Pub Date : 2023-06-30DOI: 10.35828/etak.2023.29.2.109
Hyung-ji Chang, Sung-Kyu Yun
The purpose of this study was to investigate the effect of mentoring participation of international student mentors in a college English conversation mentoring program in Korea. For the study, 5 international students participated in the English conversation camp as mentors, while 20 Korean students participated in the camp as mentees for 2 weeks. The mentoring program for international student mentors has set for both of mentors and mentees to develop the core competencies such as communicative competency, self-development competency and global competency. The effect of mentoring participation of international student mentors was investigated by mentors' daily reports, reflection papers and pre and post surveys. The mentors’ daily reports were summarized by Word Cloud and showed that international student mentors spent most of mentoring time by doing ‘presentation practice’, ‘cultural exchange activity’ and ‘English pronunciation practice’ for mentees. The survey results indicated that both of mentors and mentees showed the high satisfaction on a mentoring program. International student mentors also mentioned their English competence in speaking has been developed by mentoring participation. In addition, the survey on core competency of participants showed the increase of global competence, communicative competence and self-development competence. The further pedagogical implication is discussed in the study.
{"title":"A study of international student mentors’ participation in a college English conversation mentoring program in Korea","authors":"Hyung-ji Chang, Sung-Kyu Yun","doi":"10.35828/etak.2023.29.2.109","DOIUrl":"https://doi.org/10.35828/etak.2023.29.2.109","url":null,"abstract":"The purpose of this study was to investigate the effect of mentoring participation of international student mentors in a college English conversation mentoring program in Korea. For the study, 5 international students participated in the English conversation camp as mentors, while 20 Korean students participated in the camp as mentees for 2 weeks. The mentoring program for international student mentors has set for both of mentors and mentees to develop the core competencies such as communicative competency, self-development competency and global competency. The effect of mentoring participation of international student mentors was investigated by mentors' daily reports, reflection papers and pre and post surveys. The mentors’ daily reports were summarized by Word Cloud and showed that international student mentors spent most of mentoring time by doing ‘presentation practice’, ‘cultural exchange activity’ and ‘English pronunciation practice’ for mentees. The survey results indicated that both of mentors and mentees showed the high satisfaction on a mentoring program. International student mentors also mentioned their English competence in speaking has been developed by mentoring participation. In addition, the survey on core competency of participants showed the increase of global competence, communicative competence and self-development competence. The further pedagogical implication is discussed in the study.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"90 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":"126072510","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.2023.29.2.85
Yoo-jean， Lee
This study aims to develop a teacher training program to effectively enhance the instructional expertise of secondary school English teachers in Gangwon province by collaborating with a local school of education. In order to achieve this objective, the researcher proceeded with two Focused Group Interviews (FGI) with a total of three English teachers, consisting of one middle school teacher and two high school teachers. A questionnaire was provided ahead of each interview which was carried out via Zoom. Drawing upon the questionnaire responses and the information gathered from the interviews, the researcher analyzed the training experiences and specific needs of the three teachers. Then a 30-period teacher training program was designed, taking into account the identified needs as well as the current state of teacher training. To finalize the program selection criteria and determine its detailed contents, the second interview was conducted, focusing on the proposed 30-period program. It was determined to separate the training programs between middle and high schools, offering both online and offline sessions during regular semesters and vacations. The teachers’ opinions on effective ways to activate training were also provided. Finally, the limitations and implications arising from this research were presented.
{"title":"The needs analysis and program development of teacher training for secondary school English teachers in connection with a school of education: The case of Gangwon province","authors":"Yoo-jean， Lee","doi":"10.35828/etak.2023.29.2.85","DOIUrl":"https://doi.org/10.35828/etak.2023.29.2.85","url":null,"abstract":"This study aims to develop a teacher training program to effectively enhance the instructional expertise of secondary school English teachers in Gangwon province by collaborating with a local school of education. In order to achieve this objective, the researcher proceeded with two Focused Group Interviews (FGI) with a total of three English teachers, consisting of one middle school teacher and two high school teachers. A questionnaire was provided ahead of each interview which was carried out via Zoom. Drawing upon the questionnaire responses and the information gathered from the interviews, the researcher analyzed the training experiences and specific needs of the three teachers. Then a 30-period teacher training program was designed, taking into account the identified needs as well as the current state of teacher training. To finalize the program selection criteria and determine its detailed contents, the second interview was conducted, focusing on the proposed 30-period program. It was determined to separate the training programs between middle and high schools, offering both online and offline sessions during regular semesters and vacations. The teachers’ opinions on effective ways to activate training were also provided. Finally, the limitations and implications arising from this research were presented.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"44 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":"115204609","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.2023.29.2.17
Woo-hyun Jung
This study explores how high- and low-skilled students provide peer feedback, how they revise their writing after receiving peer feedback, and how peer feedback influences writing quality in terms of five component areas (content, organization, grammar, vocabulary, and mechanics). Data were collected from 102 Korean and international university students, who implemented three tasks: a writing task, a peerreview task, and a revision task. The results showed that the high- and low-proficient reviewer groups were preoccupied with giving the surface aspects of peer review, especially grammar feedback. A similar trend was evident in the revision task since the writers adopted and incorporated more grammar feedback into their revisions than any other type of feedback regardless of their level of writing proficiency. As for the reasons for refusing peer review, both high- and low-skilled writers resorted to selfjustification of their ideas. Especially worthy of note was the finding that peer review had an overall beneficial effect on writing quality. In particular, the low-proficient writers improved the quality of their essays more significantly than their highproficient counterparts after receiving peer review. On the basis of the results, the study provides helpful suggestions to help the learners enhance their writing skills.
{"title":"Peer Review, Revision, and Writing Quality in L2 Writing","authors":"Woo-hyun Jung","doi":"10.35828/etak.2023.29.2.17","DOIUrl":"https://doi.org/10.35828/etak.2023.29.2.17","url":null,"abstract":"This study explores how high- and low-skilled students provide peer feedback, how they revise their writing after receiving peer feedback, and how peer feedback influences writing quality in terms of five component areas (content, organization, grammar, vocabulary, and mechanics). Data were collected from 102 Korean and international university students, who implemented three tasks: a writing task, a peerreview task, and a revision task. The results showed that the high- and low-proficient reviewer groups were preoccupied with giving the surface aspects of peer review, especially grammar feedback. A similar trend was evident in the revision task since the writers adopted and incorporated more grammar feedback into their revisions than any other type of feedback regardless of their level of writing proficiency. As for the reasons for refusing peer review, both high- and low-skilled writers resorted to selfjustification of their ideas. Especially worthy of note was the finding that peer review had an overall beneficial effect on writing quality. In particular, the low-proficient writers improved the quality of their essays more significantly than their highproficient counterparts after receiving peer review. On the basis of the results, the study provides helpful suggestions to help the learners enhance their writing skills.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"23 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":"121218675","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 : 2023-03-31DOI: 10.35828/etak.2023.29.1.61
Soim Shin, Mun-koo Kang
The purpose of this study is to explore a new educational possibility for proposing a Global Citizenship Education (GCED) model for Korean high schools that incorporates intercultural exchange with a school in a different country. In an increasingly interconnected world, global collaboration in working towards resolving global challenges is essential. With the growing status of GCED as a mainstream educational agenda around the globe, numerous studies have been conducted on curriculum development for GCED. While there is a body of research on the effect of intercultural exchange on developing communicative skills and intercultural competence (ICC), it is difficult to find cases in which it is integrated into formal education in Korea. Therefore, this study suggests a GCED model that incorporates virtual intercultural exchange to be applied to Korean high schools, based on the GCED topics presented by UNESCO and those relating to Sustainable Development Goals (SDGs). The virtual exchange designed in the proposed model involves both synchronous and asynchronous exchange. With the necessary administrative and technological considerations supported, this model is expected to serve as an educational alternative for high school education to cultivate global citizenship, intercultural competence, and English communicative skills needed to survive in the ever-changing global society.
{"title":"A Study on the Global Citizenship Education Model Incorporating Virtual Intercultural Exchange","authors":"Soim Shin, Mun-koo Kang","doi":"10.35828/etak.2023.29.1.61","DOIUrl":"https://doi.org/10.35828/etak.2023.29.1.61","url":null,"abstract":"The purpose of this study is to explore a new educational possibility for proposing a Global Citizenship Education (GCED) model for Korean high schools that incorporates intercultural exchange with a school in a different country. In an increasingly interconnected world, global collaboration in working towards resolving global challenges is essential. With the growing status of GCED as a mainstream educational agenda around the globe, numerous studies have been conducted on curriculum development for GCED. While there is a body of research on the effect of intercultural exchange on developing communicative skills and intercultural competence (ICC), it is difficult to find cases in which it is integrated into formal education in Korea. Therefore, this study suggests a GCED model that incorporates virtual intercultural exchange to be applied to Korean high schools, based on the GCED topics presented by UNESCO and those relating to Sustainable Development Goals (SDGs). The virtual exchange designed in the proposed model involves both synchronous and asynchronous exchange. With the necessary administrative and technological considerations supported, this model is expected to serve as an educational alternative for high school education to cultivate global citizenship, intercultural competence, and English communicative skills needed to survive in the ever-changing global society.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"57 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120940901","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 : 2023-03-31DOI: 10.35828/etak.2023.29.1.81
Meeran Joo
This study, as a case study, aims to examine the learners’ perceptions of learning contents and team activities in American Studies class. For the purpose, a questionnaire survey was conducted on 68 students majoring in English language after the 15-week team-based classes of American Studies. IPA and text mining to find out the importance and performance level of class contents, and t-test and ANOVA to find out learners’ perceptions of TBL activities were used. The results of the study are as follows. First, the IPA showed the topics of ‘history’, and ‘business’ must be conentrated and develped more while the topics of ‘diversity’, ‘six values’, and ‘educational system’ should be maintained to remain at this level. Second, in the word cloud analysis, ‘freedom’ was the most frequently shown keyword for the United States, followed by ‘Obama’, ‘diversity’, ‘equality’, ‘race’, ‘individualism’, and ‘fast food’. Third, it was found that TBL activities were positively recognized for discussion skills, creativity, cooperation skills, and communication skills as well as the learning effects. The difference by grade was that the second grade was higher than the third grade in communication ability. Lastly, the direction of future American Studies course was discussed based on the results.
{"title":"A study on learners’ perceptions of American Studies class: A case study","authors":"Meeran Joo","doi":"10.35828/etak.2023.29.1.81","DOIUrl":"https://doi.org/10.35828/etak.2023.29.1.81","url":null,"abstract":"This study, as a case study, aims to examine the learners’ perceptions of learning contents and team activities in American Studies class. For the purpose, a questionnaire survey was conducted on 68 students majoring in English language after the 15-week team-based classes of American Studies. IPA and text mining to find out the importance and performance level of class contents, and t-test and ANOVA to find out learners’ perceptions of TBL activities were used. The results of the study are as follows. First, the IPA showed the topics of ‘history’, and ‘business’ must be conentrated and develped more while the topics of ‘diversity’, ‘six values’, and ‘educational system’ should be maintained to remain at this level. Second, in the word cloud analysis, ‘freedom’ was the most frequently shown keyword for the United States, followed by ‘Obama’, ‘diversity’, ‘equality’, ‘race’, ‘individualism’, and ‘fast food’. Third, it was found that TBL activities were positively recognized for discussion skills, creativity, cooperation skills, and communication skills as well as the learning effects. The difference by grade was that the second grade was higher than the third grade in communication ability. Lastly, the direction of future American Studies course was discussed based on the results.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127150254","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 : 2023-03-31DOI: 10.35828/etak.2023.29.1.101
Seunghee Jin
With recent developments in Metaverse technology, the topic of integrating Metaverse platforms into language classrooms has received increasing attention due to its enormous potential for language learning. This study aims to adopt one of the most popular Metaverse platforms, Gather.town, for EFL speaking, and to investigate learners' perceptions of their learning experiences. Specifically, the study investigated how college EFL learners perceived the use of this Metaverse platform for their English speaking. A total of 23 college EFL students participated in this study, engaging in various speaking activities offered in the Metaverse platform throughout the semester. To collect data, the survey and qualitative semi-structured interviews were conducted. The study results indicated that the participants perceived the interaction opportunities in the Metaverse platform positively overall. They thought this platform was useful for their learning, and they perceived that their engagement in speaking activities had enhanced and their confidence in speaking had improved. The affordance of using the Metaverse platform was its potential to create a more anxiety-free and comfortable learning environment for learners. Results suggest that Gather.town has potential to develop learners' speaking proficiency in the EFL classroom due to its learner-centered design advantages and ease of free communication among learners.
{"title":"A study of learner perception of an English speaking class using the Metaverse platform Gather.town","authors":"Seunghee Jin","doi":"10.35828/etak.2023.29.1.101","DOIUrl":"https://doi.org/10.35828/etak.2023.29.1.101","url":null,"abstract":"With recent developments in Metaverse technology, the topic of integrating Metaverse platforms into language classrooms has received increasing attention due to its enormous potential for language learning. This study aims to adopt one of the most popular Metaverse platforms, Gather.town, for EFL speaking, and to investigate learners' perceptions of their learning experiences. Specifically, the study investigated how college EFL learners perceived the use of this Metaverse platform for their English speaking. A total of 23 college EFL students participated in this study, engaging in various speaking activities offered in the Metaverse platform throughout the semester. To collect data, the survey and qualitative semi-structured interviews were conducted. The study results indicated that the participants perceived the interaction opportunities in the Metaverse platform positively overall. They thought this platform was useful for their learning, and they perceived that their engagement in speaking activities had enhanced and their confidence in speaking had improved. \u0000The affordance of using the Metaverse platform was its potential to create a more anxiety-free and comfortable learning environment for learners. Results suggest that Gather.town has potential to develop learners' speaking proficiency in the EFL classroom due to its learner-centered design advantages and ease of free communication among learners.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"2016 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127269362","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 : 2023-03-31DOI: 10.35828/etak.2023.29.1.41
M. Lee
This study investigated Phonological Awareness (PA) which is considered an important prerequisite for literacy acquisition. For this purpose, this study explored the contribution of phoneme awareness, rhyme awareness, and letter name knowledge to English word reading. The participants were thirty Korean EFL third-grade elementary students who were initiating their English learning. The results indicated that the EFL elementary students’ overall English PA predicted their English word reading. Also, the students were more accurate with phoneme awareness than rhyme awareness and phoneme awareness played a more important role than rhyme awareness and letter name knowledge in word reading. Phoneme awareness predicted word reading more than rhyme awareness for EFL elementary students. However, the students’ rhyme awareness was not associated with phoneme awareness and lettername knowledge. These results suggest that rhyme awareness is underdeveloped and not yet well established to allow for promoting their word reading and show that native language plays an important role for their English word reading. This is in line with previous findings that have shown a positive relationship between phoneme awareness and English reading for Korean EFL learners. It seems that education about PA at the beginning of English learning would be helpful for students’ learning English.
{"title":"The Effects of Sub-syllabic Phonological Awareness on Korean Elementary EFL Students’ Word Reading","authors":"M. Lee","doi":"10.35828/etak.2023.29.1.41","DOIUrl":"https://doi.org/10.35828/etak.2023.29.1.41","url":null,"abstract":"This study investigated Phonological Awareness (PA) which is considered an important prerequisite for literacy acquisition. For this purpose, this study explored the contribution of phoneme awareness, rhyme awareness, and letter name knowledge to English word reading. The participants were thirty Korean EFL third-grade elementary students who were initiating their English learning. The results indicated that the EFL elementary students’ overall English PA predicted their English word reading. Also, the students were more accurate with phoneme awareness than rhyme awareness and phoneme awareness played a more important role than rhyme awareness and letter name knowledge in word reading. Phoneme awareness predicted word reading more than rhyme awareness for EFL elementary students. However, the students’ rhyme awareness was not associated with phoneme awareness and lettername knowledge. These results suggest that rhyme awareness is underdeveloped and not yet well established to allow for promoting their word reading and show that native language plays an important role for their English word reading. This is in line with previous findings that have shown a positive relationship between phoneme awareness and English reading for Korean EFL learners. It seems that education about PA at the beginning of English learning would be helpful for students’ learning English.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131036069","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 : 2023-03-31DOI: 10.35828/etak.2023.29.1.23
Ji-Eun Kim
This study uses a portion of the learner data from Learning management system(LMS) to find factors that affect academic achievement. In addition, this study tried to suggest a method to apply this learning analysis to English education. For this purpose, the LMS data for (1) lectures during the 4th semester (September 2020~June 2022) in the ‘online class environment’ due to COVID-19 and (2) classes in the 2nd semester in 2022 conducted as ‘blended learning’ classes was collected and analyzed. The main results are as follows. In the ‘online learning environment’, it was found that there was a significant positive correlation between the access frequency and grades by LMS content and the frequency of access to class lecture videos, notices and assignments had a significant effect on learners’ grades. In the ‘blended learning environment’ the results of the correlation analysis showed that there was a significant positive correlation between the access frequency of announcements and videos and grades. However, in the results of the regression analysis, there were no variables that affected grades. This study is meaningful in that it investigated the relationship between the frequency of access to each content and academic achievement in order to identify more accurate variables.
{"title":"Data-Based Learning Analysis and Its Application to English Education: Focusing on Online and Blended Learning Environment","authors":"Ji-Eun Kim","doi":"10.35828/etak.2023.29.1.23","DOIUrl":"https://doi.org/10.35828/etak.2023.29.1.23","url":null,"abstract":"This study uses a portion of the learner data from Learning management system(LMS) to find factors that affect academic achievement. In addition, this study tried to suggest a method to apply this learning analysis to English education. For this purpose, the LMS data for (1) lectures during the 4th semester (September 2020~June 2022) in the ‘online class environment’ due to COVID-19 and (2) classes in the 2nd semester in 2022 conducted as ‘blended learning’ classes was collected and analyzed. The main results are as follows. In the ‘online learning environment’, it was found that there was a significant positive correlation between the access frequency and grades by LMS content and the frequency of access to class lecture videos, notices and assignments had a significant effect on learners’ grades. In the ‘blended learning environment’ the results of the correlation analysis showed that there was a significant positive correlation between the access frequency of announcements and videos and grades. \u0000However, in the results of the regression analysis, there were no variables that affected grades. This study is meaningful in that it investigated the relationship between the frequency of access to each content and academic achievement in order to identify more accurate variables.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126867275","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 : 2023-03-31DOI: 10.35828/etak.2023.29.1.1
Yipu Gong, Jongbok Lee
This study investigates the English learning conditions of aged Chinese EFL learners including their reading comprehension ability through a cognitive approach-PASS theory. A quantitative-dominated research method is adopted in the study. After a 15- week semester, a significant distinction in both posttest (reading comprehension score, t = 3.39, p = .000) and retention test (reading comprehension scores, t = 4.62, p = .000) indicates that the cognitive teaching approach through PASS model outperforms the traditional teaching approach. As another independent variable, the quantity of Chinese characters used in English learning only sees a significant difference for the population according to reading comprehension scores in the posttest results (posttest, F = 4.56, p = .038 & retention test, F = 1.04, p =. 312). Besides, during the retention test, the Chinese characters quantity factor showed significant effect only on the experiment group’s English reading comprehension results. Through this study, an effective cognitive pedagogy for EFL aged learners has been claimed to public. Admittedly, there is still limitation. The investigation of corresponding details of the dynamic changes of the aged EFL learners’ cognitive process is insufficient. This limitation can be lifted up in future studies and transformed into further academic extension as well.
本研究运用认知方法- pass理论对中国老年英语学习者的英语学习状况及其阅读理解能力进行了研究。本研究采用定量为主的研究方法。经过15周的学期，后测(阅读理解得分，t = 3.39, p = .000)和记忆测试(阅读理解得分，t = 4.62, p = .000)的显著差异表明，通过PASS模型的认知教学法优于传统教学法。作为另一个自变量，汉字在英语学习中的使用数量仅在后测结果的阅读理解分数(后测，F = 4.56, p = 0.038)和记忆测试，F = 1.04, p =)中才在人群中出现显著差异。312)。此外，在记忆测试中，汉字数量因子仅对实验组的英语阅读理解结果有显著影响。通过本研究，提出了一种有效的老年英语学习者认知教学法。诚然，仍然存在局限性。对老年英语学习者认知过程动态变化的相应细节研究不足。这一局限可以在今后的研究中加以突破，转化为进一步的学术延伸。
{"title":"Effects of PASS Theory on Aged Chinese EFL Learners’ Reading Comprehension Ability","authors":"Yipu Gong, Jongbok Lee","doi":"10.35828/etak.2023.29.1.1","DOIUrl":"https://doi.org/10.35828/etak.2023.29.1.1","url":null,"abstract":"This study investigates the English learning conditions of aged Chinese EFL learners including their reading comprehension ability through a cognitive approach-PASS theory. A quantitative-dominated research method is adopted in the study. After a 15- week semester, a significant distinction in both posttest (reading comprehension score, t = 3.39, p = .000) and retention test (reading comprehension scores, t = 4.62, p = .000) indicates that the cognitive teaching approach through PASS model outperforms the traditional teaching approach. As another independent variable, the quantity of Chinese characters used in English learning only sees a significant difference for the population according to reading comprehension scores in the posttest results (posttest, F = 4.56, p = .038 & retention test, F = 1.04, p =. 312). Besides, during the retention test, the Chinese characters quantity factor showed significant effect only on the experiment group’s English reading comprehension results. Through this study, an effective cognitive pedagogy for EFL aged learners has been claimed to public. \u0000Admittedly, there is still limitation. The investigation of corresponding details of the dynamic changes of the aged EFL learners’ cognitive process is insufficient. This limitation can be lifted up in future studies and transformed into further academic extension as well.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127193177","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 : 2022-12-31DOI: 10.35828/etak.2022.28.4.67
Bo-Ok Kim, K. Kim
This study develops a textbook selection criteria from the perspective of quality excellence of content and subject-matter education which reflects school-oriented practical knowledge. The field experts reevaluate the current elementary English textbooks developed according to the 2015 revised English curriculum, using the textbook criteria. To evaluate their validity, the textbook selection criteria were examined by eight English education experts, all English teachers, and based on these criteria the elementary English textbooks were reevaluated for its appropriateness for school education. The result was that the textbook criteria had high validity as a textbook evaluation tool and that the current five textbooks in elementary curriculum did not prove to be sufficient to satisfy the selection criteria. Current textbooks are unidentified in terms of school educational environment and more various activities that stimulate creativity need to be reflected. Subject-matter education consists of ‘curricular knowledge’, ‘subject- matter knowledge’, ‘learner knowledge’, ‘pedagogical knowledge’, and ‘knowledge of educational contexts’. Subject-matter education relates with field. The result of study demonstrates that the current textbook authorization criteria need to be improved in terms of subject-matter education. It is expected to contribute not only to the development of future textbooks but also to the development of overall English education.
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