Pub Date : 2022-09-01DOI: 10.15858/engtea.77.s1.202209.3
Subhan Zein
In our extremely technologized world, enabling students to use a variety of media and modes in learning is an important component of the 21 st century education. It is necessary to foster communication with diverse audiences and to encourage students to become critical designers of technologically mediated communications. Translanguaging and multiliteracies as approaches in applied linguistics hold promise to achieve these goals in the English to Speakers of Other Languages (ESOL) classroom. This article discusses translanguaging as a concept, its use in the classroom, and its development as pedagogy. The article also examines the teaching of reading and writing, literacy, multiliteracies, and how the latter relates to the 21 st century education. Further, the article discusses the intersections between translanguaging and multiliteracies while drawing out some implications for the ESOL classroom.
{"title":"Translanguaging and Multiliteracies in the English to Speakers of Other Languages (ESOL) Classroom","authors":"Subhan Zein","doi":"10.15858/engtea.77.s1.202209.3","DOIUrl":"https://doi.org/10.15858/engtea.77.s1.202209.3","url":null,"abstract":"In our extremely technologized world, enabling students to use a variety of media and modes in learning is an important component of the 21 st century education. It is necessary to foster communication with diverse audiences and to encourage students to become critical designers of technologically mediated communications. Translanguaging and multiliteracies as approaches in applied linguistics hold promise to achieve these goals in the English to Speakers of Other Languages (ESOL) classroom. This article discusses translanguaging as a concept, its use in the classroom, and its development as pedagogy. The article also examines the teaching of reading and writing, literacy, multiliteracies, and how the latter relates to the 21 st century education. Further, the article discusses the intersections between translanguaging and multiliteracies while drawing out some implications for the ESOL classroom.","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47150136","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 : 2022-09-01DOI: 10.15858/engtea.77.s1.202209.79
K. Huh, Ching-Ya Tseng
{"title":"A Study on the Multiliteracy Experiences of College Students Through an Intercultural Exchange Project","authors":"K. Huh, Ching-Ya Tseng","doi":"10.15858/engtea.77.s1.202209.79","DOIUrl":"https://doi.org/10.15858/engtea.77.s1.202209.79","url":null,"abstract":"","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43509522","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 : 2022-09-01DOI: 10.15858/engtea.77.s1.202209.63
Jeongyeon Park
and
和
{"title":"Preservice Teachers’ L2 Writing Anxiety and Their Perceived Benefits of Freewriting: A Case Study","authors":"Jeongyeon Park","doi":"10.15858/engtea.77.s1.202209.63","DOIUrl":"https://doi.org/10.15858/engtea.77.s1.202209.63","url":null,"abstract":"and","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45097459","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 : 2022-09-01DOI: 10.15858/engtea.77.s1.202209.43
Kyung-hwa Yang, Jiyoung Bae
The purpose of this study was to investigate the continuity of reading passages of Korean high school English textbooks with the 2015 Revised National Curriculum using CohMetrix, a software that analyzes English texts in a range of linguistic features. Twentyone English textbooks were analyzed: 11 High School English, five High School English I, and five High School English II. Only reading passages in textbooks were analyzed. Coh-Metrix indices related to basic counts, lexical features, syntactic features, cohesion, and readability were analyzed. Results revealed significant differences between High School English and High School English I and II, but no such differences exist between High School English I and II. This study implies that continuity of reading difficulty in terms of lexical, syntactic, and readability characteristics among High School English, English I, and English II textbooks should be considered.
{"title":"A Continuity and Difficulty Analysis of the Reading Texts in Korean High School English Textbooks with the 2015 Revised National Curriculum","authors":"Kyung-hwa Yang, Jiyoung Bae","doi":"10.15858/engtea.77.s1.202209.43","DOIUrl":"https://doi.org/10.15858/engtea.77.s1.202209.43","url":null,"abstract":"The purpose of this study was to investigate the continuity of reading passages of Korean high school English textbooks with the 2015 Revised National Curriculum using CohMetrix, a software that analyzes English texts in a range of linguistic features. Twentyone English textbooks were analyzed: 11 High School English, five High School English I, and five High School English II. Only reading passages in textbooks were analyzed. Coh-Metrix indices related to basic counts, lexical features, syntactic features, cohesion, and readability were analyzed. Results revealed significant differences between High School English and High School English I and II, but no such differences exist between High School English I and II. This study implies that continuity of reading difficulty in terms of lexical, syntactic, and readability characteristics among High School English, English I, and English II textbooks should be considered.","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45338048","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: 10.15858/engtea.77.2.202206.25
Soojin Ahn
The study investigated if teaching summarizing skills could improve the summary skills of Korean EFL university students. This study involved 38 university freshmen in a required English course and were randomly chosen as the control and experimental groups. The experimental group was taught through summarizing rules, while the control group was engaged in other lessons during the intervention period. The students’ summaries were analyzed as to how effectively the participants paraphrased and integrated the main ideas, the major supporting details, and accurate information from source text into their summaries. The results show that a significant instruction effect was observed in the summary writing performance of the experimental group, in identifying main ideas and major details and paraphrasing and integrating ideas, compared to the control group, which showed a significant change between the first and second summaries only on the accuracy measure. The results are also supported by the questionnaire on students’ perceptions of the instruction.
{"title":"Developing Summary Writing Abilities of Korean EFL University Students Through Teaching Summarizing Skills","authors":"Soojin Ahn","doi":"10.15858/engtea.77.2.202206.25","DOIUrl":"https://doi.org/10.15858/engtea.77.2.202206.25","url":null,"abstract":"The study investigated if teaching summarizing skills could improve the summary skills of Korean EFL university students. This study involved 38 university freshmen in a required English course and were randomly chosen as the control and experimental groups. The experimental group was taught through summarizing rules, while the control group was engaged in other lessons during the intervention period. The students’ summaries were analyzed as to how effectively the participants paraphrased and integrated the main ideas, the major supporting details, and accurate information from source text into their summaries. The results show that a significant instruction effect was observed in the summary writing performance of the experimental group, in identifying main ideas and major details and paraphrasing and integrating ideas, compared to the control group, which showed a significant change between the first and second summaries only on the accuracy measure. The results are also supported by the questionnaire on students’ perceptions of the instruction.","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49132054","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: 10.15858/engtea.77.2.202206.3
Hae In Park, Sinae Lee
A diachronic perspective
历时视角
{"title":"Interactional Metadiscourse in English Teaching Articles: A Diachronic Perspective (1980-2021)","authors":"Hae In Park, Sinae Lee","doi":"10.15858/engtea.77.2.202206.3","DOIUrl":"https://doi.org/10.15858/engtea.77.2.202206.3","url":null,"abstract":"A diachronic perspective","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45543611","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: 10.15858/engtea.77.2.202206.45
Myeongeun Son Ahn
{"title":"International Undergraduate Students’ Socialization and L2 Writing: A Case Study","authors":"Myeongeun Son Ahn","doi":"10.15858/engtea.77.2.202206.45","DOIUrl":"https://doi.org/10.15858/engtea.77.2.202206.45","url":null,"abstract":"","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47869737","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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