Korean EFL Research Articles

The Effects of Writing Tasks on Vocabulary Learning among Korean EFL Learners and Involvement Load Hypothesis

The Effects of Writing Tasks on Vocabulary Learning among Korean EFL Learners and Involvement Load Hypothesis

Motivation for L2 Reading and Its Relationship with Reading Amount in a Korean EFL University Setting

Motivation for L2 Reading and Its Relationship with Reading Amount in a Korean EFL University Setting

The Effect of L1-L2 Lexico-Semantic Differences on Korean EFL Learners’ Preposition Use

The Effect of L1-L2 Lexico-Semantic Differences on Korean EFL Learners’ Preposition Use

Using lexical bundles to teach prepositions to Korean EFL students

Abstract Integrating corpus-based analyses with instructed SLA, this study explores how lexical bundles can be used to teach prepositions to EFL learners. It first identifies lexical bundles occurring most frequently with preposition errors in a learner corpus of L1-Korean high school student writing. It then uses the 10 identified bundles to compare three different types of instructional treatment: one hundred L1-Korean high school EFL students received either implicit instruction (teaching each bundle as a unit with no emphasis on embedded prepositions) or one of two types of explicit instruction (focusing on embedded prepositions with or without input enhancement). The explicit-instruction-with-input-enhancement group showed the greatest improvement, followed closely by the implicit-instruction group; the other explicit group showed the least improvement. These results suggest that textual enhancement can facilitate L2 preposition acquisition and that recurrent sequences such as lexical bundles can serve as a useful pedagogical means to teach linguistic forms.

Association of lexical and collocation knowledge: A comparative analysis of native speakers and nonnative learners of English

To provide a comprehensive estimate of Korean college students’ lexical competence, this study compared L2 learners’ (EFL) use of single words and collocations with that of native speakers (NSs). The study compiled two text corpora, one from an existing native corpus and the other with texts from Korean EFL learners at three proficiency levels. There were significant differences between the two corpora in lexical diversity, although the difference between advanced EFL learners and NSs was non-significant, indicating that advanced learners were on par with NSs in terms of using a diverse range of words. In a comparison of lexical distribution of single words, however, these advanced learners were found to use words between the 1K and 4K level, whereas NSs used words beyond this level. This suggests the need to cover a wider range of words in classroom teaching and assessment. Regarding collocational knowledge, the difference between the NSs and EFL group was apparent and statistically significant, regardless of learners’ proficiency levels. Namely, EFL learners used far fewer collocations in a smaller range than their counterparts. The learners’ limited collocational competence indicates that collocations should be considered an integral component of the curriculum, instruction, and assessment.

An Analysis of Listening Comprehension Difficulties among Korean EFL Learners---A Case Study

An Analysis of Listening Comprehension Difficulties among Korean EFL Learners---A Case Study

화행중심 교수학습전략 사용이 영어 학습자의 화행 습득에 끼치는 영향

The purpose of this study is to investigate current and classical research on speech acts and indirect speech acts, determine how to teach them to English learners to improve their English proficiency and provide how to implement teaching strategies related to speech acts in the EFL classroom. Section II presents Austin’s (1962) definition and classification of speech acts. In Section III, Searle’s (1969) theory of speech acts is explored, and other relevant topics for the language classroom are reviewed. In Section IV, the differences between these and antitheses are presented, providing some reasons for the collapse of the antitheses. Finally, concluding remarks on the characteristics of speech and indirect speech acts are presented, providing teaching strategies for Korean EFL classrooms.

The Effects of Multisensory Memory Strategies on Korean EFL Students’ Vocabulary Learning

The Effects of Multisensory Memory Strategies on Korean EFL Students’ Vocabulary Learning

Effects of Stimulus Type on Korean EFL College Students’ Performance on an Integrated Listening-Speaking Assessment Task

Effects of Stimulus Type on Korean EFL College Students’ Performance on an Integrated Listening-Speaking Assessment Task

The Impact of Vocabulary, Inferencing, and Metacognitive Strategies on Second Language Reading Comprehension

This study aims to explore exploring the predictive factors of second language (L2) reading comprehension scores, specifically focusing on L2 vocabulary knowledge, first language (L1) syllogistic inferencing, L1 reading comprehension, and L2 reading metacognitive strategy use. The study involved 90 Korean EFL university students. Their L2 vocabulary knowledge, L1 syllogistic inferencing, L1 reading comprehension, L2 metacognitive reading strategy use scores were collected and analyzed for their influence on L2 reading comprehension scores. A path analysis was conducted for data analysis. The findings revealed that both L2 linguistic knowledge and proficiency in L1 reading comprehension had a positive impact on L2 reading comprehension scores, underscoring the significance of language-specific and crosslinguistic factors, respectively, in the comprehension of L2 reading. The results also indicated an indirect effect of L1 syllogistic inferencing skills on L2 reading comprehension through L1 reading comprehension. This implies that L1 syllogistic inferencing may boost L1 reading comprehension, subsequently benefiting L2 reading comprehension. Furthermore, the study brought to light the potential adverse effects of L2 support reading strategies on L2 reading comprehension. Overall, this study adds to our comprehensive understanding of L2 reading comprehension by shedding light on the intricate interplay of linguistic, cross-linguistic, and metacognitive factors.

Article Use within of NP in NP of NP in Korean EFL University Students’ Writing: A Usage-based Construction Grammar Approach

Article Use within of NP in NP of NP in Korean EFL University Students’ Writing: A Usage-based Construction Grammar Approach

Second Language Learning Through an Emergent Narrative in a Narrative-Rich Customizable Metaverse Platform

EFL students often struggle with second language (L2) learning, particularly because they learn L2 out of context, which they find unmeaningful and demotivating. To provide a meaningful context for L2 learning and make learning more interesting, the present study utilized a customizable metaverse platform. First, we developed a scenario of a rose theft, and then based on that, we created a town in the metaverse, which offered a variety of multimodal language input and missions to solve the problem and identify the thief. The entire activity was developed grounded in constructivist language learning principles (e.g., contextualized, motivating, interactive, and task-based learning), thus, learners could explore, play, and learn in the playful constructivist space. Seventy-two Korean EFL students participated in the activity. The study employed a mixed method for more robust research. Quantitative data (the pre- and posttests and the post-survey) indicated the students had a great interest in the activity and the learning outcome increased. Qualitative data (the students' journals, the interviews with the teachers and the screen recordings) further evidenced the students' enjoyment of the activity. Particularly, the screen recordings showed how the students participated in the activity in the metaverse, collaboratively created an emergent narrative through interaction, and produced their own narrative to reach the answer. The study suggested pedagogical implications for using the metaverse for L2 learning based on the results of the study.

Grammatical Accuracy among Korean EFL Learners by Proficiency Level

Grammatical Accuracy among Korean EFL Learners by Proficiency Level

Examining Korean EFL College Students’ Experiences and Perceptions of Using ChatGPT as a Writing Revision Tool

This study investigates the experiences and perceptions of Korean college students regarding the use of ChatGPT as a tool for revising paragraphs in a general English course focused on academic writing skills. A total of 71 student participants completed a survey questionnaire about their perceived benefits and challenges in employing ChatGPT for writing revision and anticipated teacher roles in the process. For data analysis, descriptive statistics and thematic analysis methods were used. The findings reveal a positive reception from the students. They expressed satisfaction with the use of ChatGPT for their paragraph revisions, indicating that its feedback was helpful and trustworthy. The benefits of ChatGPT included the convenience of its instant responses, unrestricted use across time and space, and accurate error correction in areas such as vocabulary, grammar, and paragraph flow. Some challenges were also raised, such as the lack of error descriptions, incomprehensible feedback, misalignment of responses, concerns about diminished authorship, and uncertainty about learning effectiveness. These findings suggest the potential of ChatGPT as a supplementary tool for writing revision, emphasizing the importance of a balanced approach between AI-driven and human feedback. The study also underscores the crucial role of teachers in effectively integrating ChatGPT into writing instruction.

The Impact of Reflective E-Journaling on Korean Adult EFL Learners’ English Anxiety and Course Achievement

Objectives This study explores the potential impact of online reflective journaling on English anxiety and academic achievement among Korean adult EFL learners in an online English course. It aims to investigate whether con-sistent engaging in reflective e-journaling can act as a mediator to help overcome vague anxiety related to English learning by reflecting on their learning processes, leading a positive effect on course achievement. Methods This study involved 148 participants who took “Basic English Reading for Graduate School Students in Professional Studies” in a 15-week online course. Data was collected from students’ weekly e-journaling, the FLCAS survey, and their final exam scores, using a mixed-methods approach. Results The results revealed that high achievers in course achievement exhibited higher levels of anxiety, while the reverse was not observed. While there was a positive correlation between achievement and anxiety levels, there were no significant differences in course achievement across anxiety levels. High levels of English anxiety were associated with more frequent reflective journaling, promoting learning process awareness and academic performance. It was reported that sharing journals on the LMS board facilitates students interaction, motivating active engagement. Conclusions This study demonstrated that even high-achieving students can experience elevated levels of English anxiety, and poor academic performance is not solely attributed to heightened anxiety levels, refuting the conventional concept of English anxiety. The findings of the current study suggest that facilitative anxiety prompts consistent engagement in reflective journaling, which enhances meta-cognition of one’s learning process, thus serving as a mediator for improving academic performance.

Preservice Teachers’ Experiences with E-service Learning for Middle School Students in South Korea

Electronic service (e-service) learning has considerable potential to promote engagement and interactions between people by liberating spatial constraints. Due to the pandemic situation, ordinary face-to-face service learning was impossible, but there was an urgent need to support adolescent English learners in communities. In accordance with the community needs, this phenomenological study explored Korean EFL preservice teachers’ experiences and perceptions of e-service learning, focusing on the collaborative nature of learning. Based on this, we collected data from multiple sources (i.e., interviews, reflective reports, and artifacts) from 23 Korean preservice teachers majoring in English language education and conducted interviews with six teachers. The qualitative analysis of these data reveals that the Korean EFL preservice teachers seem to see four essential benefits and strengths of e-service learning: (1) the construction of their teacher identity, (2) the development of teaching-related skills, (3) the fulfillment of EFL learner needs, and (4) a social impact. They also addressed several challenges of e-service learning. Findings provide EFL teacher educators and researchers with valuable insights into e-service learning as part of teacher education.

Critical Multimodal Literacy and Oral Proficiency Development

This descriptive case study aimed to investigate the impact of critical multimodal literacy in English classes, which included the use of parody films and metaverse-based User-Created Content (UCC) related to disability, on Korean university EFL learners’ conventional literacy and awareness of disability. Data were collected from three participants with varying English proficiency and educational backgrounds over a two-month period, with weekly sessions lasting two and a half hours. A combination of qualitative and quantitative methods, such as questionnaires, interviews, group discussions, reflective papers, and metaverse-based UCC productions, was employed to assess the effectiveness of critical multimodal literacy in English speaking and disability education. Korean EFL students, influenced by Confucian culture, tend to hesitate when expressing their opinions publicly. In response, this research proposes using avatars to create alternative textual representations of their viewpoints instead of recording personal video presentations. This innovative approach aims to evaluate changes in students’ attitudes towards disabilities and improvements in their oral communication abilities. The overall findings indicated that (1) The critical multimodal literacy practice, employing parody films based on fairy tales in the classroom, plays a significant role in the development of conventional literacy among Korean adult EFL learners. (2) The practice of critical multimodal literacy, which involves using parody films of fairy tales that address disabilities, helps EFL learners broaden their perspectives on disabilities and modify their social behaviors. (3) Attitudes and reactions toward disabilities varied according to the individual experiences of EFL learners.

온라인 활용 상호문화 프로젝트학습에 대한 영어학습자의 인식과 경험

This paper investigates tele-collaborative project learning in which Korean EFL learners perceived and experienced Intercultural Communicative Competence (ICC) based on Byram’s intercultural competence(1997) in foreign language learning. This study is follow-up research of “Development and Implementation of a Platform-based intercultural English Teaching and Learning Model.” Participants were paired to do the intercultural project utilizing Zoom and social media platforms during the pandemic period. We adopted Byram’s assessment guidelines to analyze the process and perceptions of the students’ learning experiences by ethnographic method. The data was collected from the learners’ self-reflection reports, zoom-meeting observation, learners’ video presentation, and interviews. By comparing the two cultures, the paired Korean-American participants delved into their chosen topics of Korean and American culture and society. This study addresses the following three points: The tele-collaborative culture project facilitated participants in gaining insights into specific aspects of American or Korean culture; the project helped raise the participants' intercultural awareness; and the participants had the critical cultural awareness on their own culture in the global societies. They also realized that they need to build up their practical English ability to appropriately explain their own culture. This study implies that foreign language teaching needs to be redesigned to draw the learner’s direct learning to improve learners’ intercultural competence with the use of advanced technology in the global society.

The Effect of Voice-enabled ChatGPT on Negotiation of Meaning of Korean EFL Learners

The Effect of Voice-enabled ChatGPT on Negotiation of Meaning of Korean EFL Learners

Korean High School Students' L1 Summary Writing as a Predictor of EFL Reading Comprehension

This study examines the role of the L1 summarization task as a predictor of English reading comprehension for Korean EFL high school students. Participants were given two different types of reading passages, along with five multiple-choice question items and one summarization task item for each passage. A rubric for summary writing was constructed for the purpose of the study and examined on its reliability and use. Correlation analysis between reading comprehension and summary writing reported a moderate to high correlation. A simple linear regression analysis of the test results indicates that L1 summary writing can be a predictor of Korean EFL learners' English reading comprehension. Despite the findings in this study, the survey results inquiring about the participants' views on summarization tasks suggest the difficulties and limitations of implementing summarization tasks in high-stakes assessments.