Pub Date : 2022-06-30DOI: 10.35828/etak.2022.28.2.75
Cheongmin Yook
This study examines the impact of an interactive read-aloud program on students’ attitudes toward English language learning and cognition of racial and physical differences. Interactive read-aloud is an instructional context in which the teacher reads aloud a selected picture book to the whole class and strategically provides students with opportunities for discussion and class activities. Sixteen elementary school students participated in an eight-week-long program. They were exposed to interactive readalouds of 16 English picture books. Data was collected through a series of three interviews with participants, interviews with the mothers of three of the participants, and reflective journals kept by three assistant teachers. From the analysis of the data, the study found that 1) the interactive read-aloud program was effective in cultivating positive attitudes toward English language learning by strengthening motivation and boosting confidence, 2) it possibly influenced students to have positive attitudes toward and perceptions of persons with disabilities, but 3) its impact on their attitudes toward and perceptions of racial difference was not ascertained clearly. The study ends with a discussion of implications the findings have for EFL education for children, teacher education programs, and educators in Korea.
{"title":"An analysis of the effects of English teaching and learning based on interactive read-alouds","authors":"Cheongmin Yook","doi":"10.35828/etak.2022.28.2.75","DOIUrl":"https://doi.org/10.35828/etak.2022.28.2.75","url":null,"abstract":"This study examines the impact of an interactive read-aloud program on students’ attitudes toward English language learning and cognition of racial and physical differences. Interactive read-aloud is an instructional context in which the teacher reads aloud a selected picture book to the whole class and strategically provides students with opportunities for discussion and class activities. Sixteen elementary school students participated in an eight-week-long program. They were exposed to interactive readalouds of 16 English picture books. Data was collected through a series of three interviews with participants, interviews with the mothers of three of the participants, and reflective journals kept by three assistant teachers. From the analysis of the data, the study found that 1) the interactive read-aloud program was effective in cultivating positive attitudes toward English language learning by strengthening motivation and boosting confidence, 2) it possibly influenced students to have positive attitudes toward and perceptions of persons with disabilities, but 3) its impact on their attitudes toward and perceptions of racial difference was not ascertained clearly. The study ends with a discussion of implications the findings have for EFL education for children, teacher education programs, and educators in Korea.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"28 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":"134277811","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.2022.28.2.21
Jeong-won Lee, Kyeong-ok Yoon
The current study aimed at investigating the effects of the four different writing conditions (with-planning/without-planning conditions and initial-draft-accessible/ initial-draft-removed conditions) on EFL learners’ writing quality. For the study 95 college freshmen were randomly assigned into four condition groups. They were asked to write an argumentative essay about the effects of Internet use, and then to revise the initial draft under the four different conditions. They were also required to respond the pre- and post-survey to find more information about them and what they thought about the experimental conditions. The findings of the study are as follows: 1) the with-planning condition turned out to be a better strategy than the without-planning (or free writing) one when the participants were engaged in the revision process, although the two strategies failed to play a different role in initial writing quality; that is planning holds out a fair chance of successful organization of the writing text, facilitative content retrieval, and lowered cognitive load for writing; and 2) those engaged in the initial-writing-accessible condition outperformed those in the initial-writing-removed condition, which suggests that the learners with their initial drafts in the revision process may write better quality of the revised drafts. Discussion and pedagogical implication were addressed.
{"title":"Effects of Planning and Revising Conditions on EFL Learners’ Writing Quality","authors":"Jeong-won Lee, Kyeong-ok Yoon","doi":"10.35828/etak.2022.28.2.21","DOIUrl":"https://doi.org/10.35828/etak.2022.28.2.21","url":null,"abstract":"The current study aimed at investigating the effects of the four different writing conditions (with-planning/without-planning conditions and initial-draft-accessible/ initial-draft-removed conditions) on EFL learners’ writing quality. For the study 95 college freshmen were randomly assigned into four condition groups. They were asked to write an argumentative essay about the effects of Internet use, and then to revise the initial draft under the four different conditions. They were also required to respond the pre- and post-survey to find more information about them and what they thought about the experimental conditions. The findings of the study are as follows: 1) the with-planning condition turned out to be a better strategy than the without-planning (or free writing) one when the participants were engaged in the revision process, although the two strategies failed to play a different role in initial writing quality; that is planning holds out a fair chance of successful organization of the writing text, facilitative content retrieval, and lowered cognitive load for writing; and 2) those engaged in the initial-writing-accessible condition outperformed those in the initial-writing-removed condition, which suggests that the learners with their initial drafts in the revision process may write better quality of the revised drafts. Discussion and pedagogical implication were addressed.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"168 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":"123185891","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.2022.28.2.1
Gye-Joong Kim, Myeong-hee Seong
The non-face-to-face curriculum, which began with the COVID-19, has revealed some unexpected problems, including a lack of communication between instructors and learners and poor academic performance. To solve these problems, we studied the effects of the extracurricular course by linking the non-curricular course with the regular subject, English Reading and Writing under non-face-to-face situations. We used a mentoring program as a non-curricular course and gave learners who were learning in a situation separated from the instructors the opportunity to communicate with them. The survey and interviews were used focused on the learners’ satisfaction with a mentoring program, learning outcomes, and the program improvement suggestions. And we found that mentoring enabled one-on-one communication between learners and their instructor. And also mentoring played a positive role in strengthening learners' English reading ability as the participants' scores in English reading improved significantly after mentoring. Mentoring could be a way to solve the problem of academic decline caused by non-face-to-face classes. The pedagogical implications are suggested in terms of the effective mentoring program.
{"title":"The Effects of a Mentoring Program in Connection with College English Reading and Writing Classes in a Non-Face-to-Face Situation","authors":"Gye-Joong Kim, Myeong-hee Seong","doi":"10.35828/etak.2022.28.2.1","DOIUrl":"https://doi.org/10.35828/etak.2022.28.2.1","url":null,"abstract":"The non-face-to-face curriculum, which began with the COVID-19, has revealed some unexpected problems, including a lack of communication between instructors and learners and poor academic performance. To solve these problems, we studied the effects of the extracurricular course by linking the non-curricular course with the regular subject, English Reading and Writing under non-face-to-face situations. We used a mentoring program as a non-curricular course and gave learners who were learning in a situation separated from the instructors the opportunity to communicate with them. The survey and interviews were used focused on the learners’ satisfaction with a mentoring program, learning outcomes, and the program improvement suggestions. And we found that mentoring enabled one-on-one communication between learners and their instructor. \u0000And also mentoring played a positive role in strengthening learners' English reading ability as the participants' scores in English reading improved significantly after mentoring. Mentoring could be a way to solve the problem of academic decline caused by non-face-to-face classes. The pedagogical implications are suggested in terms of the effective mentoring program.","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":"129700576","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.2022.28.2.53
Yoon-Ah Rho
This paper investigated how to raise pragmatic awareness through movies. Seven undergraduate students participated in this case study: two beginners (A, B), two intermediate learners (C, D), and three advanced learners (E, F, G). The study used movie scripts, with L1 translation of the scripts as the activity to raise participants’ pragmatic awareness. During the translation activity, the researcher instructed the participants implicitly (mainly talking about movie storylines) and explicitly (teacher’s explanation about appropriate language items). The participants completed two tests: recall and awareness. The result showed that all participants were excellent in the recall test regardless of their language fluency. Participants A, C, E, and G tended to focus on language items, but B, D, and F preferred the movie storyline in the awareness test. Also, participant A showed that he could perceive pragmatic awareness even though he was a beginner. Overall, the responses to this activity are subject to individual differences than to English fluency or the differences between implicit or explicit instruction. In addition, the data indicated that L1 translation was a key factor in blurring the boundary between implicit and explicit activities. No participants compartmentalized between implicit and explicit areas in the L1 translation.
{"title":"A study on ways to raise pragmatic awareness in Movie English: Based on L1 translation","authors":"Yoon-Ah Rho","doi":"10.35828/etak.2022.28.2.53","DOIUrl":"https://doi.org/10.35828/etak.2022.28.2.53","url":null,"abstract":"This paper investigated how to raise pragmatic awareness through movies. Seven undergraduate students participated in this case study: two beginners (A, B), two intermediate learners (C, D), and three advanced learners (E, F, G). The study used movie scripts, with L1 translation of the scripts as the activity to raise participants’ pragmatic awareness. During the translation activity, the researcher instructed the participants implicitly (mainly talking about movie storylines) and explicitly (teacher’s explanation about appropriate language items). The participants completed two tests: recall and awareness. The result showed that all participants were excellent in the recall test regardless of their language fluency. Participants A, C, E, and G tended to focus on language items, but B, D, and F preferred the movie storyline in the awareness test. Also, participant A showed that he could perceive pragmatic awareness even though he was a beginner. Overall, the responses to this activity are subject to individual differences than to English fluency or the differences between implicit or explicit instruction. In addition, the data indicated that L1 translation was a key factor in blurring the boundary between implicit and explicit activities. No participants compartmentalized between implicit and explicit areas in the L1 translation.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"30 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":"122318950","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.2022.28.2.39
Nandin-Erdene Luvsandorj
Although English has been required to be taught from primary school to university in South Korea and Mongolia, students can be still struggle with English. The purpose of the study was to identify the English learning strategies, styles, and preferences of Korean and Mongolian university students based on their different cultural awareness and linguistic backgrounds. The study was conducted through a research questionnaire based on different questions, designed for the needs of the research. Thus, the paper concerned the importance of learning English and even the problems, regarding students` learning styles, individual learning platforms, and linkages between the two countries. The paper also discussed the present situation in English education by exploring the fields of the study, learning difficulties, and methods. As a result, the study found the differences and similarities between students` usage of online platforms for their own unsupervised or unguided learning. Comparisons were made with regard to the students’ gender, age, learning styles, and other strategies. Our findings also revealed that not only teaching and learning strategies but also face-to-face communication and education systems can be important issues depending on students` linguistic background and learning style preferences.
{"title":"English Learning Styles Between Korean and Mongolian Students","authors":"Nandin-Erdene Luvsandorj","doi":"10.35828/etak.2022.28.2.39","DOIUrl":"https://doi.org/10.35828/etak.2022.28.2.39","url":null,"abstract":"Although English has been required to be taught from primary school to university in South Korea and Mongolia, students can be still struggle with English. The purpose of the study was to identify the English learning strategies, styles, and preferences of Korean and Mongolian university students based on their different cultural awareness and linguistic backgrounds. The study was conducted through a research questionnaire based on different questions, designed for the needs of the research. Thus, the paper concerned the importance of learning English and even the problems, regarding students` learning styles, individual learning platforms, and linkages between the two countries. \u0000The paper also discussed the present situation in English education by exploring the fields of the study, learning difficulties, and methods. As a result, the study found the differences and similarities between students` usage of online platforms for their own unsupervised or unguided learning. Comparisons were made with regard to the students’ gender, age, learning styles, and other strategies. Our findings also revealed that not only teaching and learning strategies but also face-to-face communication and education systems can be important issues depending on students` linguistic background and learning style preferences.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"79 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":"129134407","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 : 2022-03-30DOI: 10.35828/etak.2022.28.1.63
Sujung Min
{"title":"Metapragmatic Approach to Impoliteness in Korean and English","authors":"Sujung Min","doi":"10.35828/etak.2022.28.1.63","DOIUrl":"https://doi.org/10.35828/etak.2022.28.1.63","url":null,"abstract":"","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"8 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120997031","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 : 2022-03-30DOI: 10.35828/etak.2022.28.1.23
Dennis Laffey
{"title":"Gamification and EFL Writing: Effects on Student Motivation","authors":"Dennis Laffey","doi":"10.35828/etak.2022.28.1.23","DOIUrl":"https://doi.org/10.35828/etak.2022.28.1.23","url":null,"abstract":"","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123468176","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 : 2022-03-30DOI: 10.35828/etak.2022.28.1.1
N. Kim
{"title":"Improving Public Speaking: An English Speech Contest Case Study","authors":"N. Kim","doi":"10.35828/etak.2022.28.1.1","DOIUrl":"https://doi.org/10.35828/etak.2022.28.1.1","url":null,"abstract":"","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127616283","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 : 2022-03-30DOI: 10.35828/etak.2022.28.1.107
Ji-Eun Kim
{"title":"Big data analysis of changes in social perception of English education and suggestions for raising awareness about technology-based English education","authors":"Ji-Eun Kim","doi":"10.35828/etak.2022.28.1.107","DOIUrl":"https://doi.org/10.35828/etak.2022.28.1.107","url":null,"abstract":"","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125178312","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 : 2022-03-30DOI: 10.35828/etak.2022.28.1.81
Eun-young Kwon, Kyeongmin Woo
{"title":"Analysis of research trends on English vocabulary teaching and learning: Focused on the KCI journals","authors":"Eun-young Kwon, Kyeongmin Woo","doi":"10.35828/etak.2022.28.1.81","DOIUrl":"https://doi.org/10.35828/etak.2022.28.1.81","url":null,"abstract":"","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128431487","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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