English Teaching, KATE Journal, English education, English learning, journal

Volume 73 Number 4 Winter 2018

Written By: admin - Dec• 26•18
Volume 73, Number 4

Volume 73, Number 4, Winter 2018

ISSN 1017-7108 (Print) / ISSN 2671-9312 (Online)

English Teaching is an open access journal published by the Korea Association of Teachers of English (KATE). All articles published by KATE are licensed under the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/). This permits anyone to copy, redistribute, remix, transmit and adapt the work, provided the original work and source is appropriately cited.

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    Table of Contents
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      Recasts and Prompts in Dyadic Interaction: Explicitness of Feedback and Learner Proficiency [Full-Text Available]
      Ji Hyun Kim* (Keimyung University) / *corresponding author, email: jhk2024@kmu.ac.kr 

      English Teaching, Vol. 73, No. 4, Winter 2018, pp. 3-28
      DOI: 10.15858/engtea.73.4.201812.3
      © 2018 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] The study investigated the effects of recasts and prompts on learning language forms that arose incidentally in dyadic interaction, focusing on the degree of explicitness of each type of feedback and learner proficiency levels. The data were collected from 64 beginning and upper-intermediate English learners of Korean. Thirty-one beginning learners were randomly assigned to a feedback group and to a control group, and thirtythree upper-intermediate learners were also assigned to a feedback group and to a control group. Each learner was paired with an English speaker and worked on a picture-sequencing task. The learners in the feedback groups received recasts or prompts on their erroneous utterances while the learners in the control groups did not. The effects of feedback were measured by pre-interaction picture descriptions and immediate and delayed post-interaction correction tasks. The study found that both recasts and prompts had some effects on learning the targeted forms, and more explicit forms of each feedback resulted in a higher rate of correction. The beginning learners took more advantages of recasts relative to the upper-intermediate learners, and explicit prompts worked better for the upper-intermediate learners. The effects of prompts sustained longer than recasts in both levels.

      [KEY WORDS] interactional feedback, recasts, prompts, explicitness of feedback, learner proficiency
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      Technology-Enhanced Feedback on Student Writing
      in the English-Medium Instruction Classroom [Full-Text Available]
      Victoria Kim* (Ulsan National Institute of Science and Technology) / *corresponding author, email: victoria@unist.ac.kr

      English Teaching, Vol. 73, No. 4, Winter 2018, pp. 29-53
      DOI: 10.15858/engtea.73.4.201812.29
      © 2018 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] High quality and timely assessment feedback is central to student learning in higher education; however, written feedback has many limitations. One of the innovative approaches to delivering feedback to EFL learners is individualized audio-visual feedback (AVF) using screencast technology. Previous research on AVF has been extensively descriptive and mostly focused on student preferences for feedback and evaluation of various screencast software. The present study employed a mixedmethod design using pre-post writing tasks and pre-post questionnaires to investigate what particularly beneficial affordances this type of media-rich feedback might offer for writers in the English-Medium Instruction (EMI) classroom, to identify the effects of AVF on changes in learners’ motivation, and to explore students’ perceptions towards screencast feedback. The results suggest that AVF is positively received by EFL learners and that simultaneous visual cues and detailed explanations promote better understanding, engagement, and active listening. In addition, AVF significantly improves learners’ writing performance and academic motivation. The paper concludes with practical implications and suggestions for further research.

      [KEY WORDS] audio-visual feedback, technology-enhanced feedback, English-medium instruction, academic motivation, assessment
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      Task Complexity and Writing Prompts and Performance
      in EFL High School Students’ Narrative Writing [Full-Text Available]
      Myung-Hye Huh (Korea University) / Jongbong Lee* (Michigan State University)  / *corresponding author, email: leejongb@msu.edu

      English Teaching, Vol. 73, No. 4, Winter 2018, pp. 55-72
      DOI: 10.15858/engtea.73.4.201812.55
      © 2018 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] We explored whether task complexity, operationalized by the two types of writing prompts, affects EFL high school students’ narrative writing in terms of syntactic complexity, lexical complexity, fluency, cohesion, and text quality. 32 intermediate EFL students who were randomly assigned to two prompt groups completed a written narrative task based on a series of sixteen pictures. Task complexity was operationalized as a bare versus frame prompt. The results indicate that the task complexity had an impact on lexical sophistication measures. The students in the framed prompt group were able to include more sophisticated vocabulary in their narratives than those in the bare prompt group. The findings are discussed in terms of the Limited Attentional Capacity Model in that the students in the bare prompt group might have prioritized meaning rather than form in order to ease attentional overload. The findings of our study could assist teachers in selecting writing prompts that have the potential to elicit the targeted features of writing performance.

      [KEY WORDS] task complexity, writing prompt, writing performance, narrative writing, EFL high school student
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      How EFL College Learners Perceive CBI Experience [Full-Text Available]
      AeJin Kang* (Sookmyung Women’s University) / *corresponding author, email: ajkang@sm.ac.kr 

      English Teaching, Vol. 73, No. 4, Winter 2018, pp. 73-106
      DOI: 10.15858/engtea.73.4.201812.73
      © 2018 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] This study examined EFL college-level learners’ perception toward the content-based instruction (CBI) by focusing on their participation in and expectation on the courses practiced in a strong form of CBI. Having analyzed the data collected from a questionnaire, observation and interview, the study found that the participants, 39 students who enrolled in two different CBI courses at a university in South Korea, put top priority on the enhancement of content-knowledge considering their CBI course as a content-course, not as a language-course. Second, the participants seemed to prefer participation opportunities induced by a required and prepared speaking task such as presentation through which they can practice a formal speech appropriate for their education experience and cognitive maturity. They also seemed to favor instructor-initiated interaction rather than being put into pair- or group-discussion between and among themselves. Third, the lack of participation was mainly attributed to the lack of understanding contents rather than lack of language skills. Based on the research findings, the study made suggestions on how to offer CBI courses more effectively for a particular group of EFL college-level learners who already earned basic interpersonal communication skills (BICS), yet to reach cognitive academic language proficiency (CALP).

      [KEY WORDS] content-based instruction (CBI), EFL college learners, participation, cognitive challenge, cognitive academic language proficiency (CALP)
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      Writing Tasks to Elicit Language and Creativity: Describe Completed Drawings vs. First Draw, Then Describe [Full-Text Available]
      Sunhee Ryu (Kyungpook National University) / Jungok Bae* (Kyungpook National University) / *corresponding author, email: jungokbae@knu.ac.kr

      English Teaching, Vol. 73, No. 4, Winter 2018, pp. 107-123
      DOI: 10.15858/engtea.73.4.201812.107
      © 2018 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] This study investigated a new writing task that utilizes drawing to elicit students’ language and original thinking. Two forms of pictures were designed and administered to 118 children. One form was conventional and consisted of completed pictures, requiring students to simply describe the pictures in writing. The other form, which was new, comprised incomplete pictures, requiring students to first draw and then describe them in writing. The descriptions were scored for originality (to represent creative thinking) and vocabulary and text length (to reflect linguistic domains). The originality scores were higher for students who were given the unfinished pictures regardless of their writing proficiency. Vocabulary diversity and text length fluency depended on the level of writing proficiency: for poor writers, these abilities were facilitated when they were given completed pictures, while for good writers, the form variation made no difference. This study highlights that to stimulate original thinking, an unfinished picture form is useful because it affords students opportunities to express unique ideas regardless of poor or good writers.

      [KEY WORDS] drawing, incomplete, unfinished pictures, writing task, originality, creativity, text length, vocabulary
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      Intercultural Competence and Critical English Language Teacher Education [Full-Text Available]
      Hyunjung Shin (University of Saskatchewan) / Mihyon Jeon* (York University) / *corresponding author, email: mihyjeon@yorku.ca

      English Teaching, Vol. 73, No. 4, Winter 2018, pp. 125-147
      DOI: 10.15858/engtea.73.4.201812.125
      © 2018 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스
      [FUNDING INFORMATION] This study was funded by the Core University Grant funded by the Academy of Korean Studies. 

      [ABSTRACT] In this paper, we explore how English language teacher education could be envisioned in different ways if one were to adopt a ‘social’ approach toward English language education. More specifically, drawing on our experience, which we gathered as Korean faculty members of two Canadian universities, with the help of reflexive inquiry, we highlighted the importance of fostering critical intercultural competence among language teachers. Focusing on a small-scale case study of Korean teacher candidates who participated in a short-term community-based service learning in Canada, our analysis examines how to train English teachers to develop their own intercultural understanding through experiential learning activities, so they can better develop intercultural competence among their students. We argue that a critical understanding of linguistic and cultural diversity is an essential component of English language teacher education in increasingly diverse EFL classrooms across South Korea in the era of globalization, transnationalism, and multilingual/multiculturalism.

      [KEY WORDS] critical intercultural competence, critical pedagogy, teacher education, English as a foreign language teaching, multiculturalism, service learning, teaching efficacy
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      Effects of Text Length and Question Type on Test-takers’ Performance on Fill-in-the-blank Items in Korean CSAT [Full-Text Available]
      Minryoung Bae (Seoul National University) / Byungmin Lee* (Seoul National University)  / *corresponding author, email: bmlee@snu.ac.kr 

      English Teaching, Vol. 73, No. 4, Winter 2018, pp. 149-174
      DOI: 10.15858/engtea.73.4.201812.174
      © 2018 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] This study examines the effects of text length and question type on Korean EFL readers’ reading comprehension of the fill-in-the-blank items in Korean CSAT. A total of 100 Korean EFL college students participated in the study. After divided into three different proficiency groups, the participants took a reading comprehension test which consisted of 4 reading passages (2 short and 2 long) from the Korean CSAT, followed by multiple-choice fill-in-the-blank questions and open-ended inference questions. The longer version of the passages was made from its originally restored version in which one or two paragraphs were added. The results showed that the college students performed better on the long passages than the short ones. In addition, the college students’ reading comprehension test performance was affected differently depending on the type of questions. The findings of the study provided implications on how to select and construct reading passages for high-stake nationwide examinations, such as the Korean CSAT.

      [KEY WORDS] reading comprehension, text length, question type, inference, fill-in-the blank item, Korean CSAT

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