Pub Date : 2022-12-31DOI: 10.35828/etak.2022.28.4.1
Minyoung Cho
The current study aims to analyze EFL learners' error types and teachers’ feedback efficacy in English narrative writing. 60 participants divided into two proficiency groups by TOEIC scores were asked to write each of two narrative essays in class and correct each language-form error in their drafts based on two kinds of feedback (explicitly coded and uncoded). Errors in each group’s drafts and revisions were statistically analyzed based on the error types and feedback methods. The findings of the study are as follows: 1) Overall learners’ writing accuracy and fluency analyzed by tokens and error rate after revision show a significant improvement. 2) Detailed error analysis on narrative writing indicates that in the draft, the error types related to verbs (particularly past tense) are more frequent than others, but in the revisions, the correction activity using feedback shows a positive effect on error types relevant to verbs, one of treatable errors. 3) Students with better English proficiency, given more explicit “coded” feedback, can significantly reduce error rates in both drafts and revisions. This suggests teachers to consider troublesome error types as well as feedback methods when giving error feedback to EFL writers.
{"title":"Analysis of Error Type and Feedback Efficacy on Genre-Based Writing: Narrative Writing*","authors":"Minyoung Cho","doi":"10.35828/etak.2022.28.4.1","DOIUrl":"https://doi.org/10.35828/etak.2022.28.4.1","url":null,"abstract":"The current study aims to analyze EFL learners' error types and teachers’ feedback efficacy in English narrative writing. 60 participants divided into two proficiency groups by TOEIC scores were asked to write each of two narrative essays in class and correct each language-form error in their drafts based on two kinds of feedback (explicitly coded and uncoded). Errors in each group’s drafts and revisions were statistically analyzed based on the error types and feedback methods. The findings of the study are as follows: 1) Overall learners’ writing accuracy and fluency analyzed by tokens and error rate after revision show a significant improvement. 2) Detailed error analysis on narrative writing indicates that in the draft, the error types related to verbs (particularly past tense) are more frequent than others, but in the revisions, the correction activity using feedback shows a positive effect on error types relevant to verbs, one of treatable errors. 3) Students with better English proficiency, given more explicit “coded” feedback, can significantly reduce error rates in both drafts and revisions. This suggests teachers to consider troublesome error types as well as feedback methods when giving error feedback to EFL writers.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128310106","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.2022.28.4.47
Fengmei Yu
Considering that teacher questions are crucial input source in EFL setting, this research is a study on teacher questions in university classes in China. The purpose of the study is to find out the frequency of teacher question types and also, the influence of EFL teachers’ questioning language, English or Chinese, on students’ output in EFL classes. The participants in this study are five university teachers and 168 students in China. The study adopts mixed research methods: quantitative and qualitative methods. Classroom observation and questionnaires are used to collect the data with the help of online software Questionnaire Star. Cross-coding analysis was carried out. It is found that questions for comprehension check, display questions, and referential questions are widely used in EFL classrooms in China. Different question types have different functions and advantages, so it is suggested that EFL teachers use appropriate question types with awareness. Also, teacher questions using English results in higher English output from the students compared to questions asked in Chinese. Therefore, it is suggested that more English questions be used in EFL classroom instead of the students` mother tougue. Also, in-service teacher training on teacher questions is recommended.
{"title":"Study on EFL Teacher Questions at a University in China: Focusing on Question Types and Questioning Language","authors":"Fengmei Yu","doi":"10.35828/etak.2022.28.4.47","DOIUrl":"https://doi.org/10.35828/etak.2022.28.4.47","url":null,"abstract":"Considering that teacher questions are crucial input source in EFL setting, this research is a study on teacher questions in university classes in China. The purpose of the study is to find out the frequency of teacher question types and also, the influence of EFL teachers’ questioning language, English or Chinese, on students’ output in EFL classes. The participants in this study are five university teachers and 168 students in China. The study adopts mixed research methods: quantitative and qualitative methods. Classroom observation and questionnaires are used to collect the data with the help of online software Questionnaire Star. Cross-coding analysis was carried out. It is found that questions for comprehension check, display questions, and referential questions are widely used in EFL classrooms in China. Different question types have different functions and advantages, so it is suggested that EFL teachers use appropriate question types with awareness. Also, teacher questions using English results in higher English output from the students compared to questions asked in Chinese. Therefore, it is suggested that more English questions be used in EFL classroom instead of the students` mother tougue. Also, in-service teacher training on teacher questions is recommended.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114373465","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.2022.28.4.89
Kwang-Hyun Song, J. Kim
This study investigates the impact of the 2022 Pre-service teachers' tutoring program on the self-efficacy of pre-service English language teachers. Online surveys, teacher logs, and interview results were analyzed to examine the changes in teacher efficacy. Online surveys based on Kwon's (2017) teaching efficacy scale were conducted before and after the tutoring program. The teaching efficacy scale consisted of the following constructs: motivational strategy, practice and feedback, material development and utilization, explanation and questioning, and encouragement of self-directed learning. In addition, follow-up interviews were conducted with each teacher and transcribed. A deductive coding scheme was developed based on the teaching efficacy constructs, and the interview transcripts were repeatedly read and coded according to the scheme. The results indicated that teaching experience improved the efficacy of pre-service English language teachers. Teacher efficacy improved when teachers enhanced their learners' motivation and achievement using appropriate teaching strategies and learning materials. Enactive experiences were the most influential factor in teacher efficacy. On the contrary, teacher efficacy decreased because of the difficulty in communicating with students and providing feedback in speaking activities. This result implies that it is important to learn how pre-service teachers can increase learners’ motivation and their self-efficacy by practicing it through teaching practice.
{"title":"The effects of teaching experience on the teacher efficacy of pre-service English language teachers","authors":"Kwang-Hyun Song, J. Kim","doi":"10.35828/etak.2022.28.4.89","DOIUrl":"https://doi.org/10.35828/etak.2022.28.4.89","url":null,"abstract":"This study investigates the impact of the 2022 Pre-service teachers' tutoring program on the self-efficacy of pre-service English language teachers. Online surveys, teacher logs, and interview results were analyzed to examine the changes in teacher efficacy. Online surveys based on Kwon's (2017) teaching efficacy scale were conducted before and after the tutoring program. The teaching efficacy scale consisted of the following constructs: motivational strategy, practice and feedback, material development and utilization, explanation and questioning, and encouragement of self-directed learning. In addition, follow-up interviews were conducted with each teacher and transcribed. A deductive coding scheme was developed based on the teaching efficacy constructs, and the interview transcripts were repeatedly read and coded according to the scheme. The results indicated that teaching experience improved the efficacy of pre-service English language teachers. Teacher efficacy improved when teachers enhanced their learners' motivation and achievement using appropriate teaching strategies and learning materials. Enactive experiences were the most influential factor in teacher efficacy. On the contrary, teacher efficacy decreased because of the difficulty in communicating with students and providing feedback in speaking activities. This result implies that it is important to learn how pre-service teachers can increase learners’ motivation and their self-efficacy by practicing it through teaching practice.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128396062","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.2022.28.4.23
Chee Hye Lee
This study investigates the ways in which English teacher candidates in Korea can cultivate global citizenship through reading and responding to global literature. While reading Kashmira Sheth’s Keeping Corner, a story of a young Indian girl navigating her life as a widow, they were invited to build their own intercultural understanding through participating in various critical literacy activities. Employing a qualitative research method, this study analyzes the texts that they produced during the class. The findings reveal that through self-reflexivity they were able to move beyond a surfacelevel conceptualization of culture usually represented as specific artifacts or traditional practices and then recognize the dynamic factors that play a role in constructing their cultural identities. In addition, they were able to make personal, local, and global relevance and significance and thereby identify some issues that local and global communities are currently facing. Although many raised their awareness on global citizenship by deconstructing the self-other dichotomy and recognizing multifaceted aspects of one’s lived experience, the study also identifies some challenges in unraveling deeply rooted ideologies and superiority, as well as apathy toward local and global relevance and significance in a one-semester course. Finally, this study calls for more integration of global citizenship education into teacher education programs.
{"title":"Becoming Global Citizens through Global Literature: A Case Study of English Teacher Candidates in Korea","authors":"Chee Hye Lee","doi":"10.35828/etak.2022.28.4.23","DOIUrl":"https://doi.org/10.35828/etak.2022.28.4.23","url":null,"abstract":"This study investigates the ways in which English teacher candidates in Korea can cultivate global citizenship through reading and responding to global literature. While reading Kashmira Sheth’s Keeping Corner, a story of a young Indian girl navigating her life as a widow, they were invited to build their own intercultural understanding through participating in various critical literacy activities. Employing a qualitative research method, this study analyzes the texts that they produced during the class. The findings reveal that through self-reflexivity they were able to move beyond a surfacelevel conceptualization of culture usually represented as specific artifacts or traditional practices and then recognize the dynamic factors that play a role in constructing their cultural identities. In addition, they were able to make personal, local, and global relevance and significance and thereby identify some issues that local and global communities are currently facing. Although many raised their awareness on global citizenship by deconstructing the self-other dichotomy and recognizing multifaceted aspects of one’s lived experience, the study also identifies some challenges in unraveling deeply rooted ideologies and superiority, as well as apathy toward local and global relevance and significance in a one-semester course. Finally, this study calls for more integration of global citizenship education into teacher education programs.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121545642","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 : 2022-09-30DOI: 10.35828/etak.2022.28.3.59
Myong-Kwan Lee
The purpose of this study is to investigate the effects of asynchronous online English classes on learners’ self-directed learning ability and English achievement. In addition, this study is to find out the relationship between their self-directed learning ability and English achievement. The study was conducted for 15 weeks with 72 Korean college students. The results were as follows. First, asynchronous online English classes were found to be effective in improving the students’ English achievement. Second, asynchronous online English classes were effective in improving the students’ self-directed learning ability. Third, among the seven factors of self-directed learning ability, the students showed more improvement in three factors, ‘original approach’, ‘voluntary planning’, ‘inquisitive nature’, which showed a statistical difference between pre- and post-test. Fourth, there was a correlation between students’ English achievement and self-directed learning ability. However, among the seven factors, only ‘original approach’ was correlated with English achievement. This study helps teachers to understand how learners’ self-directed learning works in asynchronous online English classes. Through the study, it is concluded that asynchronous online English classes can be effective in college students’ self-directed learning abilities and English learning. Based on the study, some guidelines for effective online English classes were suggested.
{"title":"The effect of asynchronous online English classes on Korean college students: Focusing on self-directed learning ability and English achievement","authors":"Myong-Kwan Lee","doi":"10.35828/etak.2022.28.3.59","DOIUrl":"https://doi.org/10.35828/etak.2022.28.3.59","url":null,"abstract":"The purpose of this study is to investigate the effects of asynchronous online English classes on learners’ self-directed learning ability and English achievement. In addition, this study is to find out the relationship between their self-directed learning ability and English achievement. The study was conducted for 15 weeks with 72 Korean college students. The results were as follows. First, asynchronous online English classes were found to be effective in improving the students’ English achievement. Second, asynchronous online English classes were effective in improving the students’ self-directed learning ability. Third, among the seven factors of self-directed learning ability, the students showed more improvement in three factors, ‘original approach’, ‘voluntary planning’, ‘inquisitive nature’, which showed a statistical difference between pre- and post-test. Fourth, there was a correlation between students’ English achievement and self-directed learning ability. However, among the seven factors, only ‘original approach’ was correlated with English achievement. This study helps teachers to understand how learners’ self-directed learning works in asynchronous online English classes. Through the study, it is concluded that asynchronous online English classes can be effective in college students’ self-directed learning abilities and English learning. Based on the study, some guidelines for effective online English classes were suggested.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125245153","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 : 2022-09-30DOI: 10.35828/etak.2022.28.3.1
Whyun-Young. Choi, Mun-koo Kang, Woon Gyeom Cho
This study aims to identify the learners’ perceptions and needs analysis for Global Citizenship Education (GCED) in high school English education. To achieve the purpose of the study, an online survey was conducted on 369 students attending 10 general high schools across the country. First, most respondents shared the value and necessity of GCED as an education, but practical education related to GCED was rarely dealt with in the school fields. Also, it was very limited in the case of the school level or the subject where GCED was practiced, and in particular, the response to the high school English education could not be confirmed. Second, most students expected their needs to be reflected in the composition of the high school English curriculum and the production of English textbooks. In addition, there was a clear desire from students to reflect GCED-related contents and materials in the composition of the high school English curriculum and English textbook production. These results will not only help teachers and educators to understand how much high school learners are aware of GCED in English education and what they require but also suggest the direction of the high school English curriculum operation.
{"title":"Learners’ Perceptions and Needs Analysis of Global Citizenship Education: Focused on Korea High School English Education","authors":"Whyun-Young. Choi, Mun-koo Kang, Woon Gyeom Cho","doi":"10.35828/etak.2022.28.3.1","DOIUrl":"https://doi.org/10.35828/etak.2022.28.3.1","url":null,"abstract":"This study aims to identify the learners’ perceptions and needs analysis for Global Citizenship Education (GCED) in high school English education. To achieve the purpose of the study, an online survey was conducted on 369 students attending 10 general high schools across the country. First, most respondents shared the value and necessity of GCED as an education, but practical education related to GCED was rarely dealt with in the school fields. Also, it was very limited in the case of the school level or the subject where GCED was practiced, and in particular, the response to the high school English education could not be confirmed. Second, most students expected their needs to be reflected in the composition of the high school English curriculum and the production of English textbooks. In addition, there was a clear desire from students to reflect GCED-related contents and materials in the composition of the high school English curriculum and English textbook production. These results will not only help teachers and educators to understand how much high school learners are aware of GCED in English education and what they require but also suggest the direction of the high school English curriculum operation.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130757793","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 : 2022-09-30DOI: 10.35828/etak.2022.28.3.19
Hyang-Sook Kim
This study examines the effects of using a smartphone application(App) for English learning on industrial college students. It focuses on the learning of English sentences by participants who are lacking practical communication skills. 42 participants used the App to learn sentences taught in an English elective course over a semester. They took the conversation class first and learned key sentences from the class using the App every week during the semester. When the course was finished, this study conducted a post-semester survey to examine the effects of using the App. As a result, first, this study found that participants had the attitudes of being repetitive and steady, self-directed, and willing to use spare time for learning English. Second, this study found that the App helped to improve participants’ motivation, confidence, and interests. The results also showed that the App helped students with their English reading, listening, vocabulary and expressions, understanding of sentences, and English conversation skills well. Overall, this study confirms that using an App satisfies the needs of industrial college students who want to improve their practical communication skills. Finally, this study provides some suggestions on how to improve English communication skills for industrial college students.
{"title":"The effects of using a smartphone application to learn English sentences on industrial college students.","authors":"Hyang-Sook Kim","doi":"10.35828/etak.2022.28.3.19","DOIUrl":"https://doi.org/10.35828/etak.2022.28.3.19","url":null,"abstract":"This study examines the effects of using a smartphone application(App) for English learning on industrial college students. It focuses on the learning of English sentences by participants who are lacking practical communication skills. 42 participants used the App to learn sentences taught in an English elective course over a semester. They took the conversation class first and learned key sentences from the class using the App every week during the semester. When the course was finished, this study conducted a post-semester survey to examine the effects of using the App. As a result, first, this study found that participants had the attitudes of being repetitive and steady, self-directed, and willing to use spare time for learning English. Second, this study found that the App helped to improve participants’ motivation, confidence, and interests. The results also showed that the App helped students with their English reading, listening, vocabulary and expressions, understanding of sentences, and English conversation skills well. Overall, this study confirms that using an App satisfies the needs of industrial college students who want to improve their practical communication skills. Finally, this study provides some suggestions on how to improve English communication skills for industrial college students.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"311 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131610305","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 : 2022-09-30DOI: 10.35828/etak.2022.28.3.43
Sung-Kyu Yun, Hyung-ji Chang
The purpose of this study was to investigate the effect of focus-on-form instruction (FFI) to increase the effect on online English conversation class for college EFL students. In the extracurricular program, 227 students who voluntarily participated in the non-faced online college English conversation class were recruited for the study. After 4 weeks of the program, participants were asked to complete the reflection reports. Since 2020, the pandemic period of COVID-19 in Korea, English conversation classes, which have more opportunities to have face-to-face interaction, have encouraged to be redesigned in accordance with the online English learning settings, and there were several studies to review the effect of online English learning. In this study, the isolated FFI is implemented to complement the interaction between the instructor and students during class, and participants’ reflections were collected and analyzed. In the finding, the isolated FFI, the English grammar-based instruction was reported as a positive facilitator to encourage more students to sustain in the class and showed the increased class satisfaction as a result. Since some meaningful suggestions have been found in this study, we expect the improved program to reflect these points in the future program process. The further pedagogical implication is discussed in the study
{"title":"A study of focus-on-form instruction to develop online college English conversation class","authors":"Sung-Kyu Yun, Hyung-ji Chang","doi":"10.35828/etak.2022.28.3.43","DOIUrl":"https://doi.org/10.35828/etak.2022.28.3.43","url":null,"abstract":"The purpose of this study was to investigate the effect of focus-on-form instruction (FFI) to increase the effect on online English conversation class for college EFL students. In the extracurricular program, 227 students who voluntarily participated in the non-faced online college English conversation class were recruited for the study. After 4 weeks of the program, participants were asked to complete the reflection reports. Since 2020, the pandemic period of COVID-19 in Korea, English conversation classes, which have more opportunities to have face-to-face interaction, have encouraged to be redesigned in accordance with the online English learning settings, and there were several studies to review the effect of online English learning. In this study, the isolated FFI is implemented to complement the interaction between the instructor and students during class, and participants’ reflections were collected and analyzed. In the finding, the isolated FFI, the English grammar-based instruction was reported as a positive facilitator to encourage more students to sustain in the class and showed the increased class satisfaction as a result. Since some meaningful suggestions have been found in this study, we expect the improved program to reflect these points in the future program process. The further pedagogical implication is discussed in the study","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128538664","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 : 2022-06-30DOI: 10.35828/etak.2022.28.2.127
Seung H. Jin
The present study aims to explore the effects of implementing writing as a pre-speaking activity in a social media-integrated speaking class on Korean EFL university learners’ speaking skills. It also tries to examine their attitudes and perceptions toward this new instruction. This study was conducted with fifty Korean university students during one semester. The participants were assigned to an experimental group (n=25) who engaged in writing as a pre-speaking activity in a social-media integrated speaking class and a control group (n=25) who received a traditional speaking instruction. To collect data, a pre- and post-speaking test and a survey on students’ attitudes and perceptions were implemented. A survey measured the participants’ overall learning experiences and affective attitude such as motivation, interest, confidence, and anxiety. The quantitative data was analyzed by t-tests while the qualitative data was analyzed by a coding procedure. The results presented that using writing as a pre-speaking activity has a positive effect on the students’ speaking proficiency and this new instruction is more effective than a traditional classroom. This study suggests that integrating wring as a prespeaking activity into a speaking course can be used as an effective teaching approach to improving speaking skills.
{"title":"The effects of writing as a pre-speaking activity in a social media-integrated speaking class on college students’ speaking skills","authors":"Seung H. Jin","doi":"10.35828/etak.2022.28.2.127","DOIUrl":"https://doi.org/10.35828/etak.2022.28.2.127","url":null,"abstract":"The present study aims to explore the effects of implementing writing as a pre-speaking activity in a social media-integrated speaking class on Korean EFL university learners’ speaking skills. It also tries to examine their attitudes and perceptions toward this new instruction. This study was conducted with fifty Korean university students during one semester. The participants were assigned to an experimental group (n=25) who engaged in writing as a pre-speaking activity in a social-media integrated speaking class and a control group (n=25) who received a traditional speaking instruction. To collect data, a pre- and post-speaking test and a survey on students’ attitudes and perceptions were implemented. A survey measured the participants’ overall learning experiences and affective attitude such as motivation, interest, confidence, and anxiety. The quantitative data was analyzed by t-tests while the qualitative data was analyzed by a coding procedure. The results presented that using writing as a pre-speaking activity has a positive effect on the students’ speaking proficiency and this new instruction is more effective than a traditional classroom. This study suggests that integrating wring as a prespeaking activity into a speaking course can be used as an effective teaching approach to improving speaking skills.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130474801","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 : 2022-06-30DOI: 10.35828/etak.2022.28.2.101
Young-Kyoung Lee
The purpose of this study is to study the aspects of university freshmen’s English learning for entering university and the directions of General English classes in university. The participants are 334 university freshmen and was divided into two groups: the English class in school-mainly focus group(SG) and the college scholastic ability English testmainly focus group(CG). The English learning aspects include 1) ‘English learning areas that they focused to study in high school’, 2) ‘English learning methods or ways they highly or most used’. Additionally, the answers of question 3) ‘Which English learning areas are the most important in general English class in university?’ were studied, too. The results of study show that for the first aspect, statistically significant differences existed between the two groups, even though both groups focused to study ‘English reading’ the most. Also, statistically significant differences were founded between the two groups for the second aspect, and English class in SG used ‘English class in school’ most while ‘TV/Internet’ was used most by CG. For the third aspect, statistically, significant differences didn`t exist between the two groups, but both groups considered ‘English conversation’ most important in general English classes in university. With these findings, this study can suggest the direction of general English classes which universities can arrange for their freshmen.
{"title":"Studying the aspects of university freshmen’s English learning and the directions of general English class in university","authors":"Young-Kyoung Lee","doi":"10.35828/etak.2022.28.2.101","DOIUrl":"https://doi.org/10.35828/etak.2022.28.2.101","url":null,"abstract":"The purpose of this study is to study the aspects of university freshmen’s English learning for entering university and the directions of General English classes in university. The participants are 334 university freshmen and was divided into two groups: the English class in school-mainly focus group(SG) and the college scholastic ability English testmainly focus group(CG). The English learning aspects include 1) ‘English learning areas that they focused to study in high school’, 2) ‘English learning methods or ways they highly or most used’. Additionally, the answers of question 3) ‘Which English learning areas are the most important in general English class in university?’ were studied, too. \u0000The results of study show that for the first aspect, statistically significant differences existed between the two groups, even though both groups focused to study ‘English reading’ the most. Also, statistically significant differences were founded between the two groups for the second aspect, and English class in SG used ‘English class in school’ most while ‘TV/Internet’ was used most by CG. For the third aspect, statistically, significant differences didn`t exist between the two groups, but both groups considered ‘English conversation’ most important in general English classes in university. With these findings, this study can suggest the direction of general English classes which universities can arrange for their freshmen.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125829479","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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