Content Knowledge Effect on L2 Listening in Relation to L2 Listening Proficiency and Task Type

Jihyun Jeon 팬코리아영어교육학회(구 영남영어교육학회) 2008 영어교육연구 Vol.20 No.4

This paper investigated to what extent L2 learners’ content knowledge affects their listening comprehension when they listen to a college academic lecture. Given the often-cited compensatory effect of L2 learners’ content knowledge and L2 proficiency on their comprehension, this study also investigated the comparative importance between content knowledge and L2 listening proficiency in L2 learners’ listening comprehension in relation to the task type. It was found in this study that both L2 learners’ content knowledge and L2 listening proficiency played a significant role in their listening comprehension. It was also found that L2 learners’ listening proficiency provided more of a contribution in explaining the outcomes of the selected response task and the unstructured response task than did L2 learners’ content knowledge, while L2 learners’ content knowledge provided more of a contribution in explaining the result of the highly structured task than did L2 learners’ listening proficiency. On the basis of the findings, pedagogical implications for ESL/ EFL programs were provided.

Factors Affecting L2 Learners’ Listening Comprehension and Their Listening Difficulty-Overcoming Strategies

Jihyun Jeon 한국응용언어학회 2010 응용 언어학 Vol.26 No.4

This study aimed to find the situational factors that may cause L2 listeners’ comprehension problems in academic contexts and strategic behaviors for L2 listeners to employ to overcome their academic listening difficulties. 141 ESL learners self-reported having a moderate to competent level of comprehension when they listened to college academic lectures. Follow-up interviews with 13 participants provided 11 factors that hampered L2 listeners’ comprehension of academic lectures. Interview data also revealed that listening strategy use of different L1 groups (i.e., Chinese, Hindi, and Korean) in terms of the number of strategic behaviors and types was similar when they listened to college academic lectures. It is assumed that findings of this study can help researchers and instructors trace the source of difficulties in L2 listeners’ comprehension and place them in a better position to help L2 learners cope with or overcome some of their listening difficulties in academic contexts.

Academic Listening: What situational variables may motivate L2 learners to listen to academic lectures?

Jihyun Jeon 한국언어과학회 2010 한국언어과학회 학술대회 Vol.2010 No.02

Impact of strategy use on L2 Academic Listening

Jihyun Jeon 한국언어과학회 2009 한국언어과학회 학술대회 Vol.2009 No.08

Concerns and Challenges of L2 Listening Comprehension Test

Jeon, Jihyun 새한영어영문학회 2009 새한영어영문학 Vol.51 No.3

The assessment of L2 listening ability has presented testing specialists with many challenges, particularly as theories of language, language learning, and language teaching have changed in recent decades. This study discussed the testing of L2 listening comprehension ability through a review of relevant literature and identified research topics and approaches found in the L2 listening assessment field. Later, this study focused specifically on the Korean context and discussed how English listening ability has been tested in Korea. That is, this study explored the ways in which English listening ability has been assessed and some problems, concerns and challenges connected with such testing.

The Effect of Self-Regulated Learning Ability Components on English Performance

Jihyun Jeon 한국언어과학회 2011 언어과학 Vol.18 No.4

This study investigated the relationship between self-regulated learning ability and English learning performance after categorizing self-regulated learning ability into four components (i.e. motivation, goal setting, action control and strategy). 124 undergraduate students participated in the study and filled out four instruments designed to measure each component of the participants' self-regulated learning ability. The participants also submitted a score of either an official TOEIC test or a mock TOEIC test, which was considered as the participants' English proficiency level. Independent sample t-tests and multiple regression analyses were performed. This study revealed that there was no statistically signifiant difference in the use of the components of self-regulated learning ability between a lower-level English proficiency group and an upper-level English proficiency group. However, classifying motivation and strategy components into sub-groups, this study revealed that the two different proficiency groups differed significantly in the use of memory-related strategy and intrinsic motivation. In addition, this study showed among the components of self-regulated learning ability, intrinsic motivation, extrinsic motivation, meta-cognitive strategy, and cognitive strategy were significant predictors in explaining the participants' English performance. Further research directions were discussed.

Development and Application of a Concept Mapping-based Academic Writing Instruction Model for Students Majoring in Science and Engineering

Jihyun Jeon 팬코리아영어교육학회(구 영남영어교육학회) 2016 영어교육연구 Vol.28 No.4

This study aimed to investigate the effect of concept mapping-based academic writing instruction for science and engineering students. Also, this study examined whether there was a relationship between the effect of concept mapping-based instruction and English proficiency and whether there was an effect of concept mapping-based writing instruction on the improvement of writingcomponents. 84 students participated in this study and were classified into either an experiment group or a control group. A pre-writing task was administered to both groups before concept mapping-based instruction was given to the experimental group. After ten week concept mapping-based instruction, a post-writing task was administered to both groups. The outcomes of the pre-writing task and the post-writing task were analyzed using T-unit measure and a rubric for academic writing. The results showed that there was no effect of concept mapping-based academic writing instruction when writing tasks were analyzed by T-units, but that there was an effect of concept mapping-based writing instruction when writing performance was measured by the writing rubric. This study also found that concept mapping-based writing instruction did support improvements of the low-level English proficiency group in terms of sentence number and accuracy as well as organization and coherence. Furthermore, this study revealed the high-level English proficiency group can have benefits in content while the low- level English proficiency group can have benefits in structure, content as well as grammar/ mechanics. Pedagogical implications and directions of further research were discussed.

A Study on Korean English Learners’ Use of English Contrastive Discourse Markers

Jihyun Jeon 팬코리아영어교육학회(구 영남영어교육학회) 2020 영어교육연구 Vol.32 No.1

This study aimed to explore Korean English learners’ use of English contrastive discourse markers (CDMs) through the comparison with use of native English speakers under the frame of Fraser’s CDM model. Sixty-five undergraduate students (48 Korean English learners and 17 native English speakers) participated in the study and completed two tasks (i.e. test for ability to use English CDMs and English CDM preference questionnaire). One-way ANOVA was employed to compare the mean differences on the ability and preference of English CDM use among three groups which were classified based on English proficiency. The results of this study showed that there was a difference in the ability to use English CDMs between Korean English learners and native English speakers (F=18.231, p=.000), and that Korean English learners and native English speakers shared similar tendencies in preference of CDM use in given contexts. Pedagogical implications, limitations of the study, and directions of further studies will be discussed.

Identifying Korean College Learners’ Communication Strategies in English-Mediated Classes

Jihyun Jeon 팬코리아영어교육학회(구 영남영어교육학회) 2012 영어교육연구 Vol.24 No.3

This study investigated communication strategies used by Korean college students in English-mediated classes. Specifically, this study looked into the types of communication strategies and their relationship with learners’ facets. Both qualitative and quantitative research methods were employed and 116 college students participated in this study. Regarding the types of communication strategies, the result showed that the participants utilized all types of communication strategies somewhat evenly, although the participants showed the highest mean value in the strategy category of ‘use of all purpose words.’ About the relationship between communication strategy use and learners’ facets, this study reported that ‘L2 proficiency,’ ‘learning motivation,’ ‘anxiety’ and ‘self-confidence’ could be factors explaining communication strategy use of Korean college learners, with the fact that the quantitative analysis showed no significant learners ‘facets explaining the participants’ communication strategy use. However, the quantitative analysis showed that there were two learners’ facets explaining the participants’ use of ‘avoidance’ types of communication strategies. Discussion and pedagogical implication were provided toward a more efficient communication strategy study.

Revisiting the effect of learner-based variables and instrument types on L2 listeners' self-assessment of college lecture comprehension

Jeon, Jihyun 새한영어영문학회 2008 새한영어영문학 Vol.50 No.3

The effect of learner-based variables and instrument types on L2 listeners' self-assessment of college lecture comprehension was re-examined. Findings of this study indicated that depending solely on self-assessment for measuring L2 college lecture listening comprehension is not desirable, as measured via either an analytic or a holistic self-assessment instrument. Levels of L2 listening proficiency and strategy use, and academic level were found to be statistically significant predictors for L2 listeners' self-assessment of college lecture comprehension. A level of L2 listening proficiency was found to be the best predictor for L2 listeners' self-assessment of college lecture comprehension. Some issues for further research are discussed.