Pub Date : 2022-08-31DOI: 10.16875/stem.2022.23.3.53
Hee-joo Im
Metaverse has been recognized as an educational platform in the field of education. This study aims to examine perspectives and attitudes of college students to the metaverse platform, Gather, in online English classes. A total of 36 college students participated in the study and completed a survey including demographic information, class satisfaction, and perceptions of Gather. The results showed that participants showed increasingly positive attitudes to Gather during four classes. In addition, students’ satisfaction gradually increased. The advantages of using Gather include interaction, virtual world, and group activities, and the use of avatars. The disadvantages of using Gather include being unfamiliar with the metarverse platform and technical functions. The results imply that metarverse can reduce learners’ anxiety and stress in language learning by providing a virtual world as it allows language learners to interact using online resources and avatars connected with the metarverse platform. Metaverse could play an important role in English education in the future as it can cope with the rapid changes caused by the 4th industrial revolution and non-face-to-face educational environments, although thorough class design is required for it to be successful.
{"title":"College Students’ Perspectives and Attitudes Toward the Use of Gather in Online Classes","authors":"Hee-joo Im","doi":"10.16875/stem.2022.23.3.53","DOIUrl":"https://doi.org/10.16875/stem.2022.23.3.53","url":null,"abstract":"Metaverse has been recognized as an educational platform in the field of education. This study aims to examine perspectives and attitudes of college students to the metaverse platform, Gather, in online English classes. A total of 36 college students participated in the study and completed a survey including demographic information, class satisfaction, and perceptions of Gather. The results showed that participants showed increasingly positive attitudes to Gather during four classes. In addition, students’ satisfaction gradually increased. The advantages of using Gather include interaction, virtual world, and group activities, and the use of avatars. The disadvantages of using Gather include being unfamiliar with the metarverse platform and technical functions. The results imply that metarverse can reduce learners’ anxiety and stress in language learning by providing a virtual world as it allows language learners to interact using online resources and avatars connected with the metarverse platform. Metaverse could play an important role in English education in the future as it can cope with the rapid changes caused by the 4th industrial revolution and non-face-to-face educational environments, although thorough class design is required for it to be successful.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85138371","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 : 2022-08-31DOI: 10.16875/stem.2022.23.3.1
Punahm Park
This study explored the effects of project-based learning utilizing movies and English-English dubbing in a real time online class. The English dubbing (Intra-lingual dubbing, English-English) class was designed to develop language ability and communicative interactions over a 15-week semester during the pandemic. Forty-three students from multiple disciplines participated in the English dubbing class by doing a variety of communicative activities through online classes. To analyze the students’ perception of their language improvement and communicative interactional activities, this study administrated a survey using Google forms and interviews using Zoom at the end of the semester. The results showed that the students were highly interested in doing the English dubbing project with other interactional activities using the Zoom and Padlet platforms. They also perceived that the English dubbing projects helped to improve their listening, pronunciation, and speaking skills. The students preferred shadowing and dubbing practices among the interactional activities. This research implies that English dubbing project tasks would make a contribution to bridging student’s online and offline activities in real time online classes. Project-based dubbing and video creation tasks can be effective in motivating EFL learning and can be applied successfully with language learners in many contexts.
{"title":"A Case Study of an English Dubbing Class Utilizing Movies","authors":"Punahm Park","doi":"10.16875/stem.2022.23.3.1","DOIUrl":"https://doi.org/10.16875/stem.2022.23.3.1","url":null,"abstract":"This study explored the effects of project-based learning utilizing movies and English-English dubbing in a real time online class. The English dubbing (Intra-lingual dubbing, English-English) class was designed to develop language ability and communicative interactions over a 15-week semester during the pandemic. Forty-three students from multiple disciplines participated in the English dubbing class by doing a variety of communicative activities through online classes. To analyze the students’ perception of their language improvement and communicative interactional activities, this study administrated a survey using Google forms and interviews using Zoom at the end of the semester. The results showed that the students were highly interested in doing the English dubbing project with other interactional activities using the Zoom and Padlet platforms. They also perceived that the English dubbing projects helped to improve their listening, pronunciation, and speaking skills. The students preferred shadowing and dubbing practices among the interactional activities. This research implies that English dubbing project tasks would make a contribution to bridging student’s online and offline activities in real time online classes. Project-based dubbing and video creation tasks can be effective in motivating EFL learning and can be applied successfully with language learners in many contexts.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89419291","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 : 2022-08-31DOI: 10.16875/stem.2022.23.3.27
Tecnam Yoon
The purpose of this study is to investigate the effects of EBS AI PengTalk when it is used in a public elementary English class. This research focused on the development of elementary school English learners’ speaking ability as well as their attitude change in learning English with EBS AI PengTalk. To answer these questions, 45 elementary school students in Gangwon province participated in this case study. The findings revealed as follows. First, students showed improvement in speaking. The mean score was improved by about 0.8 points compared to the pre-test, and there was a significant difference in speaking ability in general. Second, regarding the change of learning attitude toward English, students showed a positive perspective in studying English with EBS AI PengTalk. The mean was escalated at about 1.0 and there was also a significant improvement in the learning attitude. Third, students showed positive academic progress gradually by getting used to AI-embed learning activities, even though they faced a few technical difficulties and challenges in using the learning tool. To sum up, the integration of EBS AI PengTalk played a positive and active role both in boosting elementary school English learners’ speaking ability and in changing their learning attitude.
本研究的目的是探讨EBS AI PengTalk在小学公共英语课堂上使用的效果。本研究主要探讨小学生英语口语能力的发展，以及他们使用EBS AI PengTalk学习英语的态度转变。为了回答这些问题，江原道的45名小学生参与了这次案例研究。研究结果如下。首先，学生们在口语方面表现出了进步。与测试前相比，平均得分提高了约0.8分，总体上说话能力也有显著差异。第二，在英语学习态度的变化方面，学生们对EBS AI PengTalk的英语学习表现出积极的态度。平均数上升到1.0左右，学习态度也有显著改善。第三，尽管在使用学习工具的过程中遇到了一些技术上的困难和挑战，但学生们逐渐习惯了嵌入ai的学习活动，在学业上取得了积极的进步。综上所述，整合EBS AI PengTalk对提高小学英语学习者的口语能力和改变学习态度都起到了积极的作用。
{"title":"A Case Study on the English Learning Experience of Elementary School English Learners With EBS AI PengTalk","authors":"Tecnam Yoon","doi":"10.16875/stem.2022.23.3.27","DOIUrl":"https://doi.org/10.16875/stem.2022.23.3.27","url":null,"abstract":"The purpose of this study is to investigate the effects of EBS AI PengTalk when it is used in a public elementary English class. This research focused on the development of elementary school English learners’ speaking ability as well as their attitude change in learning English with EBS AI PengTalk. To answer these questions, 45 elementary school students in Gangwon province participated in this case study. The findings revealed as follows. First, students showed improvement in speaking. The mean score was improved by about 0.8 points compared to the pre-test, and there was a significant difference in speaking ability in general. Second, regarding the change of learning attitude toward English, students showed a positive perspective in studying English with EBS AI PengTalk. The mean was escalated at about 1.0 and there was also a significant improvement in the learning attitude. Third, students showed positive academic progress gradually by getting used to AI-embed learning activities, even though they faced a few technical difficulties and challenges in using the learning tool. To sum up, the integration of EBS AI PengTalk played a positive and active role both in boosting elementary school English learners’ speaking ability and in changing their learning attitude.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85036440","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 : 2022-05-31DOI: 10.16875/stem.2022.23.2.54
So-Hee Kim
The aim of this study is to examine how one mode can transform into different modes by reproducing the writers’ cognitive perceptions based on transmedia storytelling. This was done using a minute-long eBook trailer created through the program Animoto. This article explores affordances for four different modes—texts, images, music, and space—as well as Animoto, a digital tool, in digital multimodal composition. The participants were 136 Korean EFL students from a Korean university whose CEFR level was mostly A2-B1. The data were gathered from their eBook trailer creating process, a questionnaire, and an individual interview. This study found that images, texts, music, and space are important considerations in constructing meaning in sequence but combining more than one mode offers better learning effects for writing. The participants’ reactions were that Animoto is a good fit for digital composition and computer skills are essential in digital writing. There was a preference for digital compositions with various modes over traditional text-based writing since they deemed traditional text alone to be limited in transmission. The results suggest that implementing a digital tool with effective guidelines for various modes is a good way to compose digital eBook trailers that help EFL learners to write.
{"title":"Affordances for Multimodal Composition Using an eBook Trailer With Transmedia Storytelling","authors":"So-Hee Kim","doi":"10.16875/stem.2022.23.2.54","DOIUrl":"https://doi.org/10.16875/stem.2022.23.2.54","url":null,"abstract":"The aim of this study is to examine how one mode can transform into different modes by reproducing the writers’ cognitive perceptions based on transmedia storytelling. This was done using a minute-long eBook trailer created through the program Animoto. This article explores affordances for four different modes—texts, images, music, and space—as well as Animoto, a digital tool, in digital multimodal composition. The participants were 136 Korean EFL students from a Korean university whose CEFR level was mostly A2-B1. The data were gathered from their eBook trailer creating process, a questionnaire, and an individual interview. This study found that images, texts, music, and space are important considerations in constructing meaning in sequence but combining more than one mode offers better learning effects for writing. The participants’ reactions were that Animoto is a good fit for digital composition and computer skills are essential in digital writing. There was a preference for digital compositions with various modes over traditional text-based writing since they deemed traditional text alone to be limited in transmission. The results suggest that implementing a digital tool with effective guidelines for various modes is a good way to compose digital eBook trailers that help EFL learners to write.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89651046","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 : 2022-05-31DOI: 10.16875/stem.2022.23.2.14
Sungran Koh
The goal of this study is to find out why the English subtitles of Korean TV dramas have frequent errors. It is anticipated that the findings would shed light on innovative ways for machine translation technology to agglutinate languages. To do this, as a first step, Korean-English subtitles were grammatically tagged according to the category part of speech (POS) to find out which POS has the most frequent errors in each language. Thirty-one groups were analyzed and categorized by tagging the part of speech. Then, for the Korean language, the Kokoma Korean morpheme analyzer was run to tag the Korean script according to the category noun, verb, adjective, etc. These were categorized into forty-five groups. This categorization included nine subsets of josa (postposition) and fourteen of eomi (ending), which are the most difficult parts of Korean to translate into English due to differences in linguistic structure. As a next step, the subtitles were scored and graded as the most corrected and the least corrected by Korean-American bilinguals. The results show that the most frequent error of josa is JX (auxiliary particle) among nine groups whereas the frequent error of eomi is EPT (tense prefinal ending).
{"title":"An Analysis of Josa and Eomi in Translating Korean TV Dramas Into English With Artificial Intelligence","authors":"Sungran Koh","doi":"10.16875/stem.2022.23.2.14","DOIUrl":"https://doi.org/10.16875/stem.2022.23.2.14","url":null,"abstract":"The goal of this study is to find out why the English subtitles of Korean TV dramas have frequent errors. It is anticipated that the findings would shed light on innovative ways for machine translation technology to agglutinate languages. To do this, as a first step, Korean-English subtitles were grammatically tagged according to the category part of speech (POS) to find out which POS has the most frequent errors in each language. Thirty-one groups were analyzed and categorized by tagging the part of speech. Then, for the Korean language, the Kokoma Korean morpheme analyzer was run to tag the Korean script according to the category noun, verb, adjective, etc. These were categorized into forty-five groups. This categorization included nine subsets of josa (postposition) and fourteen of eomi (ending), which are the most difficult parts of Korean to translate into English due to differences in linguistic structure. As a next step, the subtitles were scored and graded as the most corrected and the least corrected by Korean-American bilinguals. The results show that the most frequent error of josa is JX (auxiliary particle) among nine groups whereas the frequent error of eomi is EPT (tense prefinal ending).","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78311195","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 : 2022-05-31DOI: 10.16875/stem.2022.23.2.41
Yoon-Ah Rho
This study aims to examine whether textual enhancement (TE) saliency leads to second-language learning and to determine whether different types of TE influence second-language learning. The study invited three advanced level college students as participants using material from the movie Before Sunset (Linklater, 2004). In this case study, Participant A used an underline format, Participant B used a story map, and Participant C used a color-code format. They each had four tests (showing a TE strategy, form recalling, content remembering, and language completion rate). The results showed that each participant successfully used their individual TE strategy. Since Participant A primarily focused on language, his second test results were good, but his scores declined two and four weeks later. Participant C primarily paid attention to content; she performed well in a test relevant to the content but was the worst in language tests. Participant B performed the best across all tests because she focused on both language and content. This study suggests that attention is necessary for second-language learning, but that attention should be paid to form and meaning simultaneously. When it combines form and meaning, TE will be effective in secondlanguage learning.
{"title":"A Study on the Use of Preferable Textual Enhancement Techniques From L2 Learners in the Movie Before Sunset","authors":"Yoon-Ah Rho","doi":"10.16875/stem.2022.23.2.41","DOIUrl":"https://doi.org/10.16875/stem.2022.23.2.41","url":null,"abstract":"This study aims to examine whether textual enhancement (TE) saliency leads to second-language learning and to determine whether different types of TE influence second-language learning. The study invited three advanced level college students as participants using material from the movie Before Sunset (Linklater, 2004). In this case study, Participant A used an underline format, Participant B used a story map, and Participant C used a color-code format. They each had four tests (showing a TE strategy, form recalling, content remembering, and language completion rate). The results showed that each participant successfully used their individual TE strategy. Since Participant A primarily focused on language, his second test results were good, but his scores declined two and four weeks later. Participant C primarily paid attention to content; she performed well in a test relevant to the content but was the worst in language tests. Participant B performed the best across all tests because she focused on both language and content. This study suggests that attention is necessary for second-language learning, but that attention should be paid to form and meaning simultaneously. When it combines form and meaning, TE will be effective in secondlanguage learning.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86057335","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 : 2022-02-28DOI: 10.16875/stem.2022.23.1.27
Seunghee Jin
The present study investigated the effects of a shadowing activity using movies on Korean EFL college students’ speaking skills and their affective attitudes. Over a semester, a total of 138 students participated in the study and they were assigned to an experimental group (n = 71) and a control group (n = 67). According to language proficiency, the participants in the experimental group were assigned to advanced, intermediate, and beginner-level groups. Over a semester, all the experimental groups engaged in a shadowing activity once a week while the control group participated in a traditional speaking activity. To collect data, both 1) pre- and post-speaking tests and 2) pre- and post-questionnaires on affective attitudes were conducted. The results showed that the shadowing activity is more effective than the traditional speaking activity in terms of increasing speaking proficiency. In addition, there was a statistically significant improvement in speaking proficiency of both the intermediate and beginner-level groups while there was no statistically significant difference in the advanced level group’s speaking proficiency. Furthermore, the shadowing activity significantly improved the confidence, interest, and motivation level of the experimental group. Based on the findings, it is suggested that this shadowing activity using movies can be an effective tool to develop EFL learners’ speaking skills and improve their affective attitudes.
{"title":"The Effects of a Shadowing Activity Using Movies on Korean EFL College Learners’ Speaking Skills and Their Affective Attitudes","authors":"Seunghee Jin","doi":"10.16875/stem.2022.23.1.27","DOIUrl":"https://doi.org/10.16875/stem.2022.23.1.27","url":null,"abstract":"The present study investigated the effects of a shadowing activity using movies on Korean EFL college students’ speaking skills and their affective attitudes. Over a semester, a total of 138 students participated in the study and they were assigned to an experimental group (n = 71) and a control group (n = 67). According to language proficiency, the participants in the experimental group were assigned to advanced, intermediate, and beginner-level groups. Over a semester, all the experimental groups engaged in a shadowing activity once a week while the control group participated in a traditional speaking activity. To collect data, both 1) pre- and post-speaking tests and 2) pre- and post-questionnaires on affective attitudes were conducted. The results showed that the shadowing activity is more effective than the traditional speaking activity in terms of increasing speaking proficiency. In addition, there was a statistically significant improvement in speaking proficiency of both the intermediate and beginner-level groups while there was no statistically significant difference in the advanced level group’s speaking proficiency. Furthermore, the shadowing activity significantly improved the confidence, interest, and motivation level of the experimental group. Based on the findings, it is suggested that this shadowing activity using movies can be an effective tool to develop EFL learners’ speaking skills and improve their affective attitudes.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87607299","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 : 2022-02-28DOI: 10.16875/stem.2022.23.1.13
Donna Ryu
The purpose of this paper is to investigate how L2 learners recognize and utilize proper names when they are instructed. Proper names have been researched linguistically but have not been considered as the subject of second language acquisition research. As well as encyclopedic knowledge that includes cultural information, proper names facilitate the association of narrative contents with language forms. Based on Hoey(2013)’s theory of lexical priming, this maximizes the retention of language forms, and helps with the understanding of pragmatic contexts. This case study of three students shows the educational value of proper names in the field of English education using movies. The study consisted of an oral memorization test and a written test about proper names followed by an oral interview about the participants’ experiences of proper names. The results show that learning proper names can help with memorization, suggesting it would be promising to teach encyclopedic information in the classroom through proper names. The results further indicate that the participants understood the importance of proper names in remembering a storyline and as a help for memorization. The participants subconsciously used proper names as primes which gave salience to the target utterances. Such salience led the participants to successful memorization.
{"title":"A Study on Roles of Proper Names in Movie English","authors":"Donna Ryu","doi":"10.16875/stem.2022.23.1.13","DOIUrl":"https://doi.org/10.16875/stem.2022.23.1.13","url":null,"abstract":"The purpose of this paper is to investigate how L2 learners recognize and utilize proper names when they are instructed. Proper names have been researched linguistically but have not been considered as the subject of second language acquisition research. As well as encyclopedic knowledge that includes cultural information, proper names facilitate the association of narrative contents with language forms. Based on Hoey(2013)’s theory of lexical priming, this maximizes the retention of language forms, and helps with the understanding of pragmatic contexts. This case study of three students shows the educational value of proper names in the field of English education using movies. The study consisted of an oral memorization test and a written test about proper names followed by an oral interview about the participants’ experiences of proper names. The results show that learning proper names can help with memorization, suggesting it would be promising to teach encyclopedic information in the classroom through proper names. The results further indicate that the participants understood the importance of proper names in remembering a storyline and as a help for memorization. The participants subconsciously used proper names as primes which gave salience to the target utterances. Such salience led the participants to successful memorization.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88222410","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 : 2022-02-28DOI: 10.16875/stem.2022.23.1.58
Jeehee Sung
This qualitative case study investigates a school-based teacher learning community’s efforts in conducting online synchronous and asynchronous English classes for college students. It analyzes English instructors’ experiences and opinions as well as students’ responses. It explores important considerations for effective online teaching in a school-based learning environment. To this end, this study conducted interviews with four college English professors who are members of the teacher learning community and gave questionnaires to 23 female college students who enrolled in College English (Listening and Speaking) during the COVID-19 pandemic to determine how satisfied they were with the online classes. The results show that students were satisfied with both asynchronous and synchronous online English classes although they reported that their workload increased for the asynchronous version. Designing and implementing the online English classes was challenging for the instructors, although the teachers reported having enhanced their expertise. Based on these results, this study makes suggestions regarding the enhancement of teacher professional development through a teacher learning community. It also provides implications for how a teacher learning community can take shape, function, grow, and impact learning, and how it can support teaching online English classes. Further research is required, particularly in regard to teacher professional development through a school-based teacher learning community.
{"title":"A Study on School-Based Teacher Collaboration in Designing and Implementing Online English Classes for University Students","authors":"Jeehee Sung","doi":"10.16875/stem.2022.23.1.58","DOIUrl":"https://doi.org/10.16875/stem.2022.23.1.58","url":null,"abstract":"This qualitative case study investigates a school-based teacher learning community’s efforts in conducting online synchronous and asynchronous English classes for college students. It analyzes English instructors’ experiences and opinions as well as students’ responses. It explores important considerations for effective online teaching in a school-based learning environment. To this end, this study conducted interviews with four college English professors who are members of the teacher learning community and gave questionnaires to 23 female college students who enrolled in College English (Listening and Speaking) during the COVID-19 pandemic to determine how satisfied they were with the online classes. The results show that students were satisfied with both asynchronous and synchronous online English classes although they reported that their workload increased for the asynchronous version. Designing and implementing the online English classes was challenging for the instructors, although the teachers reported having enhanced their expertise. Based on these results, this study makes suggestions regarding the enhancement of teacher professional development through a teacher learning community. It also provides implications for how a teacher learning community can take shape, function, grow, and impact learning, and how it can support teaching online English classes. Further research is required, particularly in regard to teacher professional development through a school-based teacher learning community.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73658545","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 : 2022-02-28DOI: 10.16875/stem.2022.23.1.42
Y. Cha, Na-young Kim, Hea-Suk Kim
This study explores the association between gender, major, language proficiency, and student perspectives toward an online educational setting. Participants included 366 university freshmen who attended ten general English courses in the spring semester of 2020. They took online courses featuring pre-recorded video lessons and synchronous classes via Zoom. They were divided by gender, by major into four groups, and by proficiency level totaling three groups to investigate whether there were significant differences between variables. The questionnaire was comprised of four different categories (closed-ended) and three open-ended items (benefits, drawbacks, and suggestions). According to the results of the questionnaire, gender and major had no effect on student perspectives toward online learning. However, statistically significant differences were found between the proficiency levels. Specifically, intermediate students are inclined to be more positive about online learning compared to beginners and advanced students. In conclusion, it can be noted that proficiency levels play an important part in student engagement and in attitudes toward online learning. Lastly, students mentioned that one of the advantages of online learning is students can repeatedly review online materials at their convenience, but identified non-immediate feedback, technical problems, and fewer opportunities for communication as disadvantages. Pedagogical implications and related future studies are suggested.
{"title":"Effects of EFL Learners’ Perspectives on Online English Classes: Gender, Major, and Proficiency","authors":"Y. Cha, Na-young Kim, Hea-Suk Kim","doi":"10.16875/stem.2022.23.1.42","DOIUrl":"https://doi.org/10.16875/stem.2022.23.1.42","url":null,"abstract":"This study explores the association between gender, major, language proficiency, and student perspectives toward an online educational setting. Participants included 366 university freshmen who attended ten general English courses in the spring semester of 2020. They took online courses featuring pre-recorded video lessons and synchronous classes via Zoom. They were divided by gender, by major into four groups, and by proficiency level totaling three groups to investigate whether there were significant differences between variables. The questionnaire was comprised of four different categories (closed-ended) and three open-ended items (benefits, drawbacks, and suggestions). According to the results of the questionnaire, gender and major had no effect on student perspectives toward online learning. However, statistically significant differences were found between the proficiency levels. Specifically, intermediate students are inclined to be more positive about online learning compared to beginners and advanced students. In conclusion, it can be noted that proficiency levels play an important part in student engagement and in attitudes toward online learning. Lastly, students mentioned that one of the advantages of online learning is students can repeatedly review online materials at their convenience, but identified non-immediate feedback, technical problems, and fewer opportunities for communication as disadvantages. Pedagogical implications and related future studies are suggested.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90960135","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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