• Journal of Distribution Science
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• v.14 no.10
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• pp.127-136
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• 2016

Purpose - This study investigated the effects of lectures in the English medium (EML) on understanding and learning outcomes. Sixty percent of EML lectures in Korea also use Korean for further support. Thus, this situation needs to clearly distinguish the specific impacts of the EML classes on learning outcomes. Here, we use the same English materials, including PowerPoint slides and video content, given in the Korean and English lectures. The difference between the lectures becomes only whether the lecture is delivered in Korean or English. Thus, we can clearly identify whether the language difference makes any difference in learning outcomes. Research design, data, and methodology - Our sample consisted of 91 students taking an international business course the spring of 2015. All course materials, including textbooks, PowerPoint slides, exams, video, and support content, were presented in English. Survey data and exam results were used. Students filled out their student identification number and name, so we could match the surveys against the exam results. Results - First, results show that whether the lecture was delivered in English or Korean was an important factor when students chose the class. Second, English proficiency related to international business and general English levels were higher in the English class than in the Korean class. However, the understanding of key concepts and reading abilities of international business newspapers were the same for students in both classes. Third, teaching materials and lectures were the most important material for the understanding of key concepts in the business major. Fourth, the exam results showed no difference in performance of the students in the English versus the Korean class. This shows that EML classes were not necessarily detrimental to the understanding of major concepts of the lecture. Thus, it is important that researchers carefully design empirical settings to study the effectiveness of EML. Conclusions - The English lecture can be as helpful for enhancing knowledge in the business major as the Korean lecture. For further research, various English lecture forms can be considered to distinguish the effects of the English lecture.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.91-115
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• 2006

English immersion has emerged in Korea only recently as an innovative approach to learning and teaching English. Lack of real life experience of using English has been one of the biggest obstacles for Korean learners of English and has resulted in an increasing number of children being sent to English-speaking countries and a huge amount of dollar outflow. This recent innovation is expected to be the magic wand to resolve all these problems. However, setting up an immersion program in a typical EFL context like Korea has brought in another set of issues and challenges. The purpose of this paper is to examine the effects of a short-term immersion English program in Korea and provide some empirical data to develop programs that can better cater to the needs of EFL learners. A two-week English immersion program was developed and implemented with 57 Korean and Japanese students whose grade level ranged from 4 to 12. The study results show that the program was successful in terms of changing the participants' attitude toward learning English, improving their English skills, enhancing intercultural understanding and competence, and motivating them for further studies of English and other foreign languages and cultures.

• Journal of Fisheries and Marine Sciences Education
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• v.22 no.1
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• pp.38-51
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• 2010

The purpose of this study was to criticize (through available documents) the lecture in English at colleges. It is necessary that a study of English is emphasized in the era of internationalization. But, the indiscreet extension of lecture in English without consideration of the purpose, principle, and philosophy of college's education needs reflective thinking. This study criticized four dimensions, in other words the effectiveness of lecture in English, criteria of internationalization and college's competition of lecture in English, social inequality of lecture in English, and the harmfulness in the value of Korean language of lecture in English. First, most researches expressed the indiscreet extension of lecture in English was not effective in both students and professors. Second, many scholars and agencies on the internationalization and college's competition excluded the lecture in English as criteria. Third, the indiscreet extension of lecture in English had the possibility of social inequality. And fourth, the indiscreet extension of lecture in English had harmfulness in the value of Korean language and Korean's thought. College's education is an ivory tower in society. So, colleges should discard the thought that extension of lecture in English is the best way. Colleges should keep the purpose, principle, and philosophy of college's education.

• Korean Journal of Human Ecology
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• v.13 no.4
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• pp.497-506
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• 2004

This study examines the influence of early English education on children's bilingual language development to see whether the early exposure to English education affects children's competencies of both English and Korean. Based on this purpose, it attempts to examine whether it supports additive or subtractive bilingualism. The competencies of both English and Korean of the children with early English education were, therefore, compared with those of the children without it, and the relation between the two competencies was also studied. For this research, two different groups of children - one with 48 children who attend English kindergarten and the other with 60 children who attend only Korean kindergarten - took PPVT-R in Korean and in English each. The result shows that children with early English education have more English competency than those without it. No significant differences, however, are found in Korean competency between the two groups. The relation between the two competencies proves positive in children with early English education. It can thus be concluded that the effect of early English education is partially positive on children's language development, which may support the additive bilingualism that children's second language can improve without losing their native language competency. In addition, this result will be able to provide for us the direction and the guideline to the policy of foreign language education and early education.

• Korean Journal of English Language and Linguistics
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• v.3 no.2
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• pp.233-254
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• 2003

This paper analyzed the effect of using a content-based English textbook in teaching English to Korean college students. The textbook reflected the recent trend in EFL/ESL development that subject matters should be taught as part of the language instruction. The analysis of the questionnaire survey conducted to college students at the end of the semester revealed an encouraging result that this new type of ELT college textbook is effective in helping Korean college students prepare for learning their subject areas through English. Based on this positive outcome, a suggestion is made that the current general purpose college English teaching curriculum be shifted toward a content-based specific purpose type to accommodate the increasing demand of learning subject areas through English in colleges in Korea.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.95-108
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• 2009

One of the learning difficulties for Korean learners of English is the intonation of English focused yes/no questions. Focused words in English yes/no questions are realized as low pitch accents which contrast with high pitch accents in Korean counterparts. In order to improve Korean students' intonation, direct and metalinguistic explanations on the intonation of English focused yes/no questions were given to Korean learners of English. In pre-tests and post-tests, students' perceptions on the target items were measured. The study results showed that phonetic explanation using intonation contour enhanced students' perception on English intonation. With respect to the position of focused words, sentence initial and medial focused questions were more difficult than sentence final focused questions. The perception was most improved in sentence initial focused questions. The study showed the immediate effects of the explicit instruction on perceptions of English intonation.

• International Journal of Advanced Culture Technology
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• v.9 no.1
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• pp.183-189
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• 2021

This study examines the effects of Korean college students' English proficiency and the English text types on their paraphrases. Korean college students with three groups of English proficiency (high, mid, and low) read two types of English texts, causal texts, and argumentative texts, and paraphrased them in English. Students' paraphrase text was evaluated in terms of content (idea exposition, idea development, and wrap up), organization (coherence and cohesion) and language use (grammatical accuracy), and analyzed by MANOVA. As a result, it was found that there was a significant difference in their paraphrase performance according to the participants' English proficiency levels rather than the types of English texts. The results of this study have educational implications for English paraphrase education to prevent plagiarism for Korean university students.

• English Language & Literature Teaching
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• v.15 no.2
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• pp.121-150
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• 2009

This paper deals with contrastive analysis and interlanguage with respect to adjective ordering. It aimed to investigate how similar and different the orders of descriptive adjectives are in English and Korean, and how Korean EFL learners perceive the sequences of English descriptive adjectives. Data were collected from native English speakers and native Korean speakers and Korean EFL learners. The contrastive analysis showed that the order of English adjectives was size, opinion, condition, age, color, shape, material, and origin, whereas the Korean order was condition, age, opinion, color, size, shape, material, and origin. The relative order of the interlanguage was shown to be age, size, opinion, shape, condition, color, origin, and material, with the exceptions of the order of condition preceding age and that of size being the same position as condition. The interlanguage data manifested different aspects of ordering when compared with English and Korean: Some adjective combinations were similar to both English and Korean; Some were different from English or Korean; Some were different from both English and Korean. These ordering patterns are discussed in terms of such principles as the nouniness principle, the subjectivity/objectivity principle, the iconic principle, etc. On the basis of these results, some helpful suggestions are made.

• English Language & Literature Teaching
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• v.17 no.2
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• pp.115-137
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• 2011

The tourism industry has attained remarkable growth, and the need for professional Tourism English education has increased. Universities of online education can offer an environment for education to both job applicants and laymen who are interested in Tourism English. Tourism English belongs to English for Specific Purposes, which reflects the needs of specific area. The aim of this study is to propose improvements in classes design for online Tourism English instruction. The results of a needs analysis conducted on 160 Korean online university students suggest that online Tourism English class should be different from a traditional classroom-based one in regards to aims, contents, and methods. Online Tourism English class should not only focus on English for specific purposes, but also include more generalized topics. This comes as a result of the diverse backgrounds of online students. The results suggest that extralinguistic elements, such as culture and etiquette differences among English-speaking countries, become more interesting when introduced using pictures, videos, animations, etc. Additionally, SMS or emails can be utilized to raise students' motivation for online Tourism English class.

• English Language & Literature Teaching
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• v.13 no.1
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• pp.27-46
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• 2007

Teachers can maximize students' L2 learning by knowing preferred learning styles. This paper presents the results of a survey that asked 309 English learners to identify their perceptual learning style preferences. It further compared students' favored learning styles in terms of their gender and major field of study and explored a possible link between learning styles and English achievement. Collected data using Reid's (1995) questionnaire were analyzed by descriptive statistics, MANOVA, ANOVA, correlations, multiple regressions including squared partial correlations, and Cronbach's alpha. The results indicated that Korean students favored English learning in group regardless of gender, while their preferred mode of learning was significantly different in regard to their major field of study. Certain learning styles might be profitable for English achievement. Multiple regression analyses revealed that individual mode of learning was the best predictor of students' English achievement. It furthermore showed significant relationships between visual and individual styles of learning and English performance. The findings of the study reflected students' English learning context in which English native-speaking teachers frequently used communicative pair and small group activities for speaking practices that were consonant with students' learning styles.