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

Volume 75 Number 2 Summer 2020

Written By: admin - Jun• 30•20
Volume 75, Number 1

Volume 75 Number 2 Summer 2020

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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      Reframing Task Condition: Repeating L1-L2 Writing and L2 Writing Performance [Full-Text Available]
      Myung-Hye Huh (Korea University) / Soomin Jwa* (Kongju National University) / Jongbong Lee (Nagoya University of Commerce & Business) / *corresponding author, email: smjwa@kongju.ac.kr

      English Teaching, Vol. 75, No. 2, Summer 2020, pp. 3-19
      DOI: 10.15858/engtea.75.2.202006.3
      © 2020 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] We examined the role of L1 writing on L2 writing performance by repeating the same topic twice through L1 writing first and L2 writing later. We designed what we call a ‘L1 + L2 writing task’ and a ‘L2-only writing task’ respectively. In the L1 + L2 writing task, students wrote a text in their L1, and wrote the same topic in L2, by removing the initial L1 essay. We focused on validating which task conditions (± L1 writing) account for the variation in linguistic performance in EFL high-school students’ writing. Our study was conducted with two intact classes (n = 60) assigned to the L2-only, and students from the other two classes (n = 60) assigned to the L1 + L2. The findings indicate that L1 writing may push students to direct their attentional resources toward effective text construction, thereby mitigating a large number of simultaneous demands on attention. We add to empirical knowledge on the effects of L1 writing in task repetition, by exploring how task repetition affected our students’ L2 writing performance.

      [KEY WORDS] TBLT, task condition, task repetition, L1/L2 writing, Korean EFL high school students
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      Effects of Written Corrective Feedback on the Use of the English Indefinite Article in EFL Learners’ Writing [Full-Text Available]
      Jeong-Won Lee (Chungnam National University)/ Kyeong-Ok Yoon* (Republic of Korea Air Force Academy) / *corresponding author, email: yk8302@hanmail.net

      English Teaching, Vol. 75, No. 2, Summer 2020, pp. 21-40
      DOI: 10.15858/engtea.75.2.202006.21
      © 2020 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] The present study aimed at investigating the effects of the two types of teacher feedback―direct corrective feedback (DCF) and metalinguistic explanation (ME)―on the development of EFL learners’ knowledge of the English indefinite article and on their use of it in writing. For this study, 58 college students classified into three groups (two experimental groups and one control group) took the error correction test and performed three writing tasks. The results of the study are 1) there was no group effect of the two types of feedback in the development of their explicit knowledge of the target feature in the test, whereas a time effect was found that their knowledge of the target feature developed significantly after the treatment; and 2) no group differences were found between the two types of feedback in the use of the target feature in the revised writing and among the three writings, though the DCF group outperformed the ME group in the accurate use of the target feature in writing. Theoretical and pedagogical relevance of the findings is addressed.

      [KEY WORDS] corrective feedback feedback, direct written feedback feedback, metalinguistic explanation explanation, indefinite article
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      Effects of Audiobooks on EFL Learners’ Reading Development: Focus on Fluency and Motivation [Full-Text Available]
      Botagoz Tusmagambet* (Seoul National University) / *corresponding author, email: tusma@snu.ac.kr

      English Teaching, Vol. 75, No. 2, Summer 2020, pp. 41-67

      DOI: 10.15858/engtea.75.2.202006.41
      © 2020 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] This study examined the effects of an intervention using audiobooks for the development of reading fluency, in terms of reading speed, reading comprehension, and motivation to read among Kazakhstani English as a foreign language (EFL) ninth-grade learners in the K–11 system. Silent reading with audiobooks (experimental group) and silent reading only (control group) were compared with a mixed-method study design, a reading motivation questionnaire, and a semi-structured interview. Quantitative data analysis was conducted using analysis of covariance (ANCOVA). The experimental group was found to significantly outperform the control group in reading speed while preserving substantial comprehension of the texts. The results further revealed that, while both groups’ motivation level increased, no statistically significant difference was found between the experimental and control groups, suggesting that the use of audiobooks was not superior to silent reading for motivation enhancement. Nevertheless, a qualitative analysis of data obtained from the interviews revealed that the use of audiobooks had an overall positive effect on students’ attitudes toward the use of audiobooks and reading comprehension. The study concludes with a discussion of limitations and suggestions for future research.

      [KEY WORDS] second language reading fluency, second language reading motivation, reading fluency instruction, audiobooks
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      Teaching Activities and Students’ Preferences in Integrated College English Reading and Writing Classes [Full-Text Available]
      Eun-Hee Nam (Eulji University) / Myeong-Hee Seong* (Eulji University) / *corresponding author, email: seong@eulji.ac.kr

      English Teaching, Vol. 75, No. 2, Summer 2020, pp. 69-91
      DOI: 10.15858/engtea.75.2.202006.69
      © 2020 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] This study was designed to explore effective techniques to be used in IERW (Integrated English Reading and Writing) classes for college students. The study last for 15 weeks and included 457 students and 11 instructors at E University. The participants were freshmen who were taking a compulsory English reading and writing class, and the instructors were seven native English speakers and four Koreans. To ensure the effectiveness of IERW classes, it is important to identify what teaching activities are being used and which activities students prefer. To address these issues, the instructors were interviewed regarding their teaching activities in IERW classes. From the interview results, a survey was made that asked students which class activities they consider useful. The results show that most students responded positively to the activities that the instructors were using, with a preference of around 70 percent. Notably, pair or group activities were rated as less favorable than other activities, with a score of under 50 percent. Some implications of the findings and suggestions for teaching activities for IERW classes are provided

      [KEY WORDS] competency-based English teaching, reading activities, writing activities, integrated English reading and writing class, teaching activities
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      English Teachers’ Perceptions of Content Appropriateness in Korea’s 2015 Revised National English Curriculum [Full-Text Available]
      Sung Hye Kim* (Korea Institute for Curriculum and Evaluation) / *corresponding author, email: shkim@kice.re.kr

      English Teaching, Vol. 75, No. 2, Summer 2020, pp. 93-110
      DOI: 10.15858/engtea.75.2.202006.93
      © 2020 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] The purpose of this study was to explore how English teachers perceive the appropriateness of the quantity and level of content in the 2015 Revised National English Curriculum. In order to evaluate the appropriateness of the modified curriculum, a survey questionnaire was administered to English teachers at elementary and middle schools across Korea. Teachers and university professors were also consulted for guidance regarding the appropriate quantity and level of content. According to the survey results, both elementary and middle school teachers believe that the quantity and level of content are mostly appropriate for students. However, responses related to the appropriateness of achievement standards for reading and writing were less positive than those for listening and speaking for children in elementary school grades 5 and 6 and middle school grades 1 to 3. In general, methods of optimizing reading and writing content in the English curriculum are discussed.

      [KEY WORDS] 2015 national English curriculum, content appropriateness, achievement standards, teacher’s perception
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      Effects of Types of Input Frequency Distribution and Degrees of Explicitness of Focus-on-Form Techniques on Second Language Grammar Learning [Full-Text Available]
      Jeong-Hyeon Rhee (Kyungpook National University) / Sang-Ki Lee* (Korea National University of Education) / *corresponding author, email: slee@knue.ac.kr

      English Teaching, Vol. 75, No. 2, Summer 2020, pp. 111-134
      DOI: 10.15858/engtea.75.2.202006.111
      © 2020 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] In an effort to find a way to optimize the learning condition, this study examined the effects of two types of input frequency distribution, skewed-first distribution (SFD) versus balanced distribution (BD), and two types of focus-on-form techniques, input processing (IP) versus input enhancement (IE), on the learning of English participles by Korean middle school students. A total of 91 students participated in this study, divided into five subgroups: SFD + IP, SFD + IE, BD + IP, BD + IE, and Control. The learning outcomes and the generalizability of the learned knowledge were measured through scaled judgment tasks and picture description tasks, immediately after treatment as well as one week later. The results showed that the input frequency distribution factor did not have statistically significant effects on learning and generalizability, while the degrees of explicitness of focus-on-form techniques had statistically significant effects on both. The interaction effects of the two main factors were not statistically significant. More detailed findings are presented with some pedagogical implications for Korean EFL classrooms.

      [KEY WORDS]  usage-based language learning, input frequency distribution, focus on form, input processing, input enhancement
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      [Invited Teaching Issues]
      Fostering Autonomy: Helping Learners Take Control [Full-Text Available]
      Hayo Reinders* (King Mongkut’s University of Technology Thonburi) / *corresponding author,  email: info@innovationinteaching.org

      English Teaching, Vol. 75, No. 2, Summer 2020, pp. 135-147
      DOI: 10.15858/engtea.75.2.202006.135
      © 2020 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] As teachers we take delight and pride in seeing our learners succeed, not just in our classes but also in their personal lives and into the future. Much of this depends on their ability to ‘see the bigger picture’. Learning is hard and to stick with it, even when there is no teacher around, requires finding reasons to put in the effort. Learners are not often asked to do this and so don’t develop the skill to question why they are doing what they are doing. It is therefore important to consider ways to give learners greater control over their learning, and to do so in such a way that prepares, supports and ultimately empowers them to become more autonomous (Reinders, 2020). In this article we will look at practical ways to help learners become aware of their own and teachers’ reasons for learning and see how this focus on personal learning aims forms an ongoing, iterative (recurring) part of the autonomous learning process.

      [KEY WORDS]  learner autonomy, self-directed learning, planning, motivation, monitoring
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      [Invited Teaching Issues]
      Multiliteracies in EL Curriculum Implementation and Pedagogy in Multilingual Classrooms of Southeast Asia [Full-Text Available]
      Alvin Pang* (SEAMEO Regional Language Centre) / *corresponding author, email: Alvin.pang@relc.org.sg 

      English Teaching, Vol. 75, No. 2, Summer 2020, pp. 149-166
      DOI: 10.15858/engtea.75.2.202006.149
      © 2020 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] In keeping up with the current push for multiliteracies in ELT, the secondary school EL curriculum of Singapore has placed an emphasis on multiliteracies. Students are encouraged to engage with ‘rich language’ through a range of semiotic resources, including the use of multimodal texts. Drawing on the framework of multiliteracies pedagogy that integrates the four components of situated practice, overt instruction, critical framing and transformed practice (New London Group, 1996), this article examines multimodal meaning-making in the enacted EL curriculum in Singapore’s multilingual classrooms. By looking at how visual literacy is taught and how multimodal texts are used in curriculum implementation and pedagogy, I hope to demonstrate that the framework of multiliteracies pedagogy adopted or adapted, has provided a rich environment for students to create engaging and interactive learning opportunities for themselves. I also hope to showcase how visualization training to develop the mind’s eye through carefully designed language learning tasks can enhance students’ visual literacy in an increasingly multi-modal, multi-dimensional world where they are surrounded by an array of semiotic resources across language and culture.

      [KEY WORDS] curriculum implementation, multiliteracies pedagogy, visual literacy, multimodal texts

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