Listening Comprehension Strategies of EFL Learners: A Case Study of Three Korean Elementary Students

Unkyoung Maeng(맹은경) 한국외국어교육학회 2006 Foreign languages education Vol.13 No.3

  This paper is a case study of the strategic behaviors of younger Korean students. Three Korean elementary students are examined in this study. An interview was used to collect retrospective verbal data on listening processes as well as listening strategies, and a listening strategy questionnaire was used to gather additional information regarding general listening strategic behaviors. A coded strategy report was tabulated, and the mean and percentage were used to render a strategy profile for each participant. The results of this study revealed that the participants, in most case, used all four groups of strategies: cognitive, compensation, metacognitive and affective strategies. However, they differed in their use of strategies within each group of strategies as well as in how often they used each type of strategies. The differences in the strategic behaviors were closely related to listening proficiency level, text difficulty and listening situation. A highly proficient participant used more strategies compared to less proficient participants. The highly proficient participant typically used top-down strategies more often. In contrast, the less proficient participants used bottom-up strategies more often. They typically relied heavily on familiar words and translation when they listened to a more difficult text. Cognitive strategies were reported the most in the interview and compensation strategies were marked as highest in the LSQ.

초등교사의 영어교과서 선정기준에 대한 인식 및 활용

맹은경(Maeng, Unkyoung) 한국외국어교육학회 2012 Foreign languages education Vol.19 No.4

The purpose of this study is to investigate the perception of primary teachers on the process and criteria of selecting government-authorized primary English textbooks. Specifically it identifies the process of selecting English textbooks and its problems, and analyzes and compares teachers’ perception on the evaluation area and standards that they used. 90 primary teachers participated in this study. A survey was conducted to collect the data. For the data analysis, multiple response, cross tabulation analysis, t-test and MANOVA were used. The results were as follows: First, teachers of the textbook selection committee used the general standards developed and distributed by Ministry of Education, Science, and Technology the most to select an English textbook for their school. Second, most of the general standards were perceived as important factors in selecting textbooks. However, the scores of perceived value on the selection criteria were higher than those of applied value. This perception was also affected by teachers’ variables such as gender and teaching experience. Third, lack of time to review and analyze the authorized English textbooks appeared to be the biggest problem.

제7차 중등 영어 교육과정에서 멀티미디어 적용 실태와 분석

맹은경(Maeng Unkyoung) 한국영어어문교육학회 2005 영어어문교육 Vol.11 No.4

Secondary English Education in Korea is implemented according to the 7th National Curriculum. The 7th National English Curriculum pursues to achieve communicative competence considering individual differences. According to the research, using various multimedia in English education enhances English proficiency and allows effective individual-based learning. The purpose of this study is to investigate the implementation of applying multimedia in English education within the framework of the 7th National Curriculum. For this purpose, a questionnaire-based survey was conducted in 2005 with 145 secondary English teachers in Kyunggy Province. The results showed that multimedia was not integrated in English education effectively, and individual based-learning was not implemented effectively, either.

효과적인 대학 영어강의 운영을 위한 교수자 요구분석 및 지원방안

맹은경(Maeng, Unkyoung),한호(Han, Ho),김현옥(Kim, Hyeonok),김성완(Kim, Sungwan) 한국영어학학회 2011 영어학연구 Vol.17 No.3

The purpose of this study is to investigate the perception of instructors of higher education on conducting English mediated instruction (EMI). This study also analyzes the needs of EMI instructors and provides suggestions to manage English medium lectures more effectively. In addition, the study examines the associations of instructor variables such as age, major field, teaching experience, EMI experience, and English proficiency. Fifty EMI instructors participated in this study. A web-based survey was distributed and fifty EMI instructors responded to the questionnaires on EMI and background information. To analyze the data, descriptive frequencies and cross-tabulation analysis were used. The results of this study were as follows: First, the participants considered the globalization of higher education as the primary purpose of conducting English medium lectures. Although they had somewhat negative attitude toward the effect of EMI courses overall, 50% of them mentioned that EMI courses helped professors and students to improve their English ability. Second, the participants considered a fair course assessment as the most important factor in the success of implementing EMI. Third, the participants also felt some emotional burdens while conducting EMI courses. Fourth, the participants suggested that it is necessary to provide some incentives to EMI instructors and to run the EMI courses selectively.

AI·디지털 기반 영어교육을 위한 EBSe 역할 및 개선 방향

맹은경 ( Maeng Unkyoung ) 한국중등영어교육학회 2024 중등영어교육 Vol.17 No.3

The purpose of this study is to examine the roles and strategies for enhancing EBSe programs to align with AI-based English education. It analyzes interviews with 12 English teachers across elementary, middle, and high schools. Qualitative data were gathered through focus group interviews using semi-structured questions and analyzed with NVivo 14 to identify patterns. Key findings include: 1) High usage of ‘Fun Reading’ across all school levels and diverse EBSe content usage in middle school classes compared to other levels. 2) Teachers in all school levels recommended developing contents focused on productive skills, particularly writing, to align with the 2022 revised English curriculum, along with thematic and skill-specific learning materials and content linked to textbooks. Suggested overall improvements for the EBSe program include updating old learning content to reflect recent issues, reorganizing for easy access, and enhancing program features to incorporate the latest technologies. 3) Teachers at all levels expect EBSe to continue supporting public education in an AI-enhanced future. 4) Improvements for EBSe, anticipating AI digital textbooks, include updating content to reflect current topics, and reorganizing for accessibility, similar to those aligned with the 2022 revised English curriculum. Additionally, new enhancements such as AI-based assessment tools, writing correction, and personalized learning pathways are proposed specifically for the AI-based education context.

Do Primary Teachers Feel Anxiety When They Teach English?

Unkyoung Maeng(맹은경) 한국외국어교육학회 2008 Foreign languages education Vol.15 No.2

  The purpose of this study is to investigate the correlation between foreign language teaching anxiety (FLTA) and language proficiency as well as other background variables. This study also investigates the sources of anxiety felt by Korean primary teachers in English language classrooms. 59 primary teachers participated in this study. The FLTAS and group interviews were used to collect the data. For the data analysis, point-biserial and Pearson correlation were used. Transcribed qualitative data are also used. The results showed the existence of a negative correlation between two sub-factors (fear of negative evaluation & lacking linguistic knowledge and fear of lacking teaching knowledge & classroom management) of anxiety and proficiency as well as a positive correlation between teaching experience and fear of negative evaluation and lacking linguistic knowledge. In addition, a negative correlation was found between proficiency and the variables of age, teaching experience, English teaching experience, and teacher training. Finally, four sources of anxiety were found: low proficiency, negative evaluation, lack of preparation, giving improper feedback.

초등학교 영어 서술형 평가에 대한 교사 인식 연구

김미영,맹은경,Kim. Mi Young,Maeng. Unkyoung 한국영어교과교육학회 2015 영어교과교육 Vol.14 No.2

The purpose of this study is to investigate the perception of primary teachers on essay type tests. More specifically this study investigates how essay type tests were conducted in primary English classes and how primary teachers perceive the effects and the problems of the tests. 104 primary teachers participated in this study. Questionnaires were used to collect the data and frequency, ANOVA, and chi-squared test were used to analyze the data. The results obtained were as followings: 1) Primary teachers recognized the necessity and effect of English essay type tests. This perception was associated with teacher variables(teaching experience and experience in essay type test item writing). 2) The type of test items was varied from school to school. 3) Teachers had most difficulties in developing valid questions for an essay type test and maintaining the reliability of scores.

협동 학습이 L2 영어 학습에 미치는 영향: 메타 분석

이유주 ( Lee Yuju ),맹은경 ( Maeng Unkyoung ) 한국중등영어교육학회 2018 중등영어교육 Vol.11 No.4

This study aims to investigate an overall effect of cooperative learning (CL) on L2 learning by providing reliable common effect sizes. The study also examines moderating variables (grade levels, types of CL and instruction time) on language learning ability. For this purpose, a meta-analysis with the software CMA ver.3.3.070 was used. A total 53 primary studies were selected and 163 samples based on means were analyzed to compute the effect sizes. The major findings are as follows: 1) CL is effective to enhance the English ability of Korean L2 learners. The overall effect size is .544 indicating moderate effect size. More specifically the effect sizes of listening (ES=.658) and speaking (ES=.749) are relatively higher than those of writing (ES=.373) and reading (ES=.431). The effect size of attitude (ES=.904) is the highest and that of interest (ES=.624) and motivation (ES=.589) follows in order. 2) There is moderating effect between the types of CL. However, no moderating effect is shown between school levels and instructional time. The effect size of STL(Student Team Learning) and CP(Cooperative Project) is relatively higher than that of STL-CP.

듣기책략 교수.학습방법이 초등학교 학생들의 듣기능력 및 책략 사용에 미치는 영향

최연선(Choi, Yeonsun),맹은경(Maeng, Unkyoung) 한국초등영어교육학회 2010 초등영어교육 Vol.16 No.3

The goal of this study is to investigate the effect of listening strategy instruction on listening ability and the use of listening strategy of elementary school students. 63 elementary students were participated in this study. PELT assessment and listening strategy questionnaires were used to collect the data and independent samples t-test, paired t-test, and Pearson correlation were used to analyze the data. The results of the study indicate the effect of the explicit instruction of cognitive, metacognitive and affective listening strategies on elementary school students’ listening comprehension and their use of listening strategies. First, the scores of listening comprehension and overall listening strategy of experimental group increased significantly. Second, the scores of cognitive, metacognitve, affective, top-down, and bottom-up strategies of experimental group also increased significantly through this explicit listening strategy instruction.

스토리텔링과 플래시 카드를 활용한 어휘 학습의 효과 비교연구

윤미선(Yoon Mi Sun),맹은경(Maeng, Unkyoung) 한국영어교과교육학회 2011 영어교과교육 Vol.10 No.3

The purpose of this experimental study is to investigate the effect of different vocabulary teaching methods on the English vocabulary acquisition of Korean primary students. For the purpose, an experiment was conducted on two second grade classes of 60 students of a school in Suwon. The experimental group was given vocabulary instruction using storytelling and the control group, using flash cards. Vocabulary tests of two different types and questionnaires were used to collect the data and independent samples t-test and paired t-test were used to analyzed the data. The results of the study were as follows: First, although both approaches to teaching vocabulary, using storytelling and using flash cards, were effective to enhance primary students' vocabulary knowledge, the vocabulary instruction using storytelling was more effective to enhance students' vocabulary acquisition. Second, the vocabulary instruction using storytelling allowed students to retain more words for longer period of time. Third, both instructional approaches enhanced students' interest in learning English.