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English Teachers' Responses to Doing Action Research
양태선 한국영어어문교육학회 2009 영어어문교육 Vol.15 No.2
The purpose of this study was to investigate English teachers' perceptions about doing their own action research to find out the benefits of involvement in action research. I believe that teachers should engage in curriculum research and development because it relates to their own classrooms and because a primary aim for teacher education program is to give teachers ways of exploring their own classrooms. I focused on 17 graduate students who had undertaken action research during the fall semester of 2007 and administered a questionnaire about their perceptions of doing action research. The results revealed that their perceptions of doing action research fell into the following two categories, positive and negative aspects. For positive aspects, they experienced a sense of personal and professional growth and they underwent identity transformation from passive, etic-oriented, and uncritical to active, emic-oriented, and critical teachers. However, many of them expressed that major obstacles to doing action research were time constraints and lack of skills or training in conducting action research. Thus, it is suggested that both pre- and in-service teachers should consider conducting a language teaching diary study, doing collaborative action research, and acquiring all the necessary skills for conducting action research.
양태선 이화여자대학교 교과교육연구소 2020 교과교육학연구 Vol.24 No.3
The purpose of the study was to investigate how Native English Speaking Professors’ (NESPs) identities were constructed and how their constructed identities affected their teaching practices in the general English program. The study was conducted at A university and three NESPs and ten students participated in the study. The NESPs expressed their feelings and ideas about how they positioned themselves and were positioned by others through discussion sessions and autobiographical essays and interviews with students were also carried out to understand how NESPs were perceived by the students. Drawing on Communities of Practice (CofP) (Lave & Wenger, 1991), the researcher understood how the perceptions held by NESPs and others affected their teaching practices. The results revealed that their positioning as an outsider and an edutainer led to lack of collaboration with members of the CofP, which eventually became a major obstacle to the reconstruction of their professional identities and limited their teaching practices. This study provided significant insights into how expatriate educators’ identities were constructed through different degrees of involvement in the communities in which they were situated and discussed implications for legitimizing NESPs’ access to the local CofP as well as future research.
Korean University Students' Perceptions on Portfolio Assessment and Its Impact
양태선 서울대학교 교육종합연구원 2020 The SNU Journal of Education Research Vol.29 No.2
This study investigated university students' perceptions about the use of portfolio in the process of learning writing in English and the way portfolio affected their writing performance. Ten students who took an English writing class at a university in Korea were the participants of the study and structured interviews and pre and post tests were administered to understand how Portfolio Assessment (PA) was perceived by students and its role in their learning processes. It was found out that merits of PA far more outweighed than its demerits in that portfolio was beneficial in learning processes and outcomes. Through portfolio experiences, students came to realize that they took more responsibilities of their own learning, became aware of valuable learning strategies and made progress in organizing an effective essay. In contrast, many of the students expressed that compiling essays in the portfolio was a time-consuming and labor intensive experience.
The Role of Social Interactions in ESL Students' Processes of Learning Speaking Skills
양태선 한국응용언어학회 2006 응용 언어학 Vol.22 No.1
The purpose of this study was to examine the way in which social interactions mediated ESL students' speaking skills. Specifically, I investigated what types of social interactions they engaged in their daily lives and how they interacted in them in order to investigate the role of social interactions in their processes of learning speaking skills. Multiple sources of data were utilized, such as participant observation, fieldnotes, participants' journals, participants' interactions, and the SPEAK test. The results revealed that social interactions were crucial in learning and developing their speaking skills. The participant who participated in superficial interactions in everyday life showed inappropriateness of interaction because those interactions yielded limited interactive resources and practices, while the participant who participated in interactions where he/she could negotiate meaning with interlocutors showed interactionally appropriate performance because those interactions provided diverse interactive resources and practices, which eventually facilitated the process of learning and developing speaking skills.