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글로벌영어교육학회> STUDIES IN ENGLISH EDUCATION> 영어 학습자들의 온라인 기반 영어 쓰기 자동 피드백 프로그램 사용에 대한 인식 및 학습 전략 연구

KCI등재

영어 학습자들의 온라인 기반 영어 쓰기 자동 피드백 프로그램 사용에 대한 인식 및 학습 전략 연구

A Study on English Learners’ Perception and Learning Strategies of an Online-based Automated Writing Feedback Program

김남희 ( Kim¸ Namhee ) , 정미애 ( Jung¸ Mie-ae )
  • : 글로벌영어교육학회
  • : STUDIES IN ENGLISH EDUCATION 26권3호
  • : 연속간행물
  • : 2021년 09월
  • : 453-483(31pages)
STUDIES IN ENGLISH EDUCATION

DOI

10.22275/SEE.26.3.04


목차

Ⅰ. 머리말
Ⅱ. 선행연구
Ⅲ. 연구방법
Ⅳ. 연구결과
Ⅴ. 결론
참고문헌

키워드 보기


초록 보기

This study explored how English learners perceive an automated feedback program, Grammarly. and how they use it for their English learning. A total of fifty-seven university students participated in the study. They were asked to report their reflections on corrective feedback on their English compositions provided by Grammarly and their strategies of using the program for their English learning. The students reported grammar errors, vocabulary errors, and punctuation errors. It was found that Grammarly was useful for checking grammar. Furthermore, they suggested a variety of English learning strategies using an automated feedback program for their English learning. Pedagogical implications are discussed based on the results.

UCI(KEPA)

I410-ECN-0102-2022-300-000748222

간행물정보

  • : 사회과학분야  > 교육
  • : KCI등재
  • :
  • : 계간
  • : 1226-3451
  • :
  • : 학술지
  • : 연속간행물
  • : 1996-2022
  • : 634


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1Givers and Receivers of Peer Feedback: An Analysis of Korean EFL Students' Writing

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

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초록보기

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.

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2주석영상이 제2언어학습자의 우연적 어휘습득에 미치는 영향

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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1The Use of Interactive Functions through an Online Group Oral Discussion Test

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This study attempted to explore the interactive functions of initiating, responding, developing, and collaborating that occurred during an online group oral discussion test. A total of nine university students were assigned to low, intermediate, and advanced level groups and participated in a 30-minute discussion without given topics. Transcripts of the discussion were used to code interactive functions, and individual interviews were conducted to take a closer look at the interactive functions that took place during the discussion. This study also analyzed how much each group differed in their use of interactive functions. Results were as follows: (i) the number of interactive functions used was not related to English proficiency level. Rather, particular interactive functions were frequently used by groups of each level, (ii) the factors that influenced the discussion seemed to be personalities and common interests in topics, and (iii) a majority of participants showed positive perspectives in terms of their view on taking an online group oral discussion test. Also reported in this article are participants' individual perspectives on the use of online group oral discussion tests. Findings have implications for the development and implementation of appropriate online group oral discussion tests and discussions in the EFL environment.

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2특수목적영어(ESP) 상황에서 과업기반 행정영어 수업 사례연구

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This study aims to design a Public Administration English syllabus based on task-based language teaching and examine the effects on students' Public administration English performance abilities and learning attitudes after implementing the syllabus for a 15-week semester in an ESP Public Administration English course. The syllabus consists of eleven communicative tasks related to public administration job performance. Eleven tasks were developed in domains of 4 themes (theme 1: office conversation, theme 2: overseas business travel, theme 3: business correspondence and forms, theme 4: presentation) reflecting 22 Public Administration major students' needs for Public Administration English learning. The eleven tasks were also sequenced depending on difficulty level factoring in task types (information gap, opinion exchange, decision making, problem solving), task contents (general, job specific), task cognitive skills (fact, inference, evaluation), task familiarity (task repetition). Data were collected through task performance assessments on 6 points (6: super, 5: advanced, 4: medium upper, 3: medium low, 2: low upper, 1: low) in terms of 3 evaluation criteria (task completion, fluency, accuracy) to measure students' task performance abilities, and also through class evaluation survey of 10 questionnaire items in 3 domains (learning effects, tasks, learning attitudes) to investigate students' perceptions. Data analysis results and findings suggest several educational implications for task-based ESP classes to contribute to the development of students' English capabilities as well as job related performance abilities.

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저자 : 김규미 ( Kim , Gyoomi , 배지영 ( Bae¸ Jiyoung )

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This study aims to compare the effects of two different online teaching methods within university English classes during COVID-19: asynchronous video class vs. synchronous real-time class. To do so, 71 participants were divided into two groups; one performed asynchronous (ASYN) class using video lectures prepared and uploaded by the instructor, and the other performed synchronous (SYN) class in which they met with the instructor via Zoom, a video conferencing platform. The improvement of English reading ability was measured and compared with pre-mid-post tests, and learner perception was examined with a 5-point Likert scale questionnaire. The results revealed that the SYN group showed higher test scores than the ASYN group and gradually improved, which were statistically significant. In addition, the SYN group perceived online classes more positively than the ASYN group, and in particular, students in the SYN group gained higher scores of satisfaction and learning attitude. Based on comparisons of two online teaching methods, this study concluded that synchronous online classes using video conferencing platforms were effective as a teaching method that replaced classroom lectures in terms of interaction and a sense of reality. Pedagogical implications are discussed for online distance learning in the post-corona era.

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저자 : 김남희 ( Kim¸ Namhee ) , 정미애 ( Jung¸ Mie-ae )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 26권 3호 발행 연도 : 2021 페이지 : pp. 453-483 (31 pages)

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초록보기

This study explored how English learners perceive an automated feedback program, Grammarly. and how they use it for their English learning. A total of fifty-seven university students participated in the study. They were asked to report their reflections on corrective feedback on their English compositions provided by Grammarly and their strategies of using the program for their English learning. The students reported grammar errors, vocabulary errors, and punctuation errors. It was found that Grammarly was useful for checking grammar. Furthermore, they suggested a variety of English learning strategies using an automated feedback program for their English learning. Pedagogical implications are discussed based on the results.

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This study examines college students' perceptions of the learning effectiveness of multimedia bulletin boards. Through various online bulletin board activities using multimedia, the research investigated how students perceived the learning effect of this type of online tool, Padlet. Fifty-four first-year students performed five different posting activities using Padlet and responded to the questionnaire about the learning advantages they recognized. Their responses were analyzed both quantitatively and qualitatively. The concepts of learning effectiveness of Padlet activities were coded and classified into three categories: emotional, cognitive, and social constructivist. Results showed that students mentioned emotional factors the most, followed by social constructivist factors. The students described that posting activities using multimedia increased their learning motivation; they could effectively share their thoughts with other students and better understand their peers'ideas. Their perception of the cognitive domain related to the improvement of language ability was the least. students are expected to improve the cognitive skills related to language learning if they are provided with appropriate activities according to learning topics.

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