Triangulating Think-alouds and Questionnaires in Reading Strategy Assessment: An Exploratory Study

이경랑,Oxford, Rebecca 한국영어교육학회 2007 ENGLISH TEACHING(영어교육) Vol.62 No.3

This study was designed to investigate reading strategies of L2 learners, using a combination of a questionnaire and think-aloud protocols. The participants’ reading strategies were compared to find whether the results of the questionnaire and think-aloud protocols compensate or contradict each other. In addition, it was examined whether the ordering of the two instruments would influence strategy awareness and use and reading comprehension scores. Only the task-specific reading strategies from the questionnaire were employed to read a text, and items such as “skipping” and “adding information” were newly found by think-aloud protocols. Also, the participants were observed to do ineffective behaviors such as “being inflexible” and “mistranslating,” which might not have been discovered when using the questionnaire only. Overall, the questionnaire and think-aloud protocols turned out to be complementary to each other rather than conflicting. The participants’ reading comprehension scores were not influenced by the ordering, however, after a certain task, they were able to reflect on their strategy use more accurately than without or before a task. Thus, if used properly for their own purposes, both instruments are effective to measure students’ reading strategies complementarily.

영어 문답 연습 컴퓨터 프로그램이 중학교 영어 학습자의 성취도 및 오류에 미치는 영향 연구

이경랑,권순일 한국영어학회 2021 영어학 Vol.21 No.-

This study was planned to explore the effects of a computer program to practice answering English questions on Korean middle school English learners’ performance scores and errors. Including negative questions that Korean students consider most difficult (1,182 questions, more than 8,000 possible answers, and various feedback), five levels of yes-no questions with different verbs were set with 17 stages in total. With a computer expert’s collaboration, the questioning program was carefully developed. The English performance scores of 108 middle school English learners were compared as well as the types and numbers of errors produced while practicing with the program. First, practicing answering English questions using the program seemed to be most effective for the intermediate students; the beginners were also improved while the advanced were not. No gender differences in scores were found. Also, the program was effective for diagnosing the students’ errors. The beginners committed significantly more types of errors more often than the others. A few gender differences in terms of errors were observed. Using a pre-planned, well-designed questioning program with immediate feedback, this study hopes to provide a firm basis for future studies about helping English learners interact with a more advanced computer program. This will also help teachers diagnose their students’ abilities to answer in English effectively and suggest a new way to research on adapting ourselves to new environments caused by the COVID-19.

음성인식 피드백 프로그램을 활용한 영어 학습 프로그램 개발 연구

이경랑 한국영어학회 2018 영어학 Vol.18 No.4

Lee, Kyoung Rang. 2018. Developing English learning program using speech recognition-based feedback. Korean Journal of English Language and Linguistics 18-4, 492-514. This study was planned to explore whether a computer program using speech recognition-based feedback (ET-Bot) would improve Korean middle school English learners' speaking. The results of 46 middle school English learners were analyzed in terms of the accuracy and the time of pronouncing words, sentences, and a paragraph which had been carefully chosen, based on the previous studies and existing pronunciation diagnosis tools. Immediate feedback provided by the speech recognition tool right after participants read aloud seemed to motivate them to correct themselves. Even though there were not big differences in terms of gender as well as English performance scores, possible gender differences should be further explored in terms of their attitudes and affective factors to pronouncing English words and sentences. Also, the free speaking task that ET-Bot provided in addition to reading aloud tasks showed its possible usage to diagnose the participants' speaking proficiency. Using a speech recognition-based feedback program, this study hopes to provide a firm basis for future studies about helping English learners correct their own mistakes with the immediate feedback, helping teachers diagnose their students' speaking, and suggesting a new way to research on speaking by helping researchers transcribe easily. Detailed results and discussions are provided.

영어읽기전략 동영상 교재 사용이 중학생들의 영어읽기전략과 독해력에 미치는 영향

이경랑,김수연,임옥영 현대영어교육학회 2023 현대영어교육 Vol.24 No.-

In today’s digital landscape, video-based instructions have become a powerful tool for young generations to learn new knowledge and skills. Especially for English language learners (ELLs), video-based instructions emerge as a potent approach in class to enrich language acquisition and foster self-regulated learning. This study was designed to keep up with this trend by investigating the impact of the recently created video-based reading strategy materials on ELLs’ reading comprehension as well as how reading strategy was differently used in terms of gender and learning styles. In the short video, five animals demonstrated how to use each relevant reading strategy while the texts were read. The interventions were provided to 18 Korean middle school students for seven weeks. Data on reading comprehension achievements and the frequency of reading strategy use were collected and analyzed by gender and learning styles. The results revealed that males and females demonstrated different application patterns of reading strategy although all students showed improvement in global comprehension questions. Overall, the results found statistical significance among female and global learners in the application of reading strategies and reading comprehension.

The Effects of a Rubric on Inexperienced Raters’ Scoring Consistency

이경랑 현대영어교육학회 2016 현대영어교육 Vol.17 No.2

This study aimed to explore whether a rubric was effective for promoting raters’ scoring consistency when evaluating English learners’ essays. The experienced raters’ scores of Korean university students, with a rubric, were analyzed qualitatively and quantitatively. The scores of inexperienced raters with the rubric were compared with those without the rubric. Each group’s scores were compared using t-tests (also with inter-rater reliability tests) and the inexperienced groups’ scores were compared using ANOVA. With the rubric, the inexperienced raters showed a similar way of evaluating students’ performance to the experienced raters while those without the rubric could not. The former scored the essays consistently both within and across the semesters, but the latter could do so only within the semesters (post-test scores were higher than pre-test scores within each semester). The scores of each test given by the inexperienced raters with the rubric were not statistically different, which was not true for the experienced with the rubric. This implies that rubrics are effective in promoting inexperienced raters’ scoring consistency, especially when raters evaluate essays at the same time rather than when evaluating at different times even with a rubric. The details of the results are given, and the significance is discussed.

Improving Self-Efficacy and Reading Performance through Individualized Reading Strategy Instruction

이경랑 현대영어교육학회 2010 현대영어교육 Vol.11 No.3

This study was planned to examine relationships (a) between students’ strategy selfefficacy and reading strategy instruction and (b) among strategy self-efficacy, strategy use, and reading performance. Korean university students’ strategy self-efficacy,strategy use, and the TOEIC reading performance were compared while teaching the eight reading strategies in an individualized context where the students had an opportunity to evaluate the effectiveness of the reading strategies for themselves. The participants’ strategy self-efficacy was promoted by the reading strategy instruction. Their strategy self-efficacy was significantly correlated to their strategy use, but not to reading performance, while their strategy use was significantly correlated to their reading performance. Also, strategy self-efficacy and strategy use were significant predictors of the participants’ reading performance. There were no group differences,neither between high and low self-efficacy groups nor between more and less frequent strategy use groups, in the reading performance. However, the high strategy selfefficacy group improved significantly at the post-test unlike the low group, and the more frequent strategy use group improved significantly at the post-test unlike the less group. Results and discussions are given, as are implications for English teachers and further potential research directions.

소년원생의 학대적 양육경험과 냉담-무정서 특질이 비행에 미치는 영향: 사회적 지지의 조절된 매개효과

이경랑,정현희 한국청소년학회 2022 청소년학연구 Vol.29 No.6

The purpose of this study was to verify moderated mediation effect of social support on the effect of parental abusive parenting on delinquency by mediating juvenile offenders’callous-unemotional traits. The subjects of this study were 198 juvenile offenders in D city, and a survey was conducted on them. Collected data were analyzed using SPSS 24.0, SPSS PROCESS Macro. The results of the study were as follows. First, parental abusive parenting affected children's callous-unemotional traits and delinquency and the callous-unemotional traits also affects delinquency. Second, parental abusive parenting affected juvenile delinquency by partial mediating callous- unemotional traits. Third, in the relationship between callous-unemotional traits and delinquency, the moderating effect of social support lowering delinquency found to be significant. Forth, there was a moderated mediation effect of social support on the effect of abusive parenting on juvenile delinquency through the callous-unemotional traits. The results of this study suggest that for the prevention and intervention of delinquency, it is neccessary to strengthen protective factors and make efforts create a positive parenting environment. 본 연구는 소년원에 재원중인 보호소년을 대상으로 부모의 학대적 양육태도가 냉담-무정서 특질을 매개하여 비행에 미치는 영향을 사회적 지지가 완충해주는지를 검증하였다. 연구의 대상은 D광역시의 소년원생 198명이었다. 이들을 대상으로 부모의 학대적 양육태도, 냉담-무정서 특질, 청소년 비행 경험, 사회적 지지 척도를 사용하여 자료를 수집하였다. 수집된 자료는 SPSS 24.0, SPSS PROCESS Macro 프로그램을 사용하여 상관분석과 매개효과, 조절효과, 조절된 매개효과 검증을 통해 분석되었다. 연구 결과는 다음과 같았다. 첫째, 부모의 학대적 양육태도가 자녀의 냉담-무정서 특질과 비행에 유의한 영향을 미치고, 냉담-무정서 특질도 비행에 영향을 미치는 것으로 나타났다. 둘째, 부모의 학대적 양육태도는 냉담-무정서 특질을 부분매개하여 청소년 비행에 영향을 미치는 것으로 나타났다. 셋째, 냉담-무정서 특질과 비행의 관계에서 사회적 지지가 비행을 조절하는 효과가 유의한 것으로 나타났다. 넷째, 부모의 학대적 양육태도가 청소년의 비행에 미치는 영향에 대해 사회적 지지의 조절된 매개효과가 유의한 것으로 나타났다. 본 연구의 결과는 청소년 비행의 발달경로를 이해하고 나아가 비행의 예방과 개입을 위해서는 보호요인의 강화와 함께 긍정적인 부모 양육환경 조성을 위한 노력이 필요함을 시사한다.

자기 주도적 학습자 양성을 위한 영어학습전략 교수 모형 연구: 중학교 영어교과서를 중심으로

이경랑,김수연,김슬기,이윤정 현대영어교육학회 2011 현대영어교육 Vol.12 No.1

This study was planned to examine whether Korean middle school English textbooks include strategy instruction and if so, what strategies are covered as well as how to teach them. Learning strategy is considered as an essential factor of self-regulated learning in such a standardized test as the Programme for International Student Assessment (PISA). This study also aimed to propose a strategy teaching model to promote middle school students’ self-regulated learning. We developed the coding scheme with 19 English language learning strategies in a thoroughly planned way, with which we analyzed 59 textbooks: 25 for the first graders, 19 for the second graders, and 15 for the third graders. Only a few strategies were included with explicit names and/or explanations while most strategies were implicitly introduced. Before-reading strategies and before-listening strategies were covered more than the other types of strategies. Textbooks for the second graders included significantly less kinds of strategies less often than those for the first and third graders. Based on the results, we proposed a strategy teaching model for each grader with before-, during-, and afterreading strategies. This study is expected to provide teachers with practical information of what strategies to teach and how to teach them. Detailed results and discussions are given, as are implications for English teachers and further potential research directions.

Raising Grammatical Consciousness by Color-Coding to Improve English Reading Performance

이경랑 한국영어교육학회 2008 ENGLISH TEACHING(영어교육) Vol.63 No.3

This study was designed to examine whether focusing on the important grammatical elements in a sentence, such as a verb and its subject, by color-coding will raise grammatical consciousness and whether raised grammatical consciousness will help Korean learners improve their English reading performance. Grammatical consciousness was assessed by the grammar tests, such as finding a correct word and choosing a correctly derived word (e.g., noun to verb or verb to adjective), while reading performance was measured by the TOEIC reading tests. Color-coding was employed to help learners pay focal attention to the grammatical elements while reading a text and it was expected to help them understand the text easily by processing visually and linguistically. The participants in the color-coding group were compared with those who learned the grammar lessons in the traditional way without color-coding. After the intervention, the color-coding group showed significant improvement both in the grammar test and the reading test, whereas the control group did not improve reading performance even with the promoted grammatical knowledge.

Self-confidence fostering activities: Scaffolds for EFL learners’ reading strategies.

이경랑 팬코리아영어교육학회 2007 영어교육연구 Vol.19 No.4