Pub Date : 2023-12-31DOI: 10.35828/etak.2023.29.4.165
Seon-Wha Choi
This study examines the effects of using YouTube for general English classes on learner perceptions. The study was to find out if using YouTube contents could assist both in learning English and achieving the objectives of general education. Specifically, the research aimed to examine the effects on English proficiency, critical thinking skills, and understanding of other cultures. In this study, 107 university students were taught in general English classes using YouTube videos selected by the researcher. Their perceptions were investigated using online questionnaire. The result showed using YouTube had positive impacts on learners' satisfaction, interest, concentration, understanding, participation, and confidence in English learning. These were due to characteristics of YouTube as a medium and the diversity of content. Additionally, this study found using YouTube had a positive effect on English proficiency, especially on listening and speaking skills. This was attributed to exposure to real conversations and colloquial language. Finally, the study found positive effects on achieving the goals of general education. This was confirmed by the diversity of contents. Also, it was found that the effect could be enhanced when instructors select appropriate contents. According to the results, this study suggests using YouTube helps general English class in many aspects.
{"title":"A study on learner perceptions of general English classes utilizing the YouTube platform","authors":"Seon-Wha Choi","doi":"10.35828/etak.2023.29.4.165","DOIUrl":"https://doi.org/10.35828/etak.2023.29.4.165","url":null,"abstract":"This study examines the effects of using YouTube for general English classes on learner perceptions. The study was to find out if using YouTube contents could assist both in learning English and achieving the objectives of general education. Specifically, the research aimed to examine the effects on English proficiency, critical thinking skills, and understanding of other cultures. In this study, 107 university students were taught in general English classes using YouTube videos selected by the researcher. Their perceptions were investigated using online questionnaire. The result showed using YouTube had positive impacts on learners' satisfaction, interest, concentration, understanding, participation, and confidence in English learning. These were due to characteristics of YouTube as a medium and the diversity of content. Additionally, this study found using YouTube had a positive effect on English proficiency, especially on listening and speaking skills. This was attributed to exposure to real conversations and colloquial language. Finally, the study found positive effects on achieving the goals of general education. This was confirmed by the diversity of contents. Also, it was found that the effect could be enhanced when instructors select appropriate contents. According to the results, this study suggests using YouTube helps general English class in many aspects.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"116 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139135148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-31DOI: 10.35828/etak.2023.29.4.125
Mijin Im
The purpose of this paper is to observe how L2 adult learners get close to L1 children in their language development in terms of attachment, curiosity and mediation. Five high-intermediate English major college students were engaged and instructed to understand the concepts of attachment and mediation. After this, they were provided with seven types of English material, consisting of four different language-focused materials (dialogue, situation-based explanation, deep cultural words, and conventional words) and three different content-based materials (advice, humor, and impression). The participants were supposed to collect preferred language items in each type and write reasons spicking the items. They also reported their preference in order among the seven types of material. They were evaluated on whether their preferred language items would function as mediation or as a goal to learn English. The results showed that the humor type of language was the best to function as mediation, followed by the impression type. The dialogue type was the worst. However, the participants’ reports were the opposite. Most of them chose situationbased explanations as the best. The participants tended to show that content-based material was not appropriate for learning English. Mediation was not considered a key factor in learning a language.
{"title":"A comparison of L1 children’s curiosity and L2 adult learners’ willingness in language development: On the basis of the concepts of attachment and mediation","authors":"Mijin Im","doi":"10.35828/etak.2023.29.4.125","DOIUrl":"https://doi.org/10.35828/etak.2023.29.4.125","url":null,"abstract":"The purpose of this paper is to observe how L2 adult learners get close to L1 children in their language development in terms of attachment, curiosity and mediation. Five high-intermediate English major college students were engaged and instructed to understand the concepts of attachment and mediation. After this, they were provided with seven types of English material, consisting of four different language-focused materials (dialogue, situation-based explanation, deep cultural words, and conventional words) and three different content-based materials (advice, humor, and impression). The participants were supposed to collect preferred language items in each type and write reasons spicking the items. They also reported their preference in order among the seven types of material. They were evaluated on whether their preferred language items would function as mediation or as a goal to learn English. The results showed that the humor type of language was the best to function as mediation, followed by the impression type. The dialogue type was the worst. However, the participants’ reports were the opposite. Most of them chose situationbased explanations as the best. The participants tended to show that content-based material was not appropriate for learning English. Mediation was not considered a key factor in learning a language.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":" 1051","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139136632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-31DOI: 10.35828/etak.2023.29.4.149
Minyoung Cha
This study explores the aspects of psychological conflict and alienation experienced by a returned adoptee due to language and cultural differences in the home country in Jane Jeong Trenka’s Fugitive Visions. Fugitive Visions shows how Trenka, who finally moved to Korea after visiting Korea several times and lives in Seoul, cannot be absorbed into Korean society as she is neither a foreigner nor a Jaemigyopo. Trenka believes that the reason is the difference in language and culture. Ironically, the distance from their home country cannot be close due to limitations in communication and a heterogeneous culture. Also, Fugitive Visions goes beyond the personal history of an overseas adoptee and talks about Korea’s past, present, and future by reflecting on the self-portraits of other returned adoptees who have become parts of the evidence of Korean history. Overseas adoption should not be ignored. When we remember it and accept returned adoptees as members of our society, a multicultural educational foundation can be settled for realizing the ultimate transnationalism we pursue. In addition, English education that deals with literary texts showing various aspects of multiculturalism can have educational implications in broadening understanding of other cultures and listening to minority voices.
{"title":"Aspects of identity of a returned adoptee presented in Jane Jeong Trenka’s Fugitive Visions","authors":"Minyoung Cha","doi":"10.35828/etak.2023.29.4.149","DOIUrl":"https://doi.org/10.35828/etak.2023.29.4.149","url":null,"abstract":"This study explores the aspects of psychological conflict and alienation experienced by a returned adoptee due to language and cultural differences in the home country in Jane Jeong Trenka’s Fugitive Visions. Fugitive Visions shows how Trenka, who finally moved to Korea after visiting Korea several times and lives in Seoul, cannot be absorbed into Korean society as she is neither a foreigner nor a Jaemigyopo. Trenka believes that the reason is the difference in language and culture. Ironically, the distance from their home country cannot be close due to limitations in communication and a heterogeneous culture. Also, Fugitive Visions goes beyond the personal history of an overseas adoptee and talks about Korea’s past, present, and future by reflecting on the self-portraits of other returned adoptees who have become parts of the evidence of Korean history. Overseas adoption should not be ignored. When we remember it and accept returned adoptees as members of our society, a multicultural educational foundation can be settled for realizing the ultimate transnationalism we pursue. In addition, English education that deals with literary texts showing various aspects of multiculturalism can have educational implications in broadening understanding of other cultures and listening to minority voices.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"7 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139132750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-31DOI: 10.35828/etak.2023.29.4.25
D. D
The null subject parameter holds significant implications for L1 transfer in language acquisition. English learners whose native language permits null subject sentences often exhibit a tendency to omit subjects in their English expressions (Tati, 2021). This research investigates whether Korean English as a Foreign Language (EFL) learners demonstrate a similar inclination toward using null subject sentences in their English writing. This inquiry is particularly pertinent as Korean, akin to Italian, Spanish, and Portuguese, is characterized by subject-drop features. Moreover, the study endeavors to elucidate the impact of the topic-prominence feature in Korean on the writing proficiency of Korean learners of English. To achieve these objectives, a thorough analysis was conducted on 20 compositions written by advanced EFL learners enrolled in an all-English University Program in South Korea. The error analysis revealed that 16 students consistently made subject-omission errors, with a pronounced frequency in subordinate clauses introduced by ‘because.’ Intriguingly, these learners also employed fragment ‘because’-clauses as a means to organize information in a topic-comment structure. This study contributes valuable insights into the manifestation of L1 transfer in the writing skills of Korean EFL learners and highlights the nuanced ways in which topic-prominence influences their English language performance.
{"title":"Null Subject Sentences in ‘Because’ Subordinate Clauses and L1 Transfer in English Writing by Korean Learners of English","authors":"D. D","doi":"10.35828/etak.2023.29.4.25","DOIUrl":"https://doi.org/10.35828/etak.2023.29.4.25","url":null,"abstract":"The null subject parameter holds significant implications for L1 transfer in language acquisition. English learners whose native language permits null subject sentences often exhibit a tendency to omit subjects in their English expressions (Tati, 2021). This research investigates whether Korean English as a Foreign Language (EFL) learners demonstrate a similar inclination toward using null subject sentences in their English writing. This inquiry is particularly pertinent as Korean, akin to Italian, Spanish, and Portuguese, is characterized by subject-drop features. Moreover, the study endeavors to elucidate the impact of the topic-prominence feature in Korean on the writing proficiency of Korean learners of English. To achieve these objectives, a thorough analysis was conducted on 20 compositions written by advanced EFL learners enrolled in an all-English University Program in South Korea. The error analysis revealed that 16 students consistently made subject-omission errors, with a pronounced frequency in subordinate clauses introduced by ‘because.’ Intriguingly, these learners also employed fragment ‘because’-clauses as a means to organize information in a topic-comment structure. This study contributes valuable insights into the manifestation of L1 transfer in the writing skills of Korean EFL learners and highlights the nuanced ways in which topic-prominence influences their English language performance.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"117 42","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139133472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-31DOI: 10.35828/etak.2023.29.4.71
Eun-Hee Lee, Mae-Ran Park
The aim of this study is to investigate the self-regulated learning (SRL) abilities and attitudes of learners towards ChatGPT, exploring potential connections between various aspects of SRL (metacognitive, cognitive, behavioral, and motivational) and the use of ChatGPT. To achieve this, we conducted a questionnaire survey with 111 undergraduate students, and the data was analyzed using SPSS Version 27. The key findings from the study are as follows: Participants generally demonstrated moderately developed SRL abilities shown as 3.02. ChatGPT was found to be beneficial, particularly for tasks such as information retrieval, idea generation, providing support for structuring written work, and offering feedback to enhance writing skills. However, they expressed doubts about its effectiveness for improving their English language skills. Examining the correlations between SRL abilities and the use of ChatGPT revealed a negative impact. Students with stronger metacognitive, cognitive, and motivational strategies tend to use ChatGPT less for generating ideas. Implications include the observation that students with robust SRL skills approach ChatGPT critically, using it as a support for independent learning rather than a direct answer source. Additionally, the study suggests that EFL instructors could integrate technology to encourage critical thinking and employ AI platforms as tools for promoting academic integrity.
{"title":"Exploring the relationship between undergraduate students’ self-rgulated learning (SRL) abilities and the perception and purpose of use for ChatGPT in English language learning","authors":"Eun-Hee Lee, Mae-Ran Park","doi":"10.35828/etak.2023.29.4.71","DOIUrl":"https://doi.org/10.35828/etak.2023.29.4.71","url":null,"abstract":"The aim of this study is to investigate the self-regulated learning (SRL) abilities and attitudes of learners towards ChatGPT, exploring potential connections between various aspects of SRL (metacognitive, cognitive, behavioral, and motivational) and the use of ChatGPT. To achieve this, we conducted a questionnaire survey with 111 undergraduate students, and the data was analyzed using SPSS Version 27. The key findings from the study are as follows: Participants generally demonstrated moderately developed SRL abilities shown as 3.02. ChatGPT was found to be beneficial, particularly for tasks such as information retrieval, idea generation, providing support for structuring written work, and offering feedback to enhance writing skills. However, they expressed doubts about its effectiveness for improving their English language skills. Examining the correlations between SRL abilities and the use of ChatGPT revealed a negative impact. Students with stronger metacognitive, cognitive, and motivational strategies tend to use ChatGPT less for generating ideas. Implications include the observation that students with robust SRL skills approach ChatGPT critically, using it as a support for independent learning rather than a direct answer source. Additionally, the study suggests that EFL instructors could integrate technology to encourage critical thinking and employ AI platforms as tools for promoting academic integrity.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"115 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139135277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-31DOI: 10.35828/etak.2023.29.4.1
D. D
This study aims to explore exploring the predictive factors of second language (L2) reading comprehension scores, specifically focusing on L2 vocabulary knowledge, first language (L1) syllogistic inferencing, L1 reading comprehension, and L2 reading metacognitive strategy use. The study involved 90 Korean EFL university students. Their L2 vocabulary knowledge, L1 syllogistic inferencing, L1 reading comprehension, L2 metacognitive reading strategy use scores were collected and analyzed for their influence on L2 reading comprehension scores. A path analysis was conducted for data analysis. The findings revealed that both L2 linguistic knowledge and proficiency in L1 reading comprehension had a positive impact on L2 reading comprehension scores, underscoring the significance of language-specific and crosslinguistic factors, respectively, in the comprehension of L2 reading. The results also indicated an indirect effect of L1 syllogistic inferencing skills on L2 reading comprehension through L1 reading comprehension. This implies that L1 syllogistic inferencing may boost L1 reading comprehension, subsequently benefiting L2 reading comprehension. Furthermore, the study brought to light the potential adverse effects of L2 support reading strategies on L2 reading comprehension. Overall, this study adds to our comprehensive understanding of L2 reading comprehension by shedding light on the intricate interplay of linguistic, cross-linguistic, and metacognitive factors.
{"title":"The Impact of Vocabulary, Inferencing, and Metacognitive Strategies on Second Language Reading Comprehension","authors":"D. D","doi":"10.35828/etak.2023.29.4.1","DOIUrl":"https://doi.org/10.35828/etak.2023.29.4.1","url":null,"abstract":"This study aims to explore exploring the predictive factors of second language (L2) reading comprehension scores, specifically focusing on L2 vocabulary knowledge, first language (L1) syllogistic inferencing, L1 reading comprehension, and L2 reading metacognitive strategy use. The study involved 90 Korean EFL university students. Their L2 vocabulary knowledge, L1 syllogistic inferencing, L1 reading comprehension, L2 metacognitive reading strategy use scores were collected and analyzed for their influence on L2 reading comprehension scores. A path analysis was conducted for data analysis. The findings revealed that both L2 linguistic knowledge and proficiency in L1 reading comprehension had a positive impact on L2 reading comprehension scores, underscoring the significance of language-specific and crosslinguistic factors, respectively, in the comprehension of L2 reading. The results also indicated an indirect effect of L1 syllogistic inferencing skills on L2 reading comprehension through L1 reading comprehension. This implies that L1 syllogistic inferencing may boost L1 reading comprehension, subsequently benefiting L2 reading comprehension. Furthermore, the study brought to light the potential adverse effects of L2 support reading strategies on L2 reading comprehension. Overall, this study adds to our comprehensive understanding of L2 reading comprehension by shedding light on the intricate interplay of linguistic, cross-linguistic, and metacognitive factors.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"123 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139132707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-31DOI: 10.35828/etak.2023.29.4.41
Kyungmi Kim, Changwon Shin
This study investigates the learning experiences of five middle school students labeled as ‘English underachievers’ who participated in an afterschool English course. The study has three main objectives: identifying their learning challenges, exploring their learning strategies in both classroom and home settings, and examining their attitudes toward English learning. Additionally, the study seeks to obtain insights into how English teachers can assist these students in bridging the gap between their current levels of English proficiency and the objectives required by the national curriculum. For this study, data were collected from students' reflection journals, teacher's observation notes, and teacher's interviews with students, and were analyzed qualitatively using a Taguette program. The results showed that these students continue to struggle with learning the English alphabet, phonics, elementary-level vocabulary, and basic grammar. Furthermore, it was found that they lack motivation or interest in learning English and are unwilling to employ appropriate learning strategies such as reviewing, noticing, or completing homework assignments. On the other hand, the afterschool course proved to have a positive impact on underachievers, fostering a few positive attitudes toward learning English, including confidence in learning the language, enjoyment in collaborating with other students, and motivation for communication in English.
{"title":"An exploration of English underachievers' learning experiences: Focusing on 1st grade middle school students in Jeju","authors":"Kyungmi Kim, Changwon Shin","doi":"10.35828/etak.2023.29.4.41","DOIUrl":"https://doi.org/10.35828/etak.2023.29.4.41","url":null,"abstract":"This study investigates the learning experiences of five middle school students labeled as ‘English underachievers’ who participated in an afterschool English course. The study has three main objectives: identifying their learning challenges, exploring their learning strategies in both classroom and home settings, and examining their attitudes toward English learning. Additionally, the study seeks to obtain insights into how English teachers can assist these students in bridging the gap between their current levels of English proficiency and the objectives required by the national curriculum. For this study, data were collected from students' reflection journals, teacher's observation notes, and teacher's interviews with students, and were analyzed qualitatively using a Taguette program. The results showed that these students continue to struggle with learning the English alphabet, phonics, elementary-level vocabulary, and basic grammar. Furthermore, it was found that they lack motivation or interest in learning English and are unwilling to employ appropriate learning strategies such as reviewing, noticing, or completing homework assignments. On the other hand, the afterschool course proved to have a positive impact on underachievers, fostering a few positive attitudes toward learning English, including confidence in learning the language, enjoyment in collaborating with other students, and motivation for communication in English.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"124 52","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139134045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.35828/etak.2023.29.2.1
Bohyon Chung, H. Bong
This study aimed to establish an empirical basis for prioritizing English as a Lingua Franca (ELF) instruction by evaluating the importance of “intelligibility” in communication with accented English speakers. It specifically examined the claims surrounding the Lingua Franca Core (LFC) features as the minimum requirements for intelligibility in ELF contexts. The experiment focused on the intelligibility of Korean-accented English (KoE) and general American English (AmE) to Korean-Speaking Learners (KSLs) and Japanese- Speaking Learners (JSLs). The findings indicated that AmE was more intelligible to both non-native English speaker groups. In contrast, KoE’s intelligibility was hindered by non- LFC features such as the pronunciation of the dark /l/ sound and specific vowel qualities. These results challenge the LFC proposal and suggest the need for a modified set of LFC features in ELF teaching and learning. The implications of this study are significant for English language education, highlighting the necessity of considering different accents and non-LFC features in ELF communication. By incorporating these aspects into instruction, teachers can better prepare learners for real-world interactions in diverse linguistic contexts. This approach enhances learners’ confidence and proficiency in understanding and being understood by individuals from various linguistic backgrounds, fostering successful intercultural exchanges.
{"title":"The Intelligibility of Korean-Accented English in the Lingua Franca Context","authors":"Bohyon Chung, H. Bong","doi":"10.35828/etak.2023.29.2.1","DOIUrl":"https://doi.org/10.35828/etak.2023.29.2.1","url":null,"abstract":"This study aimed to establish an empirical basis for prioritizing English as a Lingua Franca (ELF) instruction by evaluating the importance of “intelligibility” in communication with accented English speakers. It specifically examined the claims surrounding the Lingua Franca Core (LFC) features as the minimum requirements for intelligibility in ELF contexts. The experiment focused on the intelligibility of Korean-accented English (KoE) and general American English (AmE) to Korean-Speaking Learners (KSLs) and Japanese- Speaking Learners (JSLs). The findings indicated that AmE was more intelligible to both non-native English speaker groups. In contrast, KoE’s intelligibility was hindered by non- LFC features such as the pronunciation of the dark /l/ sound and specific vowel qualities. These results challenge the LFC proposal and suggest the need for a modified set of LFC features in ELF teaching and learning. The implications of this study are significant for English language education, highlighting the necessity of considering different accents and non-LFC features in ELF communication. By incorporating these aspects into instruction, teachers can better prepare learners for real-world interactions in diverse linguistic contexts. This approach enhances learners’ confidence and proficiency in understanding and being understood by individuals from various linguistic backgrounds, fostering successful intercultural exchanges.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116052845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.35828/etak.2023.29.2.61
H. Oh
This study is a case study that investigated the experiences and perceptions of college students after having them use machine translators in a general English class. In this study, university students were allowed to freely use machine translators in listening and speaking classes for one semester, and their experiences and perceptions were investigated using an online questionnaire. The results showed that most of the students used translators to search for unknown expressions when preparing discussions during class and writing scripts for the oral exam outside the classroom. There were only a few students who did not use the translator at all. There was a significant difference in the students’ grammar scores assessed by Grammarly depending on the degree of using the translator. About 80% of students were satisfied with the experience of using the translators in class. More than two-thirds of students agreed to use translators in class. Students actively used the translator to learn English, and the translator positively helped learners learn English. Rather than outright banning students from using translators, it may be better to teach how to use a translator so that students can use the translator properly as a learning tool to increase the learning effect.
{"title":"University students’ experiences and perceptions of using machine translators in a general English class","authors":"H. Oh","doi":"10.35828/etak.2023.29.2.61","DOIUrl":"https://doi.org/10.35828/etak.2023.29.2.61","url":null,"abstract":"This study is a case study that investigated the experiences and perceptions of college students after having them use machine translators in a general English class. In this study, university students were allowed to freely use machine translators in listening and speaking classes for one semester, and their experiences and perceptions were investigated using an online questionnaire. The results showed that most of the students used translators to search for unknown expressions when preparing discussions during class and writing scripts for the oral exam outside the classroom. There were only a few students who did not use the translator at all. There was a significant difference in the students’ grammar scores assessed by Grammarly depending on the degree of using the translator. About 80% of students were satisfied with the experience of using the translators in class. More than two-thirds of students agreed to use translators in class. Students actively used the translator to learn English, and the translator positively helped learners learn English. Rather than outright banning students from using translators, it may be better to teach how to use a translator so that students can use the translator properly as a learning tool to increase the learning effect.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115060657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.35828/etak.2023.29.2.41
Jisu Ryu, Moongee Jeon
The main objective of this study was to analyze the continuity of reading passages in high school English mock College Scholastic Ability Test (CAST) exams using Coh-Metrix, a multi-level text analysis tool. To achieve this, the study constructed a corpus of reading passages from the 2022 high school English mock exams and subjected them to a broad range of Coh-Metrix measures. These measures included basic measures (the number of words, the number of sentences, average word length, average sentence length), word frequencies (word frequencies for content words), word features (imageability, concreteness, age of acquisition, familiarity), lexical diversity measures (type-token ratios for content words), personal pronouns (first person pronouns, second person pronouns, third person pronouns), connectives, readability indices (Flesch Reading Ease, Flesch-Kincaid Grade Level), syntactic complexity (noun density scores, the number of words before main verbs), coreference cohesion measures, and semantic cohesion measures. The main results revealed that the continuity of high school English mock tests was well established for average word and sentence length measures, the average number of words, word frequencies, word familiarity, second person pronouns, standard readability indices, and syntactic complexity measures. These findings have implications for the development of reading passages in high school English mock exams.
{"title":"An analysis of the inter-grade continuity of the reading passages of high school English mock CSAT tests using Coh-Metrix","authors":"Jisu Ryu, Moongee Jeon","doi":"10.35828/etak.2023.29.2.41","DOIUrl":"https://doi.org/10.35828/etak.2023.29.2.41","url":null,"abstract":"The main objective of this study was to analyze the continuity of reading passages in high school English mock College Scholastic Ability Test (CAST) exams using Coh-Metrix, a multi-level text analysis tool. To achieve this, the study constructed a corpus of reading passages from the 2022 high school English mock exams and subjected them to a broad range of Coh-Metrix measures. These measures included basic measures (the number of words, the number of sentences, average word length, average sentence length), word frequencies (word frequencies for content words), word features (imageability, concreteness, age of acquisition, familiarity), lexical diversity measures (type-token ratios for content words), personal pronouns (first person pronouns, second person pronouns, third person pronouns), connectives, readability indices (Flesch Reading Ease, Flesch-Kincaid Grade Level), syntactic complexity (noun density scores, the number of words before main verbs), coreference cohesion measures, and semantic cohesion measures. The main results revealed that the continuity of high school English mock tests was well established for average word and sentence length measures, the average number of words, word frequencies, word familiarity, second person pronouns, standard readability indices, and syntactic complexity measures. These findings have implications for the development of reading passages in high school English mock exams.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127641536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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