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한국멀티미디어언어교육학회> Multimedia-Assisted Language Learning> 모바일 기반 게임 어휘 학습 활동이 중학교 영어학습자의 어휘 학습 및 태도에 미치는 영향

KCI등재

모바일 기반 게임 어휘 학습 활동이 중학교 영어학습자의 어휘 학습 및 태도에 미치는 영향

Effects of using mobile-based vocabulary game activities on Korean middle school students’ vocabulary learning and attitudes

손선영 ( Son Sun-young )
  • : 한국멀티미디어언어교육학회
  • : Multimedia-Assisted Language Learning 21권2호
  • : 연속간행물
  • : 2018년 06월
  • : 104-133(30pages)
Multimedia-Assisted Language Learning

DOI


목차

I. 서 론
II. 이론적 배경
III. 연구 방법
IV. 연구 결과 및 논의
V. 결론 및 제언
참고 문헌
부록

키워드 보기


초록 보기

The purpose of this study is to investigate the effects of using mobile-based vocabulary game activities on Korean middle school students' vocabulary learning and attitudes. The participants of the study were 43 middle school students learning English, who were divided into two groups: an experimental group with learning activities using a mobile-based vocabulary game program and a control group using traditional vocabulary learning activities. The major results of the study were as follows: First, with respect to vocabulary learning, the students in the experimental group showed a significantly higher score on a post-test compared to the control group students. Second, the experimental group’s scores were higher than the control group in both vocabulary pronunciation and spelling tests listening to the pronunciation. Third, in the survey the participants demonstrated positive attitudes toward vocabulary learning using the mobile-based vocabulary game program. Such results indicate that the use of a mobile-based game vocabulary program helps learners to learn not only the spelling of vocabulary and its single meaning but also the multilateral vocabulary learning such as listening and pronunciation. Therefore, teachers may use learner's mobile-based vocabulary game programs to inspire students’ interest in vocabulary learning, and encourage self-directed vocabulary learning.

UCI(KEPA)

I410-ECN-0102-2018-700-003739302

간행물정보

  • : 어문학분야  > 영어학
  • : KCI등재
  • :
  • : 계간
  • : 1229-8107
  • :
  • : 학술지
  • : 연속간행물
  • : 1998-2021
  • : 616


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24권3호(2021년 09월) 수록논문
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발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 24권 3호 발행 연도 : 2021 페이지 : pp. 10-34 (25 pages)

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This study examines students' perception of the use of ASR technology in the self-paced development of English pronunciation. Participants were composed of 80 Korean students from two English listening classes at a university in South Korea. After practicing shadow-reading of the learnt passage, they were required to have their speeches converted into text using ASR technology and submit it as homework every two weeks. At the end of the semester, students completed a survey using written questionnaires regarding their personal information as well as their perception of using ASR technology. The results show that while no salient effects were found with the all the participants as a whole, significant differences were found between students. Specifically, English listening and speaking proficiencies and risk-taking behavior are shown to be strong predictors for successful performance in the ASR-based activity. The results also show that device satisfaction was a significant factor in explaining students' successful performance in recognizing pronunciation errors and developing English pronunciation proficiency. Based on student responses, both positive and negative aspects of using ASR technology for developing English pronunciation are discussed. The findings suggest that ASR technology can provide pedagogical benefits insofar as its limitations are recognized.

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2Exploring Incidental Grammar Development in Meaning-Centered and Form-Centered Instructions

저자 : Hyung-sun Kim , Ung-yong Choi

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 24권 3호 발행 연도 : 2021 페이지 : pp. 35-58 (24 pages)

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This study compared meaning-centered and form-centered instructions to explore which one could lead to greater incidental grammar development. We assumed that it is not limited to authentic L2-communication environments but may occur in classrooms. Two hundred fifty-six students in a college English course (113 from four basic-level classes and 143 from four intermediate-level classes) were divided into two meaning-centered and two form-centered classes for each level. The occurrence of incidental development was determined by measuring the difference between the pre- and post-test scores administered before and after four weeks of meaning- and form-centered activities. The tests examined the ability to use the present perfect and simple past appropriately in context. While the mean scores increased overall, only the meaning-centered basic-level group and form-centered intermediate-level group made statistically significant increments. An interaction effect existed between the instructional methods and learners' levels. Within the meaning-centered classes, the basic-level learners' development was greater than the intermediate group's, particularly in the paragraph context. In the form-centered classes, the intermediate-level learners' incidental development was statistically significant in the sentence and paragraph contexts. As this study covered only a small part of grammar, future studies are needed on incidental development for a wider scope.

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The current study aims to capture the possible effects of using both text and audio on EFL learning. This study focuses on its redundancy effects on English listening and reading skills of students with different proficiency levels. The study was conducted during the 2020 academic year and lasted for 15 weeks. 204 EFL university students participated in the study. They were divided into three treatment groups: text, audio, and text-and-audio groups. During the experimental period, the participants read, listened, or read and listened depending on their experimental conditions. To confirm the effects of the redundant use of textual and auditory input, TOEIC-based pre- and post-tests were administered. The findings demonstrated that the participants at all proficiency levels more benefited from the use of both text and audio in comparison to the use of audio-only regarding both listening and reading skills. However, the superior effects of using both text and audio over using text-only varied depending on proficiency levels. Regarding the listening skills, the significant differences were found only for the low- and mid-level students. As for the reading skills, only the low-level students benefited more from the redundant use. Based on the results, several pedagogical implications are made.

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4Perceptions of Students for Gamified e-Quizzes: A Comparative Case Study

저자 : Kyung-mi O

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 24권 3호 발행 연도 : 2021 페이지 : pp. 87-108 (22 pages)

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This paper is a multiple case study examining how undergraduates in two online courses perceive the efficacy of gamified e-quizzes for their class engagement. For the 15-week intervention, ten gamified e-quizzes for Course A and another ten for Course B were designed and employed as formative assessments. Data were collected through an online survey with thirteen Likert-scale items and five open-ended questions. For the quantitative analyses, Welch's t-test was calculated using SPSS version 26, and the qualitative data were analyzed using NVivo 12. The quantitative data analyses revealed that most of the students in both courses, despite mixed responses on the agentic engagement, had positive views on using gamified e-quizzes for their emotional, behavioral, and cognitive engagement. The qualitative analyses displayed that many students could personalize the online classes by using the gamified e-quizzes along with the feedback video lessons and online messaging with the instructor. Cross-case thematic analyses of the qualitative data displayed that the quizzes assisted the students in both groups in increasing the content knowledge through autonomous learning and self-assessing in less stressful and enjoyable contexts. A dominant number of participants responded that they would be willing to take another course using gamified e-quizzes.

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저자 : 고명희 ( Ko¸ Myong-hee ) , 정가영 ( Jung¸ Gayeong )

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 24권 3호 발행 연도 : 2021 페이지 : pp. 109-136 (28 pages)

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In order to explore ways to devise effective pronunciation activities, the present study examined activities in eight English pronunciation programs embedded in either reading or speaking sites for English learners in Korea and overseas. These activities were analyzed based on three categories: comprehension-based, production-based, and English varieties. The first two categories were further divided into systematic phonics and suprasegmentals using small units, such as phoneme, syllable, word, sentence, and discourse. English varieties were categorized into American English, British English, Australian English, and others. Results showed that all of the Korean programs included both comprehension-based and production-based activities, but only two programs included comprehension-based activities related to systematic phonics. All the programs used American English except for one which offered two separate sites; one using American English, one using British English. In the case of the overseas programs, three of the four programs did not teach systematic phonics in the production-based activities. There was a lack of production-based activities teaching suprasegmentals. Regarding English varieties, one program included both American and British English and the rest taught American English only. Implications of the findings were discussed in terms of balance and diversity when devising online pronunciation activities.

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6비대면 실시간 수업경험에 따른 EFL 대학생의 온라인 T-S 상호작용 및 S-S 상호작용에 대한 인식

저자 : 모수경 ( Mo¸ Sukyoung )

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 24권 3호 발행 연도 : 2021 페이지 : pp. 137-156 (20 pages)

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The purpose of this study is to explore EFL college students' perception of teacher-student (T-S) interaction and student-student (S-S) interaction in an online learning environment. There were 195 participants, enrolled in a real-time online General English course, who were divided into two groups. One group took the course for a 15-week semester, while the other took it for two consecutive semesters. A survey was conducted to identify the preferred types of T-S and S-S interaction. A chi-square test was performed to ascertain the differences in preference between the two groups. Open-ended items were used in the survey to explore the reasons behind the preference for a particular type of interaction. The findings revealed that the groups differed significantly regarding their preference for types of T-S interaction, whereas no significant difference was observed with regard to intensive and intimate paired S-S interaction. The more experienced group was successful in creating a collaborative learning atmosphere and exhibited a strong preference for group-based T-S and paired S-S interaction. The study confirmed that a close relationship exists between students' perception of online T-S interaction and S-S interaction. The study also offers suggestions for teachers to facilitate meaningful and active T-S and S-S interaction in an online learning environment.

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저자 : 진승희 ( Jin¸ Seunghee )

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 24권 3호 발행 연도 : 2021 페이지 : pp. 157-186 (30 pages)

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This study investigated the effects of using Vlogs for English language learning on Korean EFL learners' self-directed learning ability, learning interest, and speaking skills. In recent years, 'Vlogging' has become one of the most entertaining and popular ways to connect with people on social networking services (SNSs). Over one semester, an experimental group of 24 students participated in Vlogging activities (a total of 10 Vlogs was created and shared with their classmates), while a control group of 22 students received a traditional teaching method. To examine this study, 1) a pre-and post-questionnaire on participants' self-directed learning ability, 2) a pre-and post-questionnaire on learning interests, and 3) a pre-and post-test on speaking abilities were conducted. The results indicated that the Vlogging-based instruction was more effective than the traditional classroom in terms of increasing students' self-directed learning abilities and learning interests. In addition, the Vlogging learning group has shown a statistically significant improvement in the English speaking abilities concerned with vocabulary, task, fluency, and comprehension. The study also revealed that Vlogging activities were more beneficial in developing students' speaking skills than traditional classroom activities. This study suggested that Vlogging activities are useful to develop learners' self-directed learning ability, learning interests, and speaking skills.

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1An Online Survey Tool as a Learner Response System: Use of Google Forms in University TOEIC Courses

저자 : Hyesun Cho

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 21권 2호 발행 연도 : 2018 페이지 : pp. 11-34 (24 pages)

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This paper explores the use of an online survey tool as a learner response system (LRS) in university TOEIC courses. The study was conducted in three TOEIC Reading classes and three TOEIC Listening classes taught over three semesters (249 students). In each class, students were required to complete 'online homework' where they work on a set of assigned TOEIC questions from paper textbooks on their own before class. They were then required to submit the question numbers they answered wrong through a Google Form. In the classroom, the instructor focuses on the questions where the students have reported the most wrong answers. The surveys were conducted at the end of each course regarding the perspectives of using Google Forms to preview the class materials. Students reported high satisfaction with the use of Google Forms for homework. It has benefits that are typical of other LRSs: Enhancing perceived learning, increasing interest, focusing on students' weaknesses, and saving time, with less technical difficulties. The method presented here can increase interest and engagement in otherwise one-directional lecture-centered classes as in usual test preparation courses.

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2The Effects of Web-based Dictation and Group Size on Korean University Students' English Listening Performance

저자 : Gyoomi Kim

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 21권 2호 발행 연도 : 2018 페이지 : pp. 35-56 (22 pages)

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This study explored the effect of web-based dictation and different group arrangement on Korean university students' listening performance. One hundred and fifty participants were divided into four groups: a control group with no web-based dictation, and three treatment groups that utilized web-based dictation in different group sizes (individuals, pairs, and small groups). The students of the treatment groups listened to the dictation files individually at their own computer stations and analyzed and corrected their answers in different group sizes. This study first compared listening performance depending on the use of web-based dictation tasks, and the results revealed that there was no significant difference in the students' written answers of dictation tasks. The study then examined the effect of different group sizes while in the process of analyzing and correcting the answers and found that different group sizes produced a meaningful difference. The students in the small and the individual groups performed better than the pair group on the written answers at a significant level. From these findings, the study concluded that the students hardly improved overall listening skills from the use of the web-based dictation tasks, but accuracy of listening skills were linked to the web-based dictation and different group interactions. Limitations and implications for the further study were discussed.

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3An Investigation of the Effects of Web-based Student-generated Questions to Improve Learning

저자 : Kyung-mi O

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 21권 2호 발행 연도 : 2018 페이지 : pp. 57-76 (20 pages)

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Although student generated questions have been studied to link assessment and learning for decades, little empirical research has been available to support student generated question activities. This study investigated the effects of web-based student generated questions (hereafter e-SGQ) on EFL university students' increasing class content knowledge and business correspondence skills. For the study, 46 EFL university students in a business correspondence skills course were asked to design mid-term prep tests based on six chapters of the course textbook. In small groups, each student generated at least three items from the six chapters. The students made approximately 170 test items, and the instructor reviewed all the items and used them to form 18 web-based assessments with a total of 160 test items. Due to practical constraints the setting provided, the study employed a single group design with pre- and post- test analysis. Survey data were also examined. The results illustrated that the students' post-test scores were improved compared to the pre-test scores, and the students found creating test questions useful for improving content knowledge and business correspondence skills.

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4웹기반 만화 제작과 SNS 활동이 초등영어 과정중심 쓰기 학습에 미치는 영향

저자 : 김윤순 ( Kim Yun Soon ) , 임희정 ( Ihm Hee-jeong )

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 21권 2호 발행 연도 : 2018 페이지 : pp. 77-103 (27 pages)

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The purpose of this study is to examine the effects of web-based and process oriented writing instruction on students' writing skills in the elementary English class. Using a webtoon maker and SNS(Social Networking Service), called Classting, three groups of fifth graders(a total of 63 students) participated in different modes of writing activities for 18 weeks. One experimental group used Classting and the online cartoon maker tool while another experimental group engaged in a pencil and paper-based cartoon activity. The control group participated in a regular English class focused on textbook work. The results showed that the cartoon activities had a positive impact on the writing skills of students in the experimental groups and students had more interest and self-confidence in writing than the control group. It was found from the questionnaire, interviews, and teacher's field notes that students in the first experimental group were satisfied with the collaborative writing activity, exchanging feedback with their peers and teacher through SNS and creating their own cartoon while writing. The results also revealed that students' communicative competence had improved through sharing knowledge, mediating conflicts of opinion, and making cartoons using the Internet. Further study is recommended for the improvement of learner's speaking, reading, and writing abilities through the incorporation of new SNS applications and animations into the English classroom.

KCI등재

5모바일 기반 게임 어휘 학습 활동이 중학교 영어학습자의 어휘 학습 및 태도에 미치는 영향

저자 : 손선영 ( Son Sun-young )

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 21권 2호 발행 연도 : 2018 페이지 : pp. 104-133 (30 pages)

다운로드

(기관인증 필요)

초록보기

The purpose of this study is to investigate the effects of using mobile-based vocabulary game activities on Korean middle school students' vocabulary learning and attitudes. The participants of the study were 43 middle school students learning English, who were divided into two groups: an experimental group with learning activities using a mobile-based vocabulary game program and a control group using traditional vocabulary learning activities. The major results of the study were as follows: First, with respect to vocabulary learning, the students in the experimental group showed a significantly higher score on a post-test compared to the control group students. Second, the experimental group's scores were higher than the control group in both vocabulary pronunciation and spelling tests listening to the pronunciation. Third, in the survey the participants demonstrated positive attitudes toward vocabulary learning using the mobile-based vocabulary game program. Such results indicate that the use of a mobile-based game vocabulary program helps learners to learn not only the spelling of vocabulary and its single meaning but also the multilateral vocabulary learning such as listening and pronunciation. Therefore, teachers may use learner's mobile-based vocabulary game programs to inspire students' interest in vocabulary learning, and encourage self-directed vocabulary learning.

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