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

Volume 76 Supplement 1 Autumn 2021

Written By: admin - Sep• 30•21
Volume 75, Number 4

Volume 76 Supplement 1 Autumn 2021

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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    Living and Learning with Technology: Language Learning with Mobile Devices [Full-Text Available]
    Glenn Stockwell* (Waseda University) / *corresponding author, email: gstock@waseda.jp

    English Teaching, Vol. 76, Supplement 1, Autumn 2021, pp. 3-16
    DOI: 10.15858/engtea.76.s1.202109.3
    © 2021 The Korea Association of Teachers of English (KATE) / Open Access 크리에이티브 커먼즈 라이선스


    [ABSTRACT] Mobile-assisted language learning has expanded beyond relatively humble beginnings of replicating computer-based activities assigned in formal language learning contexts, and it now often consists of a complex mix of formal and informal learning activities that take place at different times and places throughout learners’ daily lives. Decisions about what tools to use are often driven by the costs, choice of hardware, and the knowledge of what tools actually exist, and how these tools are then used will depend on learners’ skills, motivation, as well as their short- and long-term goals. Language learning no longer needs to be an activity that is separated from learners’ daily lifestyles, but can be an integral part of their lives in the long term. The complexities involved in understanding each individual learner’s own ecological context and how these ecologies shift over time will be discussed with an eye on optimising learning opportunities for learners that will keep them engaged in learning throughout their lives

    [KEY WORDS] mobile learning, formal learning, informal learning, lifelong mobility
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    English Teaching, Vol. 76, Supplement 1, Autumn 2021, pp. 17-29
    DOI: 10.15858/engtea.76.s1.202109.17
    © 2021 The Korea Association of Teachers of English (KATE) / Open Access 크리에이티브 커먼즈 라이선스

    [FUNDING INFORMATION] This work was supported by The Institute of Education Sciences, U.S. Department of Education (R305C120001 and R305A190522). It was also supported by the National Science Foundation (ACI-1443068 and 1934745).


    [ABSTRACT] Facing the demands of the pandemic and distance learning, English learners require educational technologies that are accessible, engaging, and effective. Meeting these demands requires educational technology developers to consider learners’ sociocultural contexts. Learning theories can be applied to meet individuals’ needs to optimize chances for participation, engagement, and learning gains. This article describes two Internet-based digital technologies that target struggling adult readers who need to improve their comprehension skills: SARA (Study Aid and Reading Assessment) and AutoTutor for Adult Reading Comprehension. The SARA assessment provides a diagnostic profile for individuals’ reading strengths and weaknesses. This profile can be used to guide the selection of reading comprehension lessons in AutoTutor-ARC, a digital technology that both adapts to learners’ performances and engages them in an immersive learning experience using a three-way conversation with computer agents acting as a tutor and a peer to discuss texts. We discuss how these technologies can be integrated into educational settings to improve engagement and learning.


    [KEY WORDS] reading assessment, reading comprehension, assessment, adult literacy, English literacy
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    Second Language Learning: Discovering an Unknown Path into a Brand New World [Full-Text Available]
    William Littlewood* (Hong Kong Baptist University) / *corresponding author, email: wlittlewood9@gmail.com

    English Teaching, Vol. 76, Supplement 1, Autumn 2021, pp. 31-35
    DOI: 10.15858/engtea.76.s1.202109.31
    © 2021 The Korea Association of Teachers of English (KATE) / Open Access 크리에이티브 커먼즈 라이선스

    [ABSTRACT] Twenty-six learners of English enrolled in an MA course were asked to give the metaphors which they think best capture the essence of their learning experience so far. Their metaphors tell how English learning had introduced them to a brand new world and, once they were inside it, led them to a seemingly endless series of new discoveries. The unpredictability of these discoveries had been like ‘reading a magic story’. Students had often faced challenges but had also derived satisfaction from overcoming them. The metaphors connect more strongly with ‘intrinsic’ motivation than with the more utilitarian concepts of ‘extrinsic’ and ‘instrumental’ motivation. This might reflect the composition of the learner group, who had all chosen to specialize in some form of English study in their previous education. However that may be, they encourage us to create space in our teaching for the humanistic dimensions of imagination and creativity, even in courses where the explicit aim is to serve a specific pragmatic purpose.


    [KEY WORDS] metaphor analysis, personal enrichment through English learning, humanistic aspects of teaching, motivation
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    Motivational Regulation for Learning English Writing Through Zoom in an English-Medium Instruction Context [Full-Text Available]
    Jeongyeon Kim* (Ulsan National Institute of Science & Technology) / Victoria Kim (Ulsan National Institute of Science & Technology) / *corresponding author, email: jkim@unist.ac.kr

    English Teaching, Vol. 76, Supplement 1, Autumn 2021, pp. 37-57
    DOI: 10.15858/engtea.76.s1.202109.37
    © 2021 The Korea Association of Teachers of English (KATE) / Open Access 크리에이티브 커먼즈 라이선스

    [ABSTRACT] Due to growing concerns regarding the effectiveness of full-scale online education, this study investigated motivational regulation strategies employed by tertiary-level English as a foreign language (EFL) learners taking a writing course via Zoom. Using a mixed method, this study examined a dataset comprising questionnaire responses of 154 Korean students with two proficiency levels and subsequent semi-structured interviews. Findings showed that the learners with a high English proficiency level utilized the instructor’s feedback significantly more than those having a low proficiency level. The high proficiency group also appreciated the Zoom context and the university-wide policy of English-medium instruction (EMI) significantly better than the other group. Finally, correlation analysis revealed significant relationship between the students’ uses of motivational regulation strategies and their responses to the context-dependent factors. For example, the strategic choice of instructor feedback was positively related to their perception of EMI. These findings are discussed for effective online EFL writing instruction in the post-pandemic era.


    [KEY WORDS] motivational regulation strategies, Zoom, EFL writing, English-medium instruction
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    University Students’ Perceptions of the Effects of Online Lecture Types and Its Media Types [Full-Text Available]
    Hoo Dong Kang* (Chinju National University of Education) / *corresponding author, email: hdkang2k@hanmail.net

    English Teaching, Vol. 76, Supplement 1, Autumn 2021, pp. 59-86
    DOI: 10.15858/engtea.76.s1.202109.59
    © 2021 The Korea Association of Teachers of English (KATE) / Open Access 크리에이티브 커먼즈 라이선스

    [FUNDING INFORMATION] This work was supported by the 2020 research fund of Chinju National University of Education.


    [ABSTRACT] This study examined undergraduate students’ perceptions of effects of online course types such as face-to-face classes, online classes, and blended classes using survey data from 331 students during three semesters from 2020 to 2021. There were differences in effects using ‘PPT video’, ‘voice only in PPT’, and ‘real-time zoom’ between theoretical courses and practice courses. In terms of media types for online classes, ‘PPT video’ was perceived as the most effective type by students, followed by ‘voice only in PPT’, ‘real-time video’, and ‘blended media use’ meaning a 2-hour-course mixed with 1-hour PPT video and 1-hour-real-time video. The effectiveness of ‘real-time video’ and ‘blended media use’ was gradually decreased as time went by. Students had difficulties in academic achievement and daily life with online learning. They were eager to return to face-to-face classes after COVID-19 passes. Some online learning media types were preferable to use for face-to-face classes after COVID-19.


    [KEY WORDS] online class, face-to-face, real-time video class, education after COVID-19
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    The Future Direction and Challenges of English Education in the Post-COVID-19 Era [Full-Text Available]
    Heyoung Kim* (Chung-Ang University) / *corresponding author, email: englishnet@cau.ac.kr

    English Teaching, Vol. 76, Supplement 1, Autumn 2021, pp. 87-105
    DOI: 10.15858/engtea.76.s1.202109.87
    © 2021 The Korea Association of Teachers of English (KATE) / Open Access 크리에이티브 커먼즈 라이선스

    [FUNDING INFORMATION] This work was supported by the Chung-Ang University Research Grant in 2020.


    [ABSTRACT] The purpose of this study was to predict educational transformation in the post pandemic era and address a new agenda for participants in both education and academia of Korean EFL. First of all, this article calls attention to rapid societal changes due to technology for the last few decades, particularly in facets of language use, knowledge building, and learning paradigm. Second, this study attempted to articulate unprecedented challenges of English education in Korea for adapting to educational reform in the digital society: 1) defining digital literacy from the second language (L2) perspective, 2) relocating English curriculum within digital learning ecology, and 3) achieving normalization of Korean school English curriculum. For successful transition, this paper finally suggests that a united voice is needed from participants and that new governance should be established in English education to connect educators, researchers, and policy makers to each other empowered by major academic associations such as KATE.


    [KEY WORDS] post-COVID 19, English education, educational transformation, digital literacy, future curriculum

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