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논문검색은 역시 페이퍼서치

Multimedia-Assisted Language Learning검색


  • - 주제 : 어문학분야 > 영어학
  • - 성격 : 학술지
  • - 간기: 계간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1229-8107
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 21권 4호 (2018)
6,600
초록보기
Language learners in Asian EFL contexts find spoken English challenging due to insufficient exposure and opportunities for practice. Many researchers investigated multiple tools and methods to improve this, and one of the ways that has been gaining increasing popularity is the incorporation of mobile devices. Although its potential is widely recognized, it is seldom realized in real classes. A popular teaching approach using such technology appears to be blended learning, which attempts to maximize practice and promote autonomous learning. This study employed a blended learning environment using mobile devices and a social networking app to investigate students’ engagement in English speaking classes. Participants in this study were 112 intermediate students at a university in Korea, using Kakaotalk to discuss and summarize lesson contents as well as a medium for peer and teacher feedback. A questionnaire and classroom observations were used to examine students’ perceptions on mobile assisted blended learning (MABL), and their engagement of the activities. The results showed highly positive perceptions and engagement overall for the framework of MABL, although some students were skeptical due to the difficulties they encountered. Assessment of the effectiveness of MABL in enhancing students’ speaking performance is suggested for future research.
6,000
초록보기
The potential of Slido―an online platform with which the teacher can get a voice from his or her students―for effective management of foreign language classrooms motivated this study. 110 students at a university in South Korea experienced six weeks of Slido activities in which they were asked to present questions and key words through Slido after reading authentic passages within a limited time. A survey of written questionnaires was used for data collection, which included general questions about students’ perceptions on the use of Slido in class as well as its effects on their participation, comprehension, and motivation. The results suggest that Slido was effective, leading to students’ active participation, better comprehension, and higher motivation. The anonymous and spontaneous nature of Slido enabled students to present their questions with little hesitation for instant feedback from the teacher and share their ideas with other classmates in the form of real-time word clouds. Slido was considered the most ideal form to trigger students’ questions among the given choices although it has both positive and negative aspects. Implications are suggested based on the findings of the current study, and several limitations as well as a suggestion for further study are presented.
6,500
초록보기
This paper reviewed the current body of research on the use of blogs in second/foreign language education. The purpose was to investigate research trends and provide a comprehensive review of the current state of research, including theoretical frameworks, methodologies and research topics for future research based on the review. A total of 38 research articles published in six peer-reviewed journals for the past decade was selected for review. Then, major trends from the existing studies were re-examined and thoroughly analyzed. This review found that many studies did not explicitly provide a theoretical base of the investigation. Moreover, an increasing number of research on blogs have adopted mixed-method research designs. English as a second/foreign language was the most commonly investigated target language, followed by Spanish and French. The most frequently addressed topics included developing productive language skills, promoting intercultural competence, creating shared space and a sense of community, and understanding individual differences. The results showed not only the educational potential of using blogs in the second/foreign language classrooms but also limitations found in the current review study. Also, implications for researchers and language practitioners were provided for their future directions.

The Impact of Peer Response on Lexis and Grammatical Structure in L2 Writing through Blended Learning

( Seo Young Kim ) , ( Chung Hyun Lee )
6,900
초록보기
Peer response has been considered one of significant activities to improve learners’ writing skills in second language (L2) writing classes. However, a few studies have been examined in terms of peer response focusing on lexis and grammatical structure in a blended learning environment. This study aims to explore these feedback types of lexis and grammatical structure in peer response, and to investigate the influence of peer response on students’ lexis and grammatical structure in L2 writing in a blended learning environment. A case study was conducted on eight university students who were enrolled in an English writing course and engaged in online and offline peer response sessions. The findings are as follows. First, the most repeatedly occurring feedback type was Direct Correction, and more Indirect Correction occurred in online peer response sessions. More language related episodes (LREs) were produced in online peer response sessions than in the offline context. Second, there were increases in scores from Essay 1 to Essay 4. The students’ active participation in peer response sessions throughout blended learning seemed to have a positive influence on their lexis and grammatical structure in L2 writing. Suggestions are made for content literacy in L2 writing and further research directions.
7,200
초록보기
Massively Multiplayer Online Role-Playing Games (MMORPGs) are steadily gaining popularity as language learning tools among second and foreign language learners. The purpose of the current study is to explore the language learning findings of previous studies published from 2008 to 2018 through database searches using the keywords: ‘MMORPGs’, ‘online RPG’, ‘RPG’, ‘language learning’, and ‘English education’. Thirty articles that met the research requirements were selected. A qualitative content analysis was adopted to analyze previous studies, dividing them into three categories: 1) game design, 2) language skills and knowledge, and 3) pedagogical processes. Additionally, a theoretical framework was employed in the current study, classifying the content of previous studies into three categories: cognitive, social and affective perspectives, with each category linked with language learning theories including cognitivism, constructivism, socio-cultural perspectives, and behaviorism. The results indicated that the outcomes in MMORPG language learning could be classified into specific themes: communication, collaboration, interaction, and motivation. The design of MMORPGs (character, narrative environments, and quests) has an impact on learning experiences and engagement. The possibilities and potentialities of using MMORPGs were addressed in terms of mediating language learning between real and virtual worlds. Suggestions were made to implement the use of MMORPGs for future language learning in English education based on Csíkszentmihályi’s (2000) flow theory.
6,000
초록보기
Recently, many studies of corpus linguistics have explored corpora to investigate how lexical bundles are distributed in terms of their function and structure in diverse language uses. In this vein, while there has been much research of lexical bundles in university students’ L2/EFL writing, there is little research on prospective science and engineering university students. The purpose of the current study, therefore, is to investigate how prospective science and engineering university students use lexical bundles in academic writing. To this end, two corpora of argumentative writing were contributed both by university students with advanced English proficiency, and prospective science and engineering students. A systematic comparison of structural and functional lexical bundles found that there are significant differences in their uses of the lexical bundles. Specifically, the prospective science and engineering university students used more VP-based lexical bundles, a contributing characteristic of conversation register. Moreover, their functional use of lexical bundles was idiosyncratic, indicating that the prospective science and engineering students use less discourse-organizing lexical bundles and more conversation lexical bundles. The findings suggest that science and engineering students need special attention in the earlier stages of their university English education.

L2 Students’ Perceptions of MReader for Extensive Reading

( Namhee Suk )
5,800
초록보기
Extensive reading has gained popularity in language teaching and has been practiced in various ways in different settings because of its many benefits. Recently an increasing number of teachers and researchers of extensive reading have incorporated an online assessment tool, MReader, in their extensive reading programs to hold students accountable for reading. However, there has been little research on the effect of MReader on facilitating extensive reading. This study aimed to explore ESL/EFL students’ reactions to MReader in relation to its effectiveness in promoting extensive reading, employing two case studies in the ESL and EFL contexts at different time periods. This study centered on an analysis of semi-structured interviews with 8 ESL and 7 EFL students who were asked to reflect on their use of MReader, as well as on their teacher’s observation notes during the 15-week semester in each setting. The findings revealed that MReader promoted extensive reading and motivation to read in English, though some skepticism was encountered at the onset of the implementation of MReader in the classroom. Implications for implementing MReader in an extensive reading program in ESL/EFL contexts are discussed.

A Corpus Analysis of Collocational Behaviors of Near-synonymous Adjectives

( Le Thi Hien Thao ) , ( Sung Yeon Kim )
7,000
초록보기
The present study explored the collocational behaviors of the two near-synonymous adjectives, wide and broad using a corpus analysis. The study examined similarities and differences of the two adjectives in terms of their overall usage patterns, semantic preferences, semantic prosodies, and nominal collocates. From the comparison of their collocational patterns, the study found that in terms of overall usage patterns, wide was more frequently used in the entire corpus and across all the genres. Wide was most frequently used in the genre of Magazine while broad was preferred in the Academic genre. Regarding semantic preference and semantic prosody, broad displayed more varied semantic preferences than wide, even though they both had neutral semantic prosody. Likewise, while the two adjectives shared many collocates, their collocational patterns were found to be different. It can be inferred from these findings that broad seems to have more diverse semantic usage than wide, even though they are seemingly similar and interchangeable. This implies that classroom teachers should help students develop an awareness of the differences in the usage and meaning of such synonyms and learn how to differentiate them.
6,000
초록보기
Task-based language teaching has received tremendous attention in the field of teaching a second language (L2), but task complexity in L2 reading has been under-researched. Furthermore, studies on paper- and screen-based reading were seldom discussed in L2 contexts. The participants in this study were 82 intermediate EFL learners enrolled in a Chinese university. A two-way ANOVA research design was used to examine the effects of task complexity and media of L2 reading regarding fluency, comprehension, and vocabulary learning. Paired-sample t-tests were employed to examine readers’ vocabulary retention within one month. The results found a significant interaction effect between task complexity and media in reading fluency: the Paper-Complex-Group navigated the text slower than the Paper-Simple-Group, whereas the Screen-Complex-Group read faster than the Screen-Simple-Group. Increased task complexity had limited effects on reading comprehension in either media condition. Additionally, the complex reading task maintained or even elicited more vocabulary retention within two weeks, but the facilitating effect disappeared two weeks later. Based on these findings, reading tasks requiring more language-related output are recommended for further research. Pedagogically, paper-reading with risk-free tasks and screen-reading with cognitively demanding tasks can be employed to promote fluent L2 reading.

영화를 통한 대학생 듣기 능력 향상을 위한 연구

김혜숙 ( Kim Hea-suk )
5,600
초록보기
This study aims to investigate the effects of movies on English listening for university students. 46 students participating in this study were divided into two groups: low and high proficiency based on their TOEIC scores. Students were asked to practice listening through selected movies for 12 weeks in order to address the following research questions: 1) Is there any significant difference in the TOEIC listening results before and after the pre- and post-test scores?; 2) Is there any significant difference in the TOEIC listening results between the low and high proficiency groups?; and 3) What are college students' perceptions toward developing English listening through movies? Pre-and post-TOEIC listening tests were administered to measure students' improvement. The results revealed that all students showed improvement in their TOEIC listening test scores. However, the high proficiency group achieved better improvement gains than did the low proficiency group in the post-test. A survey and in-depth interviews revealed that students showed positive attitudes towards English listening skill improvement using movies in the classroom. Pedagogical implications and suggestions for future studies follow.
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