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글로벌영어교육학회> STUDIES IN ENGLISH EDUCATION> 한국 EFL 대학생들의 초인지 듣기 전략 사용에 관한 연구

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한국 EFL 대학생들의 초인지 듣기 전략 사용에 관한 연구

A Study on Korean EFL College Students’ Use of Metacognitive Listening Strategies

김윤정 ( Kim Yoon-jung )
  • : 글로벌영어교육학회
  • : STUDIES IN ENGLISH EDUCATION 27권3호
  • : 연속간행물
  • : 2022년 09월
  • : 301-326(26pages)
STUDIES IN ENGLISH EDUCATION

DOI

10.22275/SEE.27.3.04


목차

Ⅰ. 서론
Ⅱ. 연구배경 및 선행연구
Ⅲ. 연구 방법
Ⅳ. 결과 및 논의
Ⅴ. 결론
참고문헌
부록

키워드 보기


초록 보기

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.

UCI(KEPA)

간행물정보

  • : 사회과학분야  > 교육
  • : KCI등재
  • :
  • : 계간
  • : 1226-3451
  • :
  • : 학술지
  • : 연속간행물
  • : 1996-2022
  • : 648


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1An Analysis of Positive Psychology Studies in English Education

저자 : Hyun-woo Lim

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 4호 발행 연도 : 2022 페이지 : pp. 467-501 (35 pages)

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This paper analyzes the current status of positive psychology research in English education, which aims to take advantage of the link between learner happiness and success. The data comprised 114 publications (97 original research, 17 reviews) from 1990 to May 2022. The collected studies were analyzed in terms of publication year, participant type, research focus, the major psychological constructs investigated, and their found effects on English learning. The results showed that 92.78% of the original research examined learners as participants, more than half of which was done with undergraduate students. These results suggest that more research is needed on more diverse learner groups, including primary and younger students, third-age learners, and learners with learning difficulties. The most researched psychological constructs consisted of foreign language enjoyment, anxiety, achievement emotions, and motivation, and the most researched focus was the interrelationships among psychological constructs in English learners or their effects on English learning. Their results suggest that future research is needed on the paths by which emotional constructs and character strengths serve as mediators to enhance the quality of English learning. The development of positive psychology intervention strategies and validation of their effects also require further research.

KCI등재

2초등예비교사의 외국어 학습 즐거움, 불안감, 그리고 교수 불안감

저자 : 구재명 ( Goo Jaemyung ) , 김영주 ( Kim Youngjoo )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 4호 발행 연도 : 2022 페이지 : pp. 503-532 (30 pages)

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This study explores three emotional variables in terms of how they relate to each other: foreign language enjoyment (FLE), foreign language anxiety (FLA), and foreign language teaching anxiety (FLTA). One hundred and thirty-four preservice elementary school teachers participated in this survey study. Data were collected from their responses to a 52-item questionnaire including 10 items designed to measure FLE, 8 items to measure FLA, and 18 items to measure FLTA. Five FLTA items found to trigger relatively high anxiety were making errors while speaking, teaching speaking, correcting learner errors, answering grammatical questions of which they are unsure, teaching fluent learners. As expected, FLE was negatively correlated with FLA and FLTA, and FLA was positively correlated with FLTA. Overall results on the role of gender, albeit statistically nonsignificant, lend support to previous research findings at least in terms of the trend of female learners outscoring male learners in both anxiety and enjoyment. With respect to the participants' minor (English vs. non-English), English-minor students scored statistically significantly higher in FLE and (almost) statistically significantly lower in FLA and FLTA than did their non-English-minor counterparts. When their self-rated proficiency was statistically controlled for, previously-observed nontrivial between-groups differences in FLA and FLTA dissipated. However, statistical significance in FLE remained unchanged. Other findings and relevant issues are also discussed.

KCI등재

3영어 듣기 지도 효과에 대한 메타분석

저자 : 맹은경 ( Maeng Unkyoung ) , 김현정 ( Kim Hyunjung )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 4호 발행 연도 : 2022 페이지 : pp. 533-568 (36 pages)

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Many studies have reported extensively on the effectiveness of listening instruction. However, the reported results have been inconclusive and varied across studies. Synthesizing the results of the quantitative research in this domain, the present study investigates the overall effectiveness of L2 listening instruction (LI) on Korean learners' listening comprehension. This study also examines how potential variables (i.e., institution, listening approaches, listening types, and activities) affect the effectiveness of LI. For this research, 224 samples from 201 primary studies conducted from 2000 to 2022 were included and coded into CMA software to calculate effect sizes by computing Hedges's g. The results showed a medium effect of LI (ES=.574) on L2 listening comprehension. The effect of LI was also found to vary according to moderator variables. The effect of LI increased as the school level goes up (Elementary School ES=.480; Secondary School ES=.571; University ES=.838). Findings and pedagogical and research implications are discussed.

KCI등재

4중등 예비영어교사의 영어 작문 채점에 영향을 미치는 요인: 자기 성찰일지 분석을 중심으로

저자 : 장소영 ( Jang So-young ) , 박묘영 ( Park Myo-young )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 4호 발행 연도 : 2022 페이지 : pp. 569-598 (30 pages)

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This study aims to explore salient features of Korean pre-service secondary English teachers in EFL writing assessment. In this study, 25 Korean pre-service secondary English teachers participated in essay ratings after taking a short rater training session. In essay ratings, they were asked to follow the guidelines for scoring an instructor provided, assign scores using holistic and analytic scoring methods and leave their written comments on each essay. Participants' performance was evaluated using a mixed method. For quantitative analysis, the consistency and severity of participants were measured by FACETS. Through content analysis, the written comments were categorized and coded using Quirkos. The results revealed that participants tended to consistently assign a score on essays by focusing on four assessment criteria. They preferred to use rubrics provided by an instructor. Second, findings showed that they took various scoring strategies depending on their writing proficiency, severity level, and consistency. Particularly, it turns out that their language proficiency was a strong factor in influencing their performance in ratings. It suggests that pre-service teacher education programs for secondary English teachers should provide a curriculum for English essay writing, and a rater's workshop to improve professionalism and confidence in writing assessment-related practices.

KCI등재

5Examining Patterns of Vocabulary Learning Strategy Use for Idioms and Single-Word Items

저자 : Dennis Laffey

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 4호 발행 연도 : 2022 페이지 : pp. 599-628 (30 pages)

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Vocabulary learning strategies are consciously activated actions that learners take to comprehend and then incorporate new vocabulary into their developing interlanguage. Much research to date has focused on observation and cataloging of strategies, surveying learners on the strategies they employ or find helpful, or examining the effectiveness of strategy use and explicit strategy training. Only a handful of studies have tried to compare vocabulary learning strategy use on single word vocabulary and idioms or other multi-word vocabulary items. This qualitative study reports on think-aloud protocols given to six Korean undergraduate English majors to examine what meaning discovery strategies they appear to be using in practice, combined with their own perceptions taken from interviews immediately after the think aloud sessions. The data shows four categories of vocabulary learning strategy in use, plus four additional coping strategies that allow learners to manage the task of meaning discovery. The data suggests that differences in English proficiency may affect how strategies are employed, that there are only superficial differences in approach between single word items and idioms, and that learners rely on methodical patterns of strategy use. The data leads to several questions open to future research, which are discussed.

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KCI등재

1Amount of Exposure to Textually Enhanced Input, Learner Noticing, and L2 Development

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

2The Importance of Morphological Awareness in L2 Prosody and Reading Comprehension

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

3어휘 과업이 EFL 학습자의 어휘 지식 향상에 미치는 영향

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

4한국 EFL 대학생들의 초인지 듣기 전략 사용에 관한 연구

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

5대학생 영어 학습자들의 언어 학습을 위한 기계 번역기 활용에 대한 기대

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

6영어교육 관련 메타버스 연구현황 분석

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

7AI 영어 말하기 앱 활용 자기주도학습이 학습자들의 자기주도학습 능력과 영어 말하기 성취에 미치는 효과

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

8모바일 기반 듣기활동을 통한 형태초점교수법이 대학생의 문법 및 듣기 능력 신장에 미치는 효과

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

9MICE 전문 영어 사용 경험에 대한 현상학적 분석: 관광 분야 ESP 교육을 위한 제언

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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