, and anxiety. Pedagogical implications are discussed for English underachievers from elementary to secondary schools.

KCI등재

저자 : 김배성 ( Kim Bae-sung ) , 김수연 ( Kim Soo-yoon )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 1호 발행 연도 : 2022 페이지 : pp. 123-151 (29 pages)

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This study is designed to investigate Korean middle and high school students' English reading strategy use and reading achievement in terms of academic self-efficacy level, and to explore the difference of the aspects in terms of school levels. A total of 169 middle and high school students participated in the study. A survey about academic self-efficacy and English reading strategy and a test for measuring the participants' English reading achievement were administered. The results of the study revealed that there was no significant difference in academic self-efficacy between the two school levels. Furthermore, the students with high academic self-efficacy showed significantly more frequent English reading strategy use than those with low academic self-efficacy, regardless of school levels. Lastly, the students with high academic self-efficacy showed significantly higher reading achievement than those with low academic self-efficacy, regardless of school levels. The findings suggest that enhancing the level of students' academic self-efficacy likely leads to both more frequent use of English reading strategy and higher English reading achievement.

KCI등재

저자 : 강정진 ( Kang Jung Jin )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 1호 발행 연도 : 2022 페이지 : pp. 153-180 (28 pages)

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This study examines the experiences of teacher learning and lesson sharing of pre-service elementary school teachers in the English lesson sharing model process. For this purpose, data were collected from 35 pre-service teachers attending a national university of education and taking an English Integrated Education Practice class at the time of the study. The data used in the analysis were three video analysis assignments in the pre-lesson sharing stage, two lesson sharing recordings in the lesson sharing stage, and one reflective journal in the reflective stage. As a result of the analysis, first, in the lesson sharing preparation stage, pre-service teachers mainly experienced individual teacher learning opportunities. They understood and learned their colleagues' various perspectives on English instruction. They also began to look critically at their previous thoughts on English education. In the lesson sharing stage, through social interaction with colleagues, pre-service teachers understood various perspectives and methods of English instruction and improved their communication skills for class sharing. They also showed the ability to ask questions by analyzing the lesson and logically answering the questions of fellow teachers. In the reflective stage, pre-service teachers reflected on their classes and thought about ways to improve them. They identified the strengths as well as the shortcomings of their classes and formed a positive attitude toward the English instruction demonstration. This reflection led to new determination and motivation concerning English instruction as a pre-service teacher. Pedagogical implications and future research are also discussed.

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