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김향일 한국중앙영어영문학회 2014 영어영문학연구 Vol.56 No.4
This article aims to investigate the effects of the types of teacher feedback and students’ perceptions when responding to them. Particularly, this study was attempted to explore how two different levels of six student-writers—an elementary and a low-intermediate level—respond to teacher comments in order to improve their drafts in a process-oriented approach. Data was collected through the 18 students’ drafts—a first draft and two revisions, individual interviews, and open-ended questionnaires. The teacher feedback was categorized and its paired students’ revisions were rated. The results show that all students, irrespective of proficiency levels, perceived that positive feedback plays a distinct and essential role that aids students’ motivation and willingness to accept criticism in teacher feedback and to continue working with it, although they noted they were also aware of the usefulness of negative feedback. Interestingly, the elementary level students were able to respond to feedback similar to that of their more proficient counterparts in their second revisions after gaining experience with feedback from the first round of teacher feedback. The data also demonstrated that most students placed more importance on receiving content-based rather than error-based feedback in order to develop their drafts in spite of their linguistic limitations. This study has significant implications for a writing classroom and teacher feedback practices.
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김향일,김서영,안상원 한국외국어대학교 외국어교육연구소 2018 외국어교육연구 Vol.32 No.4
This study examined how ideologies and value systems in the Korean context affected the identities of four Mongolian students from a poststructuralist perspective. Adopting the Douglas Fir Group (DFG, 2016) framework, the data analysis revealed ideologies that emerged at the macro level—the Korean students’ expectation for foreign students to have a good command of English and viewing Asian minority students from less socio/economic developed countries as academically less intelligent and competent than themselves—and exposed unequal power structures, marginalizing the Mongolian students. Nonetheless, these minority students were active investors in their academic careers based on their previous positive academic self-image as learners, and were thus able to negotiate new identities. The findings indicate that socially constructed identities and ideologies were challenged through dynamic learner agency. Interestingly, besides Korean which was the target language, English competence was also identified as having power to impose reception even for these Asian students in the Korean context.
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A Study of Korean University Students’ Metacognitive Knowledge through Reading Strategy Instruction
김향일,차경애 현대영어교육학회 2014 현대영어교육 Vol.15 No.1
This article reports significant changes of Korean university students’ knowledge about cognition as a part of metacognitive knowledge in reading. This study was attempted to investigate the effects of explicit strategy instruction on Korean university learners’ awareness and views in terms of strategy use in their own reading processes, and also to investigate whether those changes contribute to the enhancement of their reading performance. Four university students were selected for a qualitative analysis and trained for 15 weeks through strategy instruction employing think-aloud procedures as an instructional model based on CALLA. The results, based on interviews, reading conceptions questionnaires, reading comprehension tests, and think-aloud protocols, revealed that their descriptions of reading processes and actual use of strategies became clearer and more elaborate after intervention. In addition, they used larger, more sophisticated pools of strategies in accordance with metacognitive knowledge. It also provides insight that such training was effective in promoting learners’ reading proficiency.
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김향일 현대영어교육학회 2016 현대영어교육 Vol.17 No.4
Ideal and ought-to L2 selves have been recognized as a powerful guide for future learning behavior. However, the literature still appears in need of more information regarding its relationship with other important variables. There is a specific need regarding Korean students—particularly those who have been exposed to English learning environments more regularly and intensely than regular Korean students. Therefore, this study used 61 Korean students who were majoring in English related studies and invited them to participate in the background research and the questionnaires. One major aim was to explore how the ideal and ought-to L2 selves are related to experience abroad and perception of linguistic competence. Another aim was to investigate the associations of ideal and ought-to L2 selves with motivated actions such as behavior and effort. The results revealed that experience abroad did not correlate with either of ideal and ought-to L2 selves and that the two kinds of selves were shown to have relationships with motivated behavior and effort. Lastly, ideal L2 self was correlated with four areas of perceived linguistic competence—listening, speaking, writing, and vocabulary, whereas ought-to L2 self was with only one area. Pedagogical implications are discussed.
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EFL Teachers’ Use of Motivation Strategies Employed in Face-to-face and Online Education Settings
김혜경,김향일 한국외국어대학교 외국어교육연구소 2023 외국어교육연구 Vol.37 No.4
Learner motivation is regarded as one of the most important factors for successful learning. The present study aims to examine the application of EFL teachers’ motivational strategies in two different teaching delivery modalities: face-to-face and online classes. A total of 48 teachers in South Korea participated in this study and responded to the online survey consisting of 52 questions distributed across 10 major categories to explore teachers' utilization of specific motivation strategies. The results demonstrated that the teachers utilized a broader range of motivation strategies more regularly in face-to-face classes than in online classes. Notably, among the strategies of Category 1, a medium effect size was found between the two settings in terms of teachers’ use of the strategy for making an effort to share that learning English is a meaningful experience. Also, small effect sizes were found in the uses of the rest of the strategies except for one in Category 1. Additionally, motivation strategies in Category 1 (Proper teacher behavior) and Category 3 (Promoting learners’ self-confidence) were employed most frequently across both class settings, while strategies in Category 8 (Familiarizing learners with L2-related values) and Category 10 (Promoting learner autonomy) were less commonly used. These results confirmed that there was a significant difference in strategy use between the two class delivery modalities, potentially attributed to the challenges and limitations encountered by teachers in online settings. Consequently, further exploration is warranted regarding the pedagogical implications of teachers’ use of motivational strategies and classroom atmosphere, particularly considering the influence of cultural characteristics.
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