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글로벌영어교육학회> STUDIES IN ENGLISH EDUCATION

STUDIES IN ENGLISH EDUCATION update

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수록정보
27권2호(2022) |수록논문 수 : 2
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27권3호(2022년 09월) 수록논문
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KCI등재

저자 : Bo-ram Suh

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 3호 발행 연도 : 2022 페이지 : pp. 231-253 (23 pages)

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Drawing on the attentional framework and the findings of previous empirical research on textual enhancement, the present study investigates whether more exposure to textually enhanced input has positive effects on promoting L2 learners' noticing and development of a targeted linguistic structure, backshifting of verb tenses in reported speech. Participants were 71 Korean English as a foreign language (EFL) learners from four intact classes of a university. Four classes were randomly assigned to one of the two experimental conditions: single vs. multiple exposure. Underlining and retrospective debriefing questionnaires were employed to tap into their attentional processes. Results showed that more exposure to enhanced input promoted significantly greater noticing of the targeted structure. However, single and multiple exposure to the enhanced input did not differentially affect learners' development of receptive knowledge or their ability to produce the target form in writing. Theoretical, methodological, and pedagogical implications are discussed, and directions for future research are proposed.

KCI등재

저자 : Juhyun Jang , Junkyu Lee

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 3호 발행 연도 : 2022 페이지 : pp. 255-274 (20 pages)

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This study investigated how morphological awareness and vocabulary knowledge and metacognitive awareness affect Korean adult learners' second language (L2) prosody and reading comprehension. In the present study, 56 Korean adult learners of English were asked to take morphological awareness tests (i.e., morphological structure and verbal suffix knowledge) and prosody tests (i.e., stress contour discrimination and stress contour matching) and to complete a survey that showed the participants' English proficiency based on TOEIC scores, learning experience, age of acquisition, the vocabulary knowledge and metacognitive awareness. Multiple regression analyses were conducted, and the results showed that scores of morphological awareness were more associated with L2 prosody, and scores of vocabulary knowledge, stress contour discrimination, and stress contour matching were more correlated with L2 reading comprehension. Future research is needed to investigate how L2 learners' morphological awareness contributes to L2 prosody and reading comprehension based on pedagogical implications.

KCI등재

저자 : 이정원 ( Lee Jeong-won ) , 윤경옥 ( Yoon Kyeong-ok )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 3호 발행 연도 : 2022 페이지 : pp. 275-299 (25 pages)

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The current study aims at exploring the effects of two vocabulary tasks (blank filling and summary writing) on the improvement of EFL learners' English vocabulary knowledge. For this study, 87 college students were divided into intact three groups (blank filling, summary writing, and control groups). Their vocabulary knowledge was measured by three assessment tools (passive recall, sentence production, and active recall) in the pre- and post tests, and two delayed tests. The results of the study are as follows: 1) The two vocabulary task groups achieved significantly higher scores in the post-tests; 2) the two vocabulary task groups outperformed the control groups in the post-tests and two delayed tests measured by the passive recall and sentence production tools, which signifies the two vocabulary tasks exert positive influence on the participants' vocabulary acquisition; and 3) there were some, but not clear, relations between vocabulary tasks and assessment tools to measure learners' vocabulary knowledge. In-depth analysis on the findings and teaching implications are discussed.

KCI등재

저자 : 김윤정 ( Kim Yoon-jung )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 3호 발행 연도 : 2022 페이지 : pp. 301-326 (26 pages)

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This paper examines Korean EFL college students' use of metacognitive listening strategies, and how it differs depending on their English listening proficiency. The relationship between the participants' use of metacognitive listening strategies and their listening proficiency is also investigated. The study also identifies the most significant metacognitive listening strategy affecting the students'English listening proficiency. A total of 308 university students participated in the research. The listening scores of the TOEIC were used, and a questionnaire was administered. The results revealed that the problem solving strategies were the most frequently used metacognitive listening strategies, and the use differs depending on their English proficiency. The participants' use of 12 metacognitive listening strategies out of 21 showed significant difference depending on their English listening proficiency. Also, the use of the strategies was significantly correlated with the participants' English listening proficiency. The most significant factors affecting their English listening proficiency were found: one item from person knowledge (#3), one item from mental translation (#18), and two problem-solving strategies (#5, 17). Some pedagogical implications are discussed.

KCI등재

저자 : 김남희 ( Kim Namhee )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 3호 발행 연도 : 2022 페이지 : pp. 327-352 (26 pages)

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The purpose of this study is to investigate university students' expectations of the use of machine translators(MTs) for EFL learning. A total of 182 university EFL learners participated in this study. They were asked to (a) translate Korean sentences themselves without any help and (b) translate the same sentences with the help of a MT, and then (c) compare their own work with the outputs of a machine translator. After these tasks, the participants together with the researcher had an explanatory reflective session about the critical use of machine translators. Following the session, the individual participants were asked to answer the questionnaires about the expectation of the use of automated machine translators. Afterwards, they were divided into a total of 45 teams of three or four to make discussion of the expectation of using automated machine translators. The results of this study showed that the completeness of English composition, interest in learning English, improvement of English ability, and delivery of English compositions were the main expected factors of the use of machine translators. The results also showed that learners understand that machine translators were not perfect, so that they need to use machine translators cautiously and strategically.

KCI등재

저자 : 최재호 ( Choi Jaeho )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 3호 발행 연도 : 2022 페이지 : pp. 353-380 (28 pages)

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This study analyzed metaverse studies in English education to provide directions for the research on and educational applications of metaverse in language teaching and learning. Through key words search and review of abstracts, 34 research articles, which were published in peer-reviewed journals in Korea, were selected for analysis. To sort and analyze the collected studies, classification criteria were developed: publication years, types of metaverse, target population, research methods, and metaverse programs. The analysis of the studies showed the abrupt increase of metaverse-related research since 2021 across all types of metaverse: virtual world, augmented reality, and mirror world, In terms of research methods, four types of research were defined: experimental, survey, developmental, and review studies. In general, collected studies reported positive effects of metaverse education on affective aspects of learners. Implications of the findings and suggestions for future research and practices were presented.

KCI등재

저자 : 진승희 ( Jin Seunghee )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 3호 발행 연도 : 2022 페이지 : pp. 381-414 (34 pages)

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The current study investigated the effects of self-directed learning through implementing Artificial Intelligence (AI)-integrated smartphone speaking application (app) into an EFL classroom on undergraduate learners' self-directed learning ability and speaking skills. A total of 76 students participated in this study and they were assigned to an experimental group 1 (n=26), an experimental group 2 (n=25) and a control group (n=25). Over a semester, the experimental group 1 engaged in self-directed learning through AI speaking apps and the experimental group 2 participated in AI speaking app-assisted language learning without self-directed learning while the control group participated in traditional speaking activities without the aid of AI speaking apps and self-directed learning. To collect data for this study, 1) a pre- and post-questionnaire on self-directed learning abilities and 2) a pre- and post-test on speaking skills were administered for each group. The results showed that self-directed learning through AI speaking app was effective in increasing the participants' self-directed learning ability and speaking proficiency. However, the other two groups show no significant improvement in their self-directed learning abilities. This study suggests that self-directed learning through AI speaking apps offers many opportunities to practice speaking and is useful to develop students' self-directed leaning abilities and speaking skills.

KCI등재

저자 : 강희연 ( Kang Hee Yeon )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 3호 발행 연도 : 2022 페이지 : pp. 415-440 (26 pages)

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This study aims to investigate the effects of focus on form instruction in a mobile learning environment on the development of grammar knowledge and listening skills and students' perception. For this study, 104 Korean university students participated, and they were divided into three groups: the control group and two experimental groups. Two experimental groups were though in the mobile learning environment, but only the experimental group had focus on form instruction. 2 Data were collected through grammar pre- and post-tests, listening pre- and post-tests, and questionnaires. The major findings were as followings. First, experimental group 2 showed higher test scores than experimental group 1 and the control group on a post-grammar test. Second, two experimental groups were more effective than the control group on listening tests. Finally, learners in experimental group 2 had positive perspectives on mobile-assisted focus on form instruction giving a positive opinion about mobile learning and input enhancement in the video. Suggestions and implications were provided for mobile-assisted focus on form instruction.

KCI등재

저자 : 배한숙 ( Bae Han Suk )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 3호 발행 연도 : 2022 페이지 : pp. 441-465 (25 pages)

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This phenomenological study aims to analyze the experiences of using English for Meeting, Incentive Tour, Convention, and Exhibition and Event (MICE) purposes. Four MICE professionals with at least 10 years of working experience in the MICE industry were recruited through snowball sampling, and their semi-structured interviews were transcribed and the data were qualitatively analyzed. English phamphlets and e-mail samples were also collected to allow a description of the study participants' use of English. Following Moustakas's (1994) phenomenological method, rigor was established through data triangulation, member checking, and debriefing. 161 significant statements were collected, from which five themes were identified describing the essence of the use of English for MICE purposes: 1) a comprehensive and professional level of English proficiency; 2) the need for a specific discourse genre for each MICE promotion and processing stage; 3) a tool for enhancing job achievement and customer reliance; 4) matters of discontinuity, e-mail writing, nuance, regulations, and English as an international language; and 5) intensive training before employment. Pedagogical implications and future research recommendations are discussed.

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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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