Pub Date : 2023-08-31DOI: 10.16875/stem.2023.24.3.49
Juyoung Lim
This paper examines learner-centered media English learning using metaverse-based facilitation through a phenomenological method, which is a type of qualitative research. A private university in Chungcheongbuk-do gave a Liberal Arts English class in Gather.town, one of the Metaverse platforms, and designed a learner-centered course through appropriate facilitation by the professor. This study conducted an in-depth analysis on the experience of students in this new classroom environment, the roles of professors, and the internal and external changes of students by using a phenomenological research method from Mustakas (1994). The results were as follows: first, students enjoyed and felt interested in the new learning; second, the professor played the role of a facilitator who promoted student participation and cooperation; third, the course made students internally motivated to learn actively; and fourth, students externally experienced learner-centered learning through interaction among themselves. Lastly, this study discussed the need for proper facilitation by the instructor for a metaverse-based English class. In conclusion, it was found that English classes using metaverse-based facilitation were interesting, enhancing collaboration, and motivating their learning. Therefore, learner-centered learning based on the metaverse will play a role and function in attracting students’ spontaneous participation, cooperation, and learning motivation when appropriate facilitation is provided.
{"title":"A Phenomenological Study of Teachers’ Roles and Learners’ Responses in Learner-Centered Classes Using Metaverse Technology","authors":"Juyoung Lim","doi":"10.16875/stem.2023.24.3.49","DOIUrl":"https://doi.org/10.16875/stem.2023.24.3.49","url":null,"abstract":"This paper examines learner-centered media English learning using metaverse-based facilitation through a phenomenological method, which is a type of qualitative research. A private university in Chungcheongbuk-do gave a Liberal Arts English class in Gather.town, one of the Metaverse platforms, and designed a learner-centered course through appropriate facilitation by the professor. This study conducted an in-depth analysis on the experience of students in this new classroom environment, the roles of professors, and the internal and external changes of students by using a phenomenological research method from Mustakas (1994). The results were as follows: first, students enjoyed and felt interested in the new learning; second, the professor played the role of a facilitator who promoted student participation and cooperation; third, the course made students internally motivated to learn actively; and fourth, students externally experienced learner-centered learning through interaction among themselves. Lastly, this study discussed the need for proper facilitation by the instructor for a metaverse-based English class. In conclusion, it was found that English classes using metaverse-based facilitation were interesting, enhancing collaboration, and motivating their learning. Therefore, learner-centered learning based on the metaverse will play a role and function in attracting students’ spontaneous participation, cooperation, and learning motivation when appropriate facilitation is provided.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135989729","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 : 2023-08-31DOI: 10.16875/stem.2023.24.3.1
Young Kwang Kim
This paper aims to investigate whether movie material is effective in developing skills related to form-meaning pairs. To accomplish this, four participants were recruited for the study, three of whom were at an intermediate level and one at a low-intermediate level based on their TOEIC scores. Among them, two intermediate level participants and the low-intermediate participant had extensive experience using movies as learning material. The participants were given two tests: a form→meaning pair test and a meaning→form pair test using an animated movie. Following these tests, they underwent an additional set of tests using a children’s novel. The results from the animation tests revealed that all the participants were proficient in deriving pragmatic meaning when the examiner disregarded the correctness or incorrectness of the translation. However, three of them struggled with the meaning→form pair test. On the other hand, the results from the novel tests indicated that all the participants performed significantly better in the meaning→form pair test compared to the same test using the animation. These findings suggest that movie users quickly adapt to capturing pragmatic meaning, but they may require training in developing meaning→form pair skills. Merely using movies does not guarantee effective bi-directional understanding of form-meaning and meaning-form pairs. Further details will be discussed.
{"title":"The Effectiveness of Using Movie Material to Develop Form-Meaning Pair Skills","authors":"Young Kwang Kim","doi":"10.16875/stem.2023.24.3.1","DOIUrl":"https://doi.org/10.16875/stem.2023.24.3.1","url":null,"abstract":"This paper aims to investigate whether movie material is effective in developing skills related to form-meaning pairs. To accomplish this, four participants were recruited for the study, three of whom were at an intermediate level and one at a low-intermediate level based on their TOEIC scores. Among them, two intermediate level participants and the low-intermediate participant had extensive experience using movies as learning material. The participants were given two tests: a form→meaning pair test and a meaning→form pair test using an animated movie. Following these tests, they underwent an additional set of tests using a children’s novel. The results from the animation tests revealed that all the participants were proficient in deriving pragmatic meaning when the examiner disregarded the correctness or incorrectness of the translation. However, three of them struggled with the meaning→form pair test. On the other hand, the results from the novel tests indicated that all the participants performed significantly better in the meaning→form pair test compared to the same test using the animation. These findings suggest that movie users quickly adapt to capturing pragmatic meaning, but they may require training in developing meaning→form pair skills. Merely using movies does not guarantee effective bi-directional understanding of form-meaning and meaning-form pairs. Further details will be discussed.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135989731","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 : 2023-08-31DOI: 10.16875/stem.2023.24.3.30
Hyu-Yong Park
This paper aims to explore the potential of ChatGPT to serve as a comprehensive English learning platform for public school context by analyzing previous literature and current AI-based chatbots. To this end, the study investigated the potential of ChatGPT through four research questions: First, what are the educational possibilities of English learning chatbots?; Second, what are the possibilities and limitations of English learning chatbots when applied in classroom lessons?; Third, how can ChatGPT be utilized in classroom lessons?; Fourth, how can ChatGPT be utilized when applied to an intelligent adaptive learning model? The main conclusions of this discussion are as follows: First, the capabilities of AI-based English learning chatbots rely on natural language processing abilities, conversation modeling, providing dynamic feedback to learners, and offering personalized learning experiences which are lack in existing AI chatbots. Second, conventional English learning chatbots have been utilized in school education as free conversation apps, debate-specific bots, and integrated learning platforms. Third, ChatGPT has the potential to be integrated into a language learning platform and applied in formal learning environments. Finally, this paper proposes a plan to utilize ChatGPT in the context of an intelligent adaptive learning model.
{"title":"Application of ChatGPT for an English Learning Platform","authors":"Hyu-Yong Park","doi":"10.16875/stem.2023.24.3.30","DOIUrl":"https://doi.org/10.16875/stem.2023.24.3.30","url":null,"abstract":"This paper aims to explore the potential of ChatGPT to serve as a comprehensive English learning platform for public school context by analyzing previous literature and current AI-based chatbots. To this end, the study investigated the potential of ChatGPT through four research questions: First, what are the educational possibilities of English learning chatbots?; Second, what are the possibilities and limitations of English learning chatbots when applied in classroom lessons?; Third, how can ChatGPT be utilized in classroom lessons?; Fourth, how can ChatGPT be utilized when applied to an intelligent adaptive learning model? The main conclusions of this discussion are as follows: First, the capabilities of AI-based English learning chatbots rely on natural language processing abilities, conversation modeling, providing dynamic feedback to learners, and offering personalized learning experiences which are lack in existing AI chatbots. Second, conventional English learning chatbots have been utilized in school education as free conversation apps, debate-specific bots, and integrated learning platforms. Third, ChatGPT has the potential to be integrated into a language learning platform and applied in formal learning environments. Finally, this paper proposes a plan to utilize ChatGPT in the context of an intelligent adaptive learning model.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135989728","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 : 2023-08-31DOI: 10.16875/stem.2023.24.3.15
Do Hyung Ryu
This paper aims to investigate the types of conventional/idiomatic expressions preferred by Korean college students when using movies as learning materials. Five high-intermediate college students were recruited for the study, and the materials used included the animation Sing 2 (Jennings & Lourdelet, 2021) and expressions from YouTube. The participants underwent two tests, starting with instruction on the animation, before being followed with a test containing 30 items from it. In another test, they were presented with the same 30 items from YouTube videos. The results revealed that the YouTube items were significantly easier to memorize and recall compared to those from the animation. The participants provided comments regarding their relatively higher scores from the expressions on YouTube. These comments highlighted three factors: first, the shorter length of expressions in YouTube; second, the simpler syntactical structure of YouTube’s content; and third, the practicality and usefulness of YouTube expressions from a pragmatic (pragmalinguistic and sociopragmatic) perspective. These findings have important pedagogical implications for the EFL classroom. It is recommended to consider the participants’ feedback: 1) prioritize shorter utterances, 2) incorporate grammatical knowledge even when teaching conventional or idiomatic expressions, 3) emphasize treating utterances as cohesive units. The study contributes valuable insights into incorporating movies in language learning.
{"title":"A Study on Criteria to Effectively Acquire Conventional/Idiomatic Expressions in Movie English","authors":"Do Hyung Ryu","doi":"10.16875/stem.2023.24.3.15","DOIUrl":"https://doi.org/10.16875/stem.2023.24.3.15","url":null,"abstract":"This paper aims to investigate the types of conventional/idiomatic expressions preferred by Korean college students when using movies as learning materials. Five high-intermediate college students were recruited for the study, and the materials used included the animation <i>Sing 2</i> (Jennings & Lourdelet, 2021) and expressions from YouTube. The participants underwent two tests, starting with instruction on the animation, before being followed with a test containing 30 items from it. In another test, they were presented with the same 30 items from YouTube videos. The results revealed that the YouTube items were significantly easier to memorize and recall compared to those from the animation. The participants provided comments regarding their relatively higher scores from the expressions on YouTube. These comments highlighted three factors: first, the shorter length of expressions in YouTube; second, the simpler syntactical structure of YouTube’s content; and third, the practicality and usefulness of YouTube expressions from a pragmatic (pragmalinguistic and sociopragmatic) perspective. These findings have important pedagogical implications for the EFL classroom. It is recommended to consider the participants’ feedback: 1) prioritize shorter utterances, 2) incorporate grammatical knowledge even when teaching conventional or idiomatic expressions, 3) emphasize treating utterances as cohesive units. The study contributes valuable insights into incorporating movies in language learning.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135988897","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 : 2023-05-31DOI: 10.16875/stem.2023.24.2.31
Seunghee Jin
This study aimed to investigate the effectiveness of employing the metaverse platform Gather for shadowing practice using TED Talks, focusing on the development of oral proficiency and affective attitudes among Korean EFL learners. A total of 49 college students participated, divided into two experimental groups. Group 1 (n = 24) engaged in shadowing practice on Gather, while group 2 (n = 25) partook in the same shadowing activities in a traditional classroom. Data collection involved pre- and post-speaking tasks and pre- and post-questionnaires assessing affective attitudes. The results revealed significant improvements in speaking skills for both groups, with group 1 demonstrating a higher degree of effectiveness. Furthermore, participants in both groups exhibited increased interest, motivation, and confidence levels. However, a notable difference emerged in anxiety levels, as the students in group one displayed a significant decrease in speaking anxiety, while those in group two showed no improvement in speaking anxiety after participating in the study. The findings indicate that integrating Gather for shadowing practice can effectively enhance Korean EFL learners’ oral proficiency and positively influence their affective attitudes toward language learning. The study contributes to the growing body of research on the potential of metaverse platforms as alternative learning environments for language instruction.
{"title":"Shadowing Practice Using TED Talks on the Metaverse Platform, Gather: Affective Factors and Oral Proficiency Development","authors":"Seunghee Jin","doi":"10.16875/stem.2023.24.2.31","DOIUrl":"https://doi.org/10.16875/stem.2023.24.2.31","url":null,"abstract":"This study aimed to investigate the effectiveness of employing the metaverse platform Gather for shadowing practice using TED Talks, focusing on the development of oral proficiency and affective attitudes among Korean EFL learners. A total of 49 college students participated, divided into two experimental groups. Group 1 (n = 24) engaged in shadowing practice on Gather, while group 2 (n = 25) partook in the same shadowing activities in a traditional classroom. Data collection involved pre- and post-speaking tasks and pre- and post-questionnaires assessing affective attitudes. The results revealed significant improvements in speaking skills for both groups, with group 1 demonstrating a higher degree of effectiveness. Furthermore, participants in both groups exhibited increased interest, motivation, and confidence levels. However, a notable difference emerged in anxiety levels, as the students in group one displayed a significant decrease in speaking anxiety, while those in group two showed no improvement in speaking anxiety after participating in the study. The findings indicate that integrating Gather for shadowing practice can effectively enhance Korean EFL learners’ oral proficiency and positively influence their affective attitudes toward language learning. The study contributes to the growing body of research on the potential of metaverse platforms as alternative learning environments for language instruction.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82175506","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 : 2023-05-31DOI: 10.16875/stem.2023.24.2.15
Hyung-ji Chang
The present study aimed at investigating AI chatbot-based Tourism English instruction for college students to develop their intercultural communicative competence. For the study, two distinctive models of AI based educational approach were proposed; learning with AI (LWAI) and learning about AI (LAAI). A total of 50 Tourism English 3 learners with the model of LWAI were assigned to conduct a conversation with the chatbot during the semester, while 20 Tourism English 6 learners with the model of LAAI were asked to build a hotel English chatbot. In LWAI, the collected chatbot conversation reports were analyzed in terms of task completion rates. It was found that the chatbot conversations mostly involved small talk rather than problem-solving tasks. In LAAI, Tourism English learners collected English for hotel reservations and coded data into the hotel English chatbot with the help of computer engineering students. As a result of a team project, the hotel English chatbot building was successful. Lastly, there was an increase in participants’ intercultural communicative competence in terms of respect for cultural differences and interaction attentiveness. In short, the present study showed that the AI chatbot-based Tourism English instruction had a positive effect on the development of intercultural communicative competence.
{"title":"The Effect of AI Chatbot-Based Tourism English Instruction on Intercultural Communicative Competence","authors":"Hyung-ji Chang","doi":"10.16875/stem.2023.24.2.15","DOIUrl":"https://doi.org/10.16875/stem.2023.24.2.15","url":null,"abstract":"The present study aimed at investigating AI chatbot-based Tourism English instruction for college students to develop their intercultural communicative competence. For the study, two distinctive models of AI based educational approach were proposed; learning with AI (LWAI) and learning about AI (LAAI). A total of 50 Tourism English 3 learners with the model of LWAI were assigned to conduct a conversation with the chatbot during the semester, while 20 Tourism English 6 learners with the model of LAAI were asked to build a hotel English chatbot. In LWAI, the collected chatbot conversation reports were analyzed in terms of task completion rates. It was found that the chatbot conversations mostly involved small talk rather than problem-solving tasks. In LAAI, Tourism English learners collected English for hotel reservations and coded data into the hotel English chatbot with the help of computer engineering students. As a result of a team project, the hotel English chatbot building was successful. Lastly, there was an increase in participants’ intercultural communicative competence in terms of respect for cultural differences and interaction attentiveness. In short, the present study showed that the AI chatbot-based Tourism English instruction had a positive effect on the development of intercultural communicative competence.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75686304","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 : 2023-05-31DOI: 10.16875/stem.2023.24.2.1
Mijin Im
The purpose of this paper is to suggest a strategy to enhance vocabulary learning through a sensory-motor experience. A case study was conducted involving four college students who were all non-English majors and had intermediate TOEIC scores. The study emphasized the role of the brain. The material used was from season 1, episode 1 of the American television series Community (Russo & Russo, 2009). During the study, the four students participated in one instruction session, did three test activities assessing attention and saliency, collocation, memorization, and had an oral interview. In the attention and saliency test, the results revealed that three of the four participants were successful. In the collocation test, three participants were excellent, and one participant was fair. In memorization of an entire dialogue, Participant A was perfect and the other three participants were very good, despite some minor errors. In the oral interview, three participants were positive about using this new method, and one was critical. This participant preferred the traditional vocabulary learning method of matching form-meanings with vocabulary lists. The participants all agreed that this method was innovative and fun, but they all indicated that the instruction was too complicated and suggested that it should be adjusted to make it more understandable.
{"title":"Strategies for a Large Vocabulary Learning Based on Sensorimotor Experiences Referencing the American Television Series Community","authors":"Mijin Im","doi":"10.16875/stem.2023.24.2.1","DOIUrl":"https://doi.org/10.16875/stem.2023.24.2.1","url":null,"abstract":"The purpose of this paper is to suggest a strategy to enhance vocabulary learning through a sensory-motor experience. A case study was conducted involving four college students who were all non-English majors and had intermediate TOEIC scores. The study emphasized the role of the brain. The material used was from season 1, episode 1 of the American television series Community (Russo & Russo, 2009). During the study, the four students participated in one instruction session, did three test activities assessing attention and saliency, collocation, memorization, and had an oral interview. In the attention and saliency test, the results revealed that three of the four participants were successful. In the collocation test, three participants were excellent, and one participant was fair. In memorization of an entire dialogue, Participant A was perfect and the other three participants were very good, despite some minor errors. In the oral interview, three participants were positive about using this new method, and one was critical. This participant preferred the traditional vocabulary learning method of matching form-meanings with vocabulary lists. The participants all agreed that this method was innovative and fun, but they all indicated that the instruction was too complicated and suggested that it should be adjusted to make it more understandable.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82286503","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 : 2023-05-31DOI: 10.16875/stem.2023.24.2.47
Tecnam Yoon, Kyung A. Lee
The purpose of this study is to examine the responses of English teachers to utilizing an AI-based interactive application, Odinga English. To determine their views, a case study was conducted with four English teachers. The findings are as follows. First, the contents of the application consisted of fun elements with graphics which had a positive effect on increasing learners’ interest and motivation. In addition, learners improved their self-confidence by solving problems on their own. Second, the design and interface of the application were appealing to young learners, an important point as both accessibility and convenience play an important role when lower-grade students are learning with a new tool. Third, the adaptation of the educational application was appropriate for elementary school students who are familiar with using technology to learn. Lastly, each learner received individual feedback on their speaking and pronunciation. Based on the results, it can be concluded that the use of the AI-based application was positive for elementary school English learners. Above all, it was effective in increasing learning interest and confidence, which are important for elementary school learners. It was also positive in improving learners’ speaking and pronunciation skills through customized feedback.
{"title":"A Study on Elementary English Teachers’ Responses to Classes Using AI-Powered Application: Focusing on Odinga English","authors":"Tecnam Yoon, Kyung A. Lee","doi":"10.16875/stem.2023.24.2.47","DOIUrl":"https://doi.org/10.16875/stem.2023.24.2.47","url":null,"abstract":"The purpose of this study is to examine the responses of English teachers to utilizing an AI-based interactive application, Odinga English. To determine their views, a case study was conducted with four English teachers. The findings are as follows. First, the contents of the application consisted of fun elements with graphics which had a positive effect on increasing learners’ interest and motivation. In addition, learners improved their self-confidence by solving problems on their own. Second, the design and interface of the application were appealing to young learners, an important point as both accessibility and convenience play an important role when lower-grade students are learning with a new tool. Third, the adaptation of the educational application was appropriate for elementary school students who are familiar with using technology to learn. Lastly, each learner received individual feedback on their speaking and pronunciation. Based on the results, it can be concluded that the use of the AI-based application was positive for elementary school English learners. Above all, it was effective in increasing learning interest and confidence, which are important for elementary school learners. It was also positive in improving learners’ speaking and pronunciation skills through customized feedback.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85122690","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 : 2023-02-28DOI: 10.16875/stem.2023.24.1.38
Michael Fraser Harrison
The purpose of this study was to analyze the perceptions of Korean English as a Foreign Language (EFL) university students toward teacher-generated educational videos and the recommendations they have for improving their effectiveness. While playing short video clips is now common practice in many EFL classes, few teachers choose to generate their own educational videos and little research has been done on how to create effective educational videos for EFL learners. Nine Korean university students participated in this study with qualitative data being collected from a focus group and semi-structured interviews. The videos shown to the students were viewed on the YouTube website during class and were created by their teacher and the author of this paper. The results show that the students find the videos helpful and effective for improving their English, although it is recommended to limit the time spent in class watching videos as students would rather spend time practicing the language. Other opinions and recommendations are grounded in cognitive load theory. The implications of this study suggest that teachers should consider creating their own educational videos and suggestions are made of how to create effective presentations.
{"title":"Student Perceptions of Teacher-Generated Educational Videos Shown in a Korean EFL Classroom","authors":"Michael Fraser Harrison","doi":"10.16875/stem.2023.24.1.38","DOIUrl":"https://doi.org/10.16875/stem.2023.24.1.38","url":null,"abstract":"The purpose of this study was to analyze the perceptions of Korean English as a Foreign Language (EFL) university students toward teacher-generated educational videos and the recommendations they have for improving their effectiveness. While playing short video clips is now common practice in many EFL classes, few teachers choose to generate their own educational videos and little research has been done on how to create effective educational videos for EFL learners. Nine Korean university students participated in this study with qualitative data being collected from a focus group and semi-structured interviews. The videos shown to the students were viewed on the YouTube website during class and were created by their teacher and the author of this paper. The results show that the students find the videos helpful and effective for improving their English, although it is recommended to limit the time spent in class watching videos as students would rather spend time practicing the language. Other opinions and recommendations are grounded in cognitive load theory. The implications of this study suggest that teachers should consider creating their own educational videos and suggestions are made of how to create effective presentations.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"79 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83758466","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 : 2023-02-28DOI: 10.16875/stem.2023.24.1.14
Yunjeong Chung
The purpose of the paper is to study EFL students’ reaction toward the concept of a speech community reflected in a TV series. Three non-English major students were recruited for the study. Each student was provided with four different drama clips which represent four different speech communities. Speech communities provide L2 learners with linguistic and cultural knowledge that helps people socialize with others (Schmid, 2016). After the participants went through L1 translation activities which helped them to increase their awareness of what an L2 speech community is, the participants were given two tests (memorization and selection of relevant expressions) and one written interview. The results indicated that the speed of all three participants’ memorization was better after the given instruction and they also selected more expressions on the interview test. In the written interview, all the participants showed positive attitudes about the use of a speech community. Such results have potential pedagogical implications in EFL classrooms. First, the use of a speech community brings abundant context to the relevant scene to help memorization, and provides salience to expressions; consequently EFL students can pick up desirable expressions. Second, the concept of speech community can integrate both cultural and language matters simultaneously. Details will be discussed further in the paper.
{"title":"A Study of the Role of an Input-Based Speech Community in the TV Series, Good Witch","authors":"Yunjeong Chung","doi":"10.16875/stem.2023.24.1.14","DOIUrl":"https://doi.org/10.16875/stem.2023.24.1.14","url":null,"abstract":"The purpose of the paper is to study EFL students’ reaction toward the concept of a speech community reflected in a TV series. Three non-English major students were recruited for the study. Each student was provided with four different drama clips which represent four different speech communities. Speech communities provide L2 learners with linguistic and cultural knowledge that helps people socialize with others (Schmid, 2016). After the participants went through L1 translation activities which helped them to increase their awareness of what an L2 speech community is, the participants were given two tests (memorization and selection of relevant expressions) and one written interview. The results indicated that the speed of all three participants’ memorization was better after the given instruction and they also selected more expressions on the interview test. In the written interview, all the participants showed positive attitudes about the use of a speech community. Such results have potential pedagogical implications in EFL classrooms. First, the use of a speech community brings abundant context to the relevant scene to help memorization, and provides salience to expressions; consequently EFL students can pick up desirable expressions. Second, the concept of speech community can integrate both cultural and language matters simultaneously. Details will be discussed further in the paper.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"160 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73465182","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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