• 영어어문교육
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• 제13권1호
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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.

• 한국영어학회지:영어학
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• 제2권3호
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• pp.373-401
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• 2002

It is often observed that Korean migrant students overseas experience various kinds of anxieties learning English as a second language although they are in an English-speaking country like New Zealand. The context of learning English as a second language is explored by examining language anxieties experienced by recent Korean migrant students in New Zealand. 177 students were surveyed using questionnaires asking their anxieties over various contexts of English learning processes. The three stages of language anxiety of Input, Processing, and Output showed that there were some degrees of anxiety among the students at each stage depending on their ages, age at migration, and duration of residence, in particular. Students tended to experience more language anxiety in school than outside the school. It was also clear that students were experiencing more anxieties with English than with Korean in the four language skills of speaking, listening, reading and writing. Writing was commonly found in English and Korean to be the most frequent source of anxiety among the four language skills. Some implications from the results are suggested for parents, teachers, and students.

• International Journal of Advanced Culture Technology
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• 제9권1호
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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.

• 영어어문교육
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• 제11권4호
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• pp.189-208
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• 2005

The purpose of this study is to investigate knowledge and use of English collocations in their relation to Korean college students' general English proficiency and writing abilities. Participants in the present study were 203 Korean college students. Their knowledge and use of English collocations were measured by a self-designed collocation test and an essay writing test. The findings were as follows: First, there was a significant difference in students' knowledge of collocations according to their general English proficiency. Students' performance in the collocation test increased as their level of proficiency increased. Second, there was a significant difference in students' knowledge of collocations according to their writing abilities. Students showed better performance in the collocation test as their level of writing abilities increased. Third, there was a significant difference in students' use of collocations according to their writing abilities. Students' collocation use in the writing test increased as their level of writing abilities increased. Fourth, there was a strong relationship between the students' knowledge of collocations and their general English proficiency and between the students' use of collocations and their writing abilities. Pedagogical implications of the study and suggestions for further research were discussed on the basis of the research findings.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2007년도 한국음성과학회 공동학술대회 발표논문집
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• pp.95-98
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• 2007

This study investigates pause positions of Korean students' reading of an English script. 12 natives speakers of English and 18 Korean students were asked to read The North Wind and the Sun. The common pause positions were determined by examining the pauses of the native speakers' readings. Korean students were asked to mark pauses on a script. And then they were trained to put pauses as native speakers of English do. Although some errors have been corrected after the training, others have not been corrected in Korean students' readings. Korean students made fewer errors in marking on the script than in reading the script. They seem to know where to put pauses, but lack of practice makes it difficult to put pause in the right positions when they read. That suggests that teachers should continue to teach students where to put pauses in their reading or speaking English.

• 영어어문교육
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• 제12권3호
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• pp.51-78
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• 2006

This research conducted between March and December of 2005 has focused on analyzing a diverse range of educational services provided by English native-speaking instructors teaching in Korea. This study includes quantitative research findings from 238 university students. This dual-semester research study focuses on our most recent Korean EFL (English as a Foreign Language) programs provided for university students who wish to improve their English ability. Many students hope to partake in lectures taught by Native English Speaking teachers (hereafter NS teachers), and many universities are also willing to open additional courses for these students. However, in order for lectures to be most effective, NS instructors need to be appropriately trained or qualified teachers in order to successfully educate their students. Furthermore, NS teachers need to constantly review their teaching styles and strategies to allow for professional development and to ensure an improvement in their teaching methodology. Overall, this research provides whole English lecture views of NS teachers that is data-driven regarding designing, implementing, evaluating, and reforming the education of English taught by NS teachers working in Korea.

• 영어어문교육
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• 제12권3호
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• pp.1-24
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• 2006

This study investigated differences in beliefs about English learning of 286 EFL college students and 52 English teachers in Korea. Data was collected using Horwitz's Beliefs About Language Learning Inventory and compared between students and teachers in beliefs. To address the research questions, the data were analyzed through descriptive statistics including frequencies, factor analysis, MANOVA, ANOVA, t-test, and reliability coefficients. The results showed four factors in student beliefs: Difficulty of learning English, nature of learning English, importance of correctness in learning English, and motivation and perceived importance of learning English. Clear differences were found in students and teachers' beliefs in English learning aptitude and importance of translation, error correction, and grammar rules. A few belief differences were also identified between Koreans and native-speaking English teachers related to the importance of vocabulary learning, pronunciation, and cultural knowledge. The findings of the study indicated that background variables such as gender and major field of study have an effect on student beliefs about L2 learning. The present study also provided pedagogical considerations to reduce mismatch between students and teachers beliefs and to improve the L2 planning and instruction.

• 한국치위생학회지
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• 제21권1호
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• pp.41-51
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• 2021

Objectives: This study analyzes the demands of dental hygiene college students for English courses and proposes ways to improve English courses for college students majoring in dental hygiene that would take advantage of English for specific purposes (ESP) in the future. Methods: Using a structured questionnaire, four universities by region with departments of dental hygiene were selected at random, and out of a total of 260 college students majoring in dental hygiene, data of 258 students, excluding data with missing values, were considered for investigating the needs of English curriculum development using the SPSS program. Results: Total 82.1% of the students expected English programs, and they said that English was important, The proposal for English curriculum development indicated that although the number of English programs was sufficient, diversification of English programs or changes in methods of managing classes were required. As for the need for English programs (66.4%), they required more ESP, such as practical English for dental or dental terminology, which can be used clinically and more than English for general purposes (EGP). Conclusions: Students in dental hygiene showed a higher demand for more professional ESP that can use clinically as dental hygienists in the future. It is necessary to consider the reorganization of the curriculum or changes in the method of managing English classes by reflecting one demands of dental hygiene students.

• 영어어문교육
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• 제9권2호
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• pp.1-16
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• 2003

This paper describes a video exchange project between English classes in South Korea and in Japan. Korean and Japanese students worked in groups to make short videos in English which were then exchanged. After viewing their counterparts' videos, students e-mailed feedback to each other. This project was the third video exchange project between Korean and Japanese university students since 2001. However, it was the first time to try it with three universities together. Students from the different universities tried to compete with each other. It provided a better chance for students to improve their English. Most students expressed the importance of the video exchange project in developing their English proficiency and enabling them to use English in an international context. Many students agreed that the project was an educational, enjoyable and worthwhile experience.

• 영어어문교육
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• 제11권1호
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• pp.1-15
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• 2005

The purpose of this study was to investigate whether or not the use of the Korean alphabet increased the accuracy of English sentences Korean university students produced in dictation. The students were divided into three categories, beginning, intermediate, and advanced, based on the listening comprehension scores of a practice TOEIC test. The total population of 120 students were divided into two groups, control and experiment. In the first testing, the experiment group transcribed the English utterances on a practice TOEIC tape into phonological writing in Korean and then later changed the Korean writing into English words and sentences. In the second testing, the control group became the experiment group and used the Korean alphabet in transcribing the English sounds. Statistically significant differences were found in the improvement of accuracy in dictation when the Korean alphabet was used, especially for the beginning and intermediate students. By using the Korean alphabet as the phonological representation of the sounds, the students in the experiment group produced more accurate English words than the control group who went directly from the English utterances to writing in English. Statistically significant results were not produced for the advanced students. The significance of the present study relates to the need to add to the paucity of available data on the use of the Korean alphabet in teaching listening comprehension.