• The KIPS Transactions:PartA
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• v.10A no.4
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• pp.375-380
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• 2003

Although vocabulary is one of the most important aspects in learning English, it is not dealt with as extensively as the grammar and reading comprehension in the classes due to time limitation. Furthermore, it is also dealt with in only a limited way at most of the English learning web sites compared to the other aspects such as grammar and reading comprehension. In this study. a web-based learning system for English vocabulary which allows a student to study the vocabulary before or after the classes by herself in order to supplement the English classes provided at school. Especially, it allows the students to learn the vocabulary within the context of sentences. It also provides an efficient structure for a repeated study of vocabulary that is new or difficult to the student.

• English Language & Literature Teaching
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• v.13 no.3
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• pp.1-22
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• 2007

The study examined the effects of explicit derivational morphology instruction (henceforth DMI) on the incidental vocabulary acquisition and reading comprehension of 132 Korean 1st-year high school students who responded to a battery of tests (two vocabulary tests and a reading comprehension test). Multiple statistical tools were used to analyze the data: Analysis of Covariance (ANCOVA), Analysis of Variance (ANOVA), Simple Regression Analysis, Tests of Simple Main Effects, and effect size computation using Cohen's d. The results indicated that (a) DMI enhanced students' ability to infer word meanings in context, (b) DMI promoted high proficiency students' reading comprehension, whereas it impeded intermediate proficiency students' reading comprehension, (c) vocabulary knowledge has a strong positive predictive value for reading comprehension, and (d) the gaps of vocabulary knowledge across proficiency levels were still substantial, despite the observation that DMI promoted students' vocabulary acquisition. These results have a bearing on English as Foreign Language (EFL) reading pedagogy.

• English Language & Literature Teaching
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• v.18 no.3
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• pp.1-24
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• 2012

It has long been shown that Korean EFL students have not practiced extensive reading in school curriculum. Their vocabulary knowledge is limited and a tool for measuring text readability for them has hardly been developed and used. The study aimed to check the current situations on the above issues and develop a reading framework appropriate for extensive reading within the national English curriculum, including the Readability Formula in Korean EFL contexts (KRF). The study consists of four steps. The study does a survey to check the current Korean EFL situations on the issues, suggests a new vocabulary learning size, develops a readability formula as a tool for measuring text difficulty based on the newly suggested vocabulary size, and finally validates the formula with various kinds of English books, including the primary and secondary school English textbooks. It is expected that this study will provide a model for the vocabulary size and the readability index for extensive reading in EFL contexts.

• English Language & Literature Teaching
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• v.18 no.1
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• pp.171-195
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• 2012

While noticing that there is insufficient interest in the assessment of EFL learners' vocabulary levels or sizes, the researchers developed two tests identical in form (Forms A and B) to assess the lexical knowledge of Korean university learners at the $1^{st}{\sim}10^{th}$ 1,000 word bands by adapting a pre-established vocabulary levels test (VLT). Of equal concern was to investigate if the VLT was equally a valid and reliable instrument to be used on measuring the lexical knowledge of EFL learners. The participants were 804 university freshmen enrolled in a General Education English Course from four different colleges. The learners were asked to respond to either Form A or B. While scores generally fell towards the lower frequency bands, multiple regression found the Korean College Scholastic Ability Test (CSAT) to be a significant variable for predicting the learners' vocabulary sizes. From a methodological perspective, however, noticeable differences between Forms A and B could be found with item response theory analysis. The findings of the study provide suggestions on how future VLT for testing EFL learners may have to be redesigned.

• Journal of Digital Convergence
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• v.16 no.2
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• pp.1-7
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• 2018

The current study investigates whether artificially intelligent chatbots influence Korean EFL students' vocabulary learning. For eight weeks, 47 college students in Korea participated in this study. They were divided into two groups: one experimental group and one control group. Participants in the experimental group engaged in chat with a chatbot during the eight-week experimental period. Before and after the experiment, pre- and post-tests were administered to see if their English vocabulary improved. Pre- and post- surveys were also performed to understand how the participants perceived chatbot-assisted vocabulary learning. Results show that the experimental group improved their vocabulary skills as a result of engaging in chat with the chatbot. Also, their perceptions of vocabulary learning positively changed, increasing their motivation, interest, and confidence in English. Given that there have been few empirical studies to investigate the effects of chatbots on vocabulary development, the present study can provide insights on the effectiveness of chatbots.

• Journal of the Korea Convergence Society
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• v.12 no.12
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• pp.365-370
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• 2021

The current study aims to investigate the relationship between working memory capacity, vocabulary size, and listening competence of Korean EFL (English as a Foreign Language) learners. 30 English education majors from a university in Korea were recruited. The backward digit span and the operation span tasks were used to measure the participants' working memory capacity, while the Listening Vocabulary Level Test (LVLT) and the Michigan English Test (MET) were employed to measure their vocabulary size and listening proficiency in English, respectively. The correlational analyses revealed that the bigger one's working memory storage was, the better the person processed incoming input. However, no statistically significant correlation was found between working memory capacity, English vocabulary size, and listening proficiency, possibly due to the small sample size and the homogeneous subjects.

• The Journal of the Korea Contents Association
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• v.14 no.4
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• pp.435-444
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• 2014

As vocabulary acquisition has become one of the emerging key issues in the foreign language education field, interest in vocabulary learning strategies (VLS) has also increased. However, little has been done to investigate the vocabulary learning strategies of young learners. Therefore, this study attempts to investigate VLS use in elementary school English language textbooks. A total of three fifth grade English textbooks and teachers' guidebooks were chosen and analyzed with the vocabulary learning strategies taxonomy suggested by Scbmitt (1997). The researcher identified there were only a limited number of vocabulary learning strategies in the textbooks and most of them were consolidation strategies. It was concluded that a variety of VLS should be introduced in multiple ways in consideration of learner preference, styles, culture and level of English proficiency. Some implications for the teaching and learning of vocabulary for EFL instruction amongst young learners are discussed.

• English Language & Literature Teaching
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• v.12 no.3
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• pp.123-145
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• 2006

The purpose of this study is to propose an efficient vocabulary assessment model in task-based language learning and to verify the viability of this assessment model. Bachman and Palmer (1996) pointed out the fact that many language tests focus on just one of the areas of language knowledge. However, researchers suggested that it is necessary to acknowledge the needs of several analytic scales, which can provide separate ratings for different components of the language ability to be tested. Although there were many studies which tried to evaluate the various aspects of vocabulary ability, most of them measured only one or two factors. Based on previous research, this study proposed an assessment model of general construct of vocabulary ability and tried to measure vocabulary ability in four separate areas. The subjects were two classes of university level Korean EFL students. They participated in small group discussion via synchronous CMC. One class used a lexically focused task, which was proposed by Kim and Jeong (2006) and the other class used a non-lexically focused task. The results showed that the students with a lexically focused task significantly outperformed those with a non-lexically focused task in overall vocabulary ability as well as four subdivisions of vocabulary ability. In conclusion, the assessment model of separate ratings is a viable measure of vocabulary ability and this can provide elaborate interpretation of vocabulary ability.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.143-170
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• 2009

The purpose of this experimental study is to investigate the effects of repeating vocabulary exercises on learning and retaining the meaning, the form, and the use of L2 words. To achieve this purpose, the data from the 87 participants who performed the assigned vocabulary exercises were collected immediately and two weeks later on their learning and retention of the target words. In addition, their attitudes toward the given vocabulary exercises were examined. The results show that the participants repeating exercises showed significantly better results in the immediate posttest, whereas no significant differences were found in the delayed posttest. Consequently, although the repetition effect influence positively on the learning of the target words, these effects are not maintained if they are not reinforced subsequently after the initial introduction to them. Most of the participants in this study identified the importance of repetition in learning new words and also noted that only one encounter with words was not enough for them to acquire the words fully.

• Korean Journal of English Language and Linguistics
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• v.3 no.4
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• pp.611-635
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• 2003

The main purpose of this study is to find out what teaching method is more effective than others through experiments for college students. Therefore, this study aims to review various effective methods of vocabulary teaching. According to the results of the experiments, the methods of teaching vocabulary through the process of word formation and meaningful words led to the high scores at the posttest regardless of the scores gained by the individual subjects at the pretest. However, the method of teaching vocabulary through context showed that the improved scores at the posttest generally reflected the individual differences of the scores at the pretest. That is, in the latter, it is recognizable that the subjects who achieved the high scores at the pretest did very well at the posttest as well. In conclusion, judging from the mean rate of improvement, the method of teaching vocabulary through word formation seems to be more effective than that of teaching vocabulary through meaningful words and context.