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한국멀티미디어언어교육학회> Multimedia-Assisted Language Learning> Pre-service Teachers` Experience of Online Content-based English Writing

KCI등재

Pre-service Teachers` Experience of Online Content-based English Writing

Sungyeon Kim , Bokyoung Park
  • : 한국멀티미디어언어교육학회
  • : Multimedia-Assisted Language Learning 18권2호
  • : 연속간행물
  • : 2015년 06월
  • : 88-111(24pages)
Multimedia-Assisted Language Learning

DOI


목차

I. INTRODUCTION
II. LITERATURE REVIEW
III. METHOD
IV. RESULTS
V. CONCLUSION
REFERENCES

키워드 보기


초록 보기

This study investigated pre-service English teachers`` experience of online content-based English writing with a focus on their writing skills and writing attitudes. For the purpose of the study, six college students were recruited to participate in an academic learning program that was designed to assist their writing development. During eight weeks of writing practice, the students were asked to perform content-based writing tasks. They submitted two drafts, via email, for the same writing prompt each week and received two-stage feedback from a native speaker for each draft. They were also asked to keep learning logs after completing each task. At the same time, they were asked to take pre- and post-tests: essay writing tests, two types of vocabulary tests, and attitude questionnaires. The study found positive changes in the students`` writing ability, vocabulary knowledge, and writing attitudes. With regard to feedback, the students believed that it was nicely balanced, covering all three categories: content, organization, and form. The students, however, reported some difficulty in interpreting content-focused feedback or feedback that implicitly suggested areas for improvement.

UCI(KEPA)

I410-ECN-0102-2015-700-001792096

간행물정보

  • : 어문학분야  > 영어학
  • : KCI등재
  • :
  • : 계간
  • : 1229-8107
  • :
  • : 학술지
  • : 연속간행물
  • : 1998-2022
  • : 632


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1A Study on HMD-based Virtual Reality Listening Tests and Test-takers' Perceived Levels of Presence

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발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 25권 1호 발행 연도 : 2022 페이지 : pp. 9-30 (22 pages)

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Virtual reality (VR) technology has gradually become recognized as an emerging sector showing great potential to be utilized across various fields. Its practicality has been discussed in several studies, but few studies have been conducted on the use of VR to test English listening ability. Thus, in the present study, an immersive VR listening test was developed to measure English listening proficiency, and the correlation of scores from the newly developed VR test with another validated listening test (TOEIC) was investigated by conducting a non-parametric Spearman's rank test. The study further explored test-takers' perceived levels of presence on an immersive VR listening test, given that presence levels are considered one of the most critical factors for the VR experience. Data were collected from 17 tertiary-level test-takers. Each test-taker underwent two different types of VR tests while wearing HMDs (Head-mounted displays): 360-degree immersive videos and a total-immersive listening task. Through test score comparisons and the analysis of responses from presence questionnaires, the VR listening test and TOEIC listening test scores showed a positive, moderate correlation. In addition, the study found that the test-takers experienced similar levels of presence regardless of test type. The study also discusses implications for language assessment and pedagogy, as well as study limitations.

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2A Corpus-based Study on Content Validity of Proofreading Tasks in Gaokao

저자 : Jiang Li

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 25권 1호 발행 연도 : 2022 페이지 : pp. 31-55 (25 pages)

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This study investigated the content validity of proofreading tasks in newly reformed high-stake Gaokao English tests in China from 2016 to 2021. The tests specifications and Readability analyzer were jointly used to examine the topics, genres and difficulty level of the input of Gaokao proofreading tasks, Chinese Learner English Corpus (CLEC) was employed to check the appropriateness of test items, and iWeb corpus was used specifically to observe the representativeness of collocational errors designed in proofreading tasks. With above examinations, the content validity of Gaokao proofreading tasks was considered not very high in terms of possibly inadequate coverage of genres and topics in specifications, and the tested errors' relatively low correlation with the error types categorized in CLEC st2 group (with Pearson correlation r = .353). However, the difficulty level of task input was suitable for students' level (with all Readability Ease scores > 60) and collocational errors in proofreading tasks were revealed to be highly representative since their frequencies in iWeb corpus were significantly fewer than those of expected forms (with Chi-square x² = 12,619,260.6). Some implications on modification of corpus tools for their better adaptation to language testing and multimedia-based English teaching were further proposed.

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3Effects of the Frequency of Synchronous Classes on Online Learning and Learners' Perspectives

저자 : Chae-young Mun

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 25권 1호 발행 연도 : 2022 페이지 : pp. 56-77 (22 pages)

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The study aims to investigate the effects of the asynchronous and synchronous online learning on learners' performance and their perceptions. The study was conducted during the COVID-19 pandemics in 2020 and 2021. A total of 150 students who enrolled in a General English class took pre-recorded and synchronous online college English lectures course and the research was implemented for 14 weeks. At the end of the course, they were surveyed using a Google Forms questionnaire. Students who were taught through asynchronous online lectures were compared with those who were taught through asynchronous and synchronous at the same time. The first group was delivered in a fully asynchronous format; another group incorporated weekly synchronous lectures using Zoom; and the other combined synchronous lectures were given every three weeks. The result indicated that there was a significant difference between the groups. Among the three groups, ASYNC + SYNC group performed better than the asynchronous group. And between the two asynchronous and synchronous groups, ASYNC + SYNC group with 5 Zoom sessions outperformed the group with more frequent Zoom sessions. Participants had positive attitudes towards the synchronous learning format. Pedagogical implications on college English online synchronous and asynchronous lectures are provided.

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4Gamified Formative Assessment in a Flipped Class

저자 : Kyung-mi O

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 25권 1호 발행 연도 : 2022 페이지 : pp. 78-100 (23 pages)

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The motivation for this study was to understand university students' perceptions of gamified e-quizzes as a formative assessment tool and gamification activities in a flipped class. For the 15-week semester, 14 gamified e-quizzes were designed and used by 38 students as formative assessments in a flipped context. Data were collected from an online survey developed for this study. Students' course evaluation data, midterm exam scores, and final exam scores were also analyzed. Descriptive statistics, Cronbach alpha value, and the Kruskal Wallis test were used for the quantitative analyses of the data. The qualitative data collected from the researcher's survey items were coded and thematically analyzed. The survey data displayed that most students positively perceived the gamified e-quizzes as a formative assessment tool. The study also revealed that the students' favorite way of gamification was taking the gamified e-quiz individually at flexible times and places. The qualitative data illustrated that many students favored individual gamification because it allowed them to asses their understanding at flextime, and some students preferred group gamification because of competitive, interactive raking experiences. The course evaluation data displayed that the students had positive perspectives toward the gamified flipped course overall.

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5영어 영상 학습에서 자막 유형과 발화속도가 인지부하, 학습몰입, 학업성취에 미치는 차이

저자 : 이결 ( Li Jie ) , 김보경 ( Kim Bo-kyeong )

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 25권 1호 발행 연도 : 2022 페이지 : pp. 101-127 (27 pages)

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This study explores differences of caption types and speech rates on learners' cognitive load, learning flow and academic achievement in English instructional video learning. 231 students from A University in China participated in the experiment. Six types of videos with different caption types(no caption, L2 captions, L1+L2 captions) and speech rates(slow speed, fast speed) were developed. Students' prior knowledge level of the teaching content was examined before the experiment, and their cognitive load, learning flow and academic achievement were measured after video learning. The collected data were analyzed through multivariate analysis of variance. According to the results, firstly, students who studied the videos with L1+L2 captions had the lowest cognitive load, the highest learning flow and academic achievement. Secondly, students who studied the videos at low speech rate had lower cognitive load, higher learning flow and academic achievement. Thirdly, students who studied videos with L1+L2 captions and the slow speech rate had the lowest cognitive load, the highest learning flow and academic achievement. These findings suggest that if the main teaching objective is to understand the video content, it is preferable to provide bilingual captions. Besides, slow speech rate can lead to better learning effect of EFL learners.

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1Motivational Value of Mobile-Based Communicative Tasks as Coursebook Supplements

저자 : Neil Briggs

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 18권 2호 발행 연도 : 2015 페이지 : pp. 11-36 (26 pages)

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This study explores the perceptions of Korean EFL college students regarding the motivational value of a commonly-used, English-language mobile application as a language learning tool and coursebook supplement. The tasks were designed according to SMART learning pedagogy (MEST, 2011), requiring learners to work collaboratively and to communicate about their findings. The tasks were designed specifically to expand upon the content presented in the coursebook by providing learners with access to authentic content that is highly relevant to their major of study. The motivational value of the mobile application and the coursebook are assessed using Keller``s (1987) ARCS (Attention, Relevance, Confidence, Satisfaction) motivational model. Although the results did not reveal statistically different results between the two learning tools, student comments provide additional insight as to how mobile application based tasks can help to motivate learners who are less motivated by the traditional coursebook materials. The results suggest that the opportunity to explore authentic forms of English which are of personal interest may provide learners with increased levels of interest and confidence in their English abilities. Motivational value aside, the students expressed rather overwhelmingly a desire for coursebook supplementation.

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2Is Background Music a Distraction or Facilitator?: An Investigation on the Influence of Background Music in L2 Writing

저자 : Hyeyoung Cho

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 18권 2호 발행 연도 : 2015 페이지 : pp. 37-58 (22 pages)

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A number of studies have reported the benefits of music in language learning, but some have also found evidence that the music may deteriorate the writing fluency and quality. Given that, this study aims to expand our knowledge on the musical effects in L2 writing and their dependency on the writer``s L2 proficiency. This study recruited 28 students, who wrote an argumentative essay in music and no music conditions respectively. Results of the experiment were examined in terms of Skehan``s three dimensions of fluency (e.g., speed, breakdown dysfluency, and repair dysfluency) and writing quality. Data analysis showed significant differences in pause frequency between the music and no music conditions. Further, High Proficiency Group (HPG) and Low Proficiency Group (LPG) were compared, and the results of total writing time showed a significant group by condition interaction, indicating marginally different effects of music depending on the writers`` proficiency level. The findings of this study suggested a moderate facilitative effect of background music in L2 writing and its dependency on the writers`` L2 proficiency level. It is hoped that the findings of this study invite further exploration on the effects of music to bring pedagogical implications in L2 writing pedagogy.

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3Korean EFL Students` Interactional Challenges and Ways to Overcome Them in Blended Learning

저자 : Minjung Kim

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 18권 2호 발행 연도 : 2015 페이지 : pp. 59-87 (29 pages)

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This study explored the interactional challenges of Korean graduate students enrolled in a blended English writing course through a qualitative case study based on Moore``s three types of online interactions: learner-instructor, learner-learner, and learner-content interaction (Moore, 1989). The data were collected from multiple sources such as surveys, reflective journals and interviews, all of which were analyzed following six phases of thematic analysis (Braun & Clarke, 2006). The results illustrated a variety of challenges that the students encountered in online interactions and described attempts made to overcome them. A feeling of inhibition and unfamiliarity with a blended environment were prime challenges in interaction with the instructor. Distrust of peer feedback and lack of face-to-face interaction appeared to be the challenges in learner-learner interaction. Additionally, being overloaded with online classwork and the high level of materials were the barriers to online interactions with content. However, students started to overcome these challenges as they intentionally tried to practice English writing in written speech and interacted effectively after peer feedback training in a face-to-face classroom. Students also demonstrated different learning strategies to deal with content matters. The findings imply that the students`` experiences are varied due to differences in their educational backgrounds, needs, motivations, and learning strategies.

KCI등재

4Pre-service Teachers` Experience of Online Content-based English Writing

저자 : Sungyeon Kim , Bokyoung Park

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 18권 2호 발행 연도 : 2015 페이지 : pp. 88-111 (24 pages)

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초록보기

This study investigated pre-service English teachers`` experience of online content-based English writing with a focus on their writing skills and writing attitudes. For the purpose of the study, six college students were recruited to participate in an academic learning program that was designed to assist their writing development. During eight weeks of writing practice, the students were asked to perform content-based writing tasks. They submitted two drafts, via email, for the same writing prompt each week and received two-stage feedback from a native speaker for each draft. They were also asked to keep learning logs after completing each task. At the same time, they were asked to take pre- and post-tests: essay writing tests, two types of vocabulary tests, and attitude questionnaires. The study found positive changes in the students`` writing ability, vocabulary knowledge, and writing attitudes. With regard to feedback, the students believed that it was nicely balanced, covering all three categories: content, organization, and form. The students, however, reported some difficulty in interpreting content-focused feedback or feedback that implicitly suggested areas for improvement.

KCI등재

5Effects of Different Types of Input Repetition on a Web-based Listening Test

저자 : Chaeyoung Mun

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 18권 2호 발행 연도 : 2015 페이지 : pp. 112-134 (23 pages)

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The present study investigated the effects of using different types of input repetition and test taking strategy on listening comprehension test performance. The participants involved in the study are 226 Korean university students and they took a 25 multiple choice format web-based listening comprehension test under four different input variants: N-RA (No-repetition, Aural), RA (Repetition Aural), N-RW (No Repetition, Written), RW (Repetition Written). In addition, the study employed a retrospective verbal protocol to examine participants`` test taking processes and discover general patterns of their strategy use. The results revealed that the repetition effect in two different modalities showed mixed results. Significant format and proficiency effects were found only in aural modality condition. Retrospective protocol showed participants in two proficiency levels seemed to perceive aural modality format as challenging task, however, high level test takers were relatively insusceptible of changes in input modality format. Regarding test takers`` attitudes on repetition, they were positive in that they felt repeating input including both listening text and item stems facilitated their comprehension and made them feel more secure and comfortable. Discussion and implications in second language education and testing are discussed.

KCI등재

6The Effectiveness of Mobile Assisted Language Learning on L2 Listening Comprehension

저자 : Kyungmi O

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 18권 2호 발행 연도 : 2015 페이지 : pp. 135-158 (24 pages)

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This study was designed to examine the relationship between mobile assisted language learning (m-learning) and the listening skills of Korean EFL learners. As a quasi-experimental study involving an m-learning group of 30 individuals and a comparison group of 18 students, a comparison analysis of the pre-/post- test of the two groups was performed in the study. For the study, m-learning materials with listening comprehension tasks were designed, and the students in the m-learning group were exposed to the materials for nine weeks. To further investigate their perceptions toward m-learning, data from a questionnaire and an interview procedure were collected. Through the analyses, the pre-test and post-test results of the m-learning group showed statistically significant improvement, whereas those of the comparison group failed to make such progress. In addition, the analyses of the questionnaire and interview data illustrated that the students perceived the m-learning activities to be useful for increasing listening comprehension skills and reported the ubiquitous learning environments provided them with flexible use of study time and space. Lastly, the study presents several pedagogical implications for designing and using m-learning materials.

KCI등재

7A Case Study on a Flipped Classroom in an EFL Content Course

저자 : Kiwan Sung

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 18권 2호 발행 연도 : 2015 페이지 : pp. 159-187 (29 pages)

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This study looks into a flipped English content-based class where 12 participating college students were enrolled and completed all the course requirements in an elective course, English Curriculum and Evaluation, in Spring, 2014. Before each class, the students were guided to preview lesson materials such as readings and videos and to engage in diverse online activities on an LMS flatform. Then, they did collaborative class activities such as sharing their Thought Papers, discussing the questions on weekly readings developed online, and doing a final project of designing an evaluation plan. The results of the analysis of both informal and formal course evaluations and student work showed that they viewed flipped learning positively despite initial difficulties of adjusting themselves to it. They also viewed that flipped teaching can be a good momentum for change in current ELT despite limitations such as test-oriented teaching practices, learner difference in prior learning experiences and in their English proficiency levels, the preparation time and efforts needed for teachers, and the lack of institutional support. Also presented in this study are some challenges and possibilities of utilizing the idea of flipping one``s teaching in the EFL context along with pedagogical suggestions and implications for further research.

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