Differences in Questioning Behavior Between Native Teachers and Nonnative Teachers

Lee Kilryoung 한국영어교육학회 1999 ENGLISH TEACHING(영어교육) Vol.54 No.3

Differences in Questioning Behavior Between Native Teachers and Nonnative Teachers

Kilryoung Lee 한국영어교육학회 1999 ENGLISH TEACHING(영어교육) Vol.54 No.3

Sociocultural Factors Influencing Asian Students' Reticence in the ESL Classroom

Kilryoung Lee 팬코리아영어교육학회(구 영남영어교육학회) 2003 영어교육연구 Vol.15 No.4

It is widely admitted that Asian students do not often interact orally in class (Pica. Young. & Doughty, 1987: Sato 1982: Tsui. 1996: White & Lightbown, 1984). This study, in comparison with Western students. explores what features of Asian students contribute most to their reticence in the multi-ethnic ESL classroom setting at the college level. Interviews were conducted with five Asian ESL students, three Western ESL students and two ESL teachers in an English Language Institute in the U. S. Five themes emerged as factors influencing the Asian students' reticence. It was found that these themes can be traced to their own countries. Their reticence is influenced by their own education modes in their countries.

Characteristics of Two ESL Effective Teachers

Kilryoung Lee 한국외국어교육학회 2007 Foreign languages education Vol.14 No.1

  Many studies claimed that teachers are influential in classroom from the perspective; the human beings present in the classroom interact in a complex context to which students are susceptible in many aspects of learning. Especially in language classrooms, teachers are assumed to be more important and influential, which means that a teacher can play a greater part in helping the students to learn the language. Thus, it is worthwhile to focus on teachers in the classroom. The purpose of this study is to explore what two effective ESL teachers do in the classroom. Three different qualitative techniques were used and some salient findings emerging were used as themes. For data, the teachers" teaching was observed in class and they were interviewed outside of class. Students" responses to the teachers" behavior through written diaries and interviews were gathered to triangulate the data, which helped to yield more valid and comprehensive viewpoints. This in-depth examination of the two teachers allows us to better understand teacher roles in terms of encouraging students" better learning behavior in the classroom. It was found that, besides the two teachers" technical attention to teaching purposefulness, their attention to affective factor seems to be also effective.

Extended Wait-time and Its Effect in ESL Class

Kilryoung Lee 한국외국어교육학회 2004 Foreign languages education Vol.11 No.1

The present research combines two important factors, cultural influence on SLA and wait-time. The research investigates how multi-ethnic students react differently to extended wait-time as an instructional strategy in the ESL classroom. Some research has been conducted on production as influenced by manipulated wait-time. However, no research has attempted to investigate the comparison of production after manipulated wait-time by ethnicity of students in the ESL classroom. It was hypothesized that when given extended wait-time, all students would increase students’ oral production. Especially, Asian students would increase the number of words to a higher degree than Non-Asians do. A multi-ethnic ESL classes were observed for quantitative findings, and their students and teachers were interviewed for qualitative one. It was found that oral production increased when the wait-time was increased. Unexpectedly, however, non-Asians produced more words to a higher degree than Asians did, as wait-time increased. It was interesting to find from the interview that there was a difference in students’ attitude towards wait-time. Some thought wait-time could cause more anxiety rather than comfort. This research will be significant in that the result could contribute to the improvement of teaching English in multi-ethnic classrooms.

Corrective Feedback through Computer-Mediated Communication in EFL College Level

Juseong Lee,Kilryoung Lee 팬코리아영어교육학회(구 영남영어교육학회) 2010 영어교육연구 Vol.22 No.1

The purpose of this study was to explore the effectiveness of written corrective feedback (CF) in Computer-Mediated Communication (CMC) on the English language ability of Korean college students. This also investigated their attitudes toward direct-CF and indirect-CF in CMC. This study was carried out with three Korean EFL college students for fourteen weeks. They wrote essays weekly and uploaded them to a blog. One of the researchers gave each essay feedback-direct CF for the first seven weeks and indirect CF for the second seven weeks. The essays were analyzed, based on the grounded theory, for the development of learner language. There were three major findings: Firstly, there was a gradual improvement in accuracy, fluency, and complexity. However, one of the participants showed different fluency and complexity performance depending on different writing tasks and learning strategies. Secondly, written CF in CMC was helpful in reducing errors in all error categories. Finally, the students reported that they preferred to receive indirect CF. This study shows important pedagogical implications about CF, bringing into attention to the most effective method of written CF and the role that CMC can play in providing the feedback.

중등 예비영어교사들의 교육실습

이길영(Lee, Kilryoung) 한국외국어교육학회 2010 Foreign languages education Vol.17 No.2

Ministry of Education, Science and Technology (MEST) has recently strengthened curriculum for training secondary teachers-to-be, increasing practicum credits from two to four in colleges of education. In the movement, this study aimed at seeking a possibility of adopting English mentoring as an additional practicum, as English mentoring has been found from the previous research advantageous to mentors (pre-service trainees) and mentees (secondary students). In this study, cases of English mentoring implemented by H university for secondary students of low academic ability for several years were illustrated, and a questionnaire was conducted to 152 incumbent teachers who were questioned about their perception about mentoring, practicum and the possibility of linking the two. Also, one teacher and one principal were respectively interviewed. In addition, mentors were interviewed in writing. It was found that most of teachers and mentors think English mentoring can be possibly adopted as a way of the additional practicum. Specifically, negative answers regarding the possibility were investigated. It was also corroborated that English mentoring would be the appropriate way to fill in the deficiency of the public education. Finally, some measures of improving English mentoring were discussed.

사이버 영작문 학습자와 튜터 간 상호작용 연구

이현주(Lee Hyun Joo),이길영(Lee Kilryoung) 한국외국어교육학회 2006 Foreign languages education Vol.13 No.2

  Frequent interactions between teachers and learners take place in cyber education. It was found that tutors in cyber education play important roles in interactions. This is to acknowledge the characteristics of cyber education by watching and analyzing the interactions between learners and tutors that performed in the course of “cyber English writing class” of a cyber university. The main tools of interactions, e-bulletin board and e-writing assignment board have been quantitatively and qualitatively analyzed. In order to learn whether the degree of the learners’ participation influences the degree of the learners’ achievement, a correlation analysis between the two variables was conducted. A questionnaire was also conducted to learn how the learners respond to tutors’ feedback in their interactions. This study also investigated any differences of the attitude and satisfaction degree in a cyber writing class according to the learners’ participation degree. It was found that the degree of the learners’ achievement and the learners’ participation are most correlated especially when the learners are in the medium level of the academic ability. Also, the learners generally think the tutors’ feedback gives to them positive influences.

Validity Argument for Post-Entry Oral Performance Assessment for International Students in Korean Higher Education

Han Jiyoung,Lee Kilryoung 현대영어교육학회 2023 현대영어교육 Vol.24 No.-

With an increasing number of international students in Korean universities, communication breakdowns among international students, domestic students, and faculty members have been an important issue. However, their language ability and difficulties have received little attention. Since English is a lingua franca, this study evaluated their English oral communication ability by designing a post-entry oral performance assessment (PEOPA), conducting a pilot test, and investigating the validity of PEOPA based on Toulmin’s (2003) argument structure. Firstly, a survey was conducted with 15 international students studying at a Korean university to ask about their English use and identify the target language use (TLU) domain. Among them, 11 took pilot PEOPA. A many-Facet Rasch analysis indicated that PEOPA tasks stably assessed the oral communication ability of participants and reliably separated them into different ability levels. Raters consistently assessed performances according to a scoring rubric reflecting intended construction, with each scoring category measuring distinct aspects of oral communication ability. Along with Rasch analysis, qualitative analysis of participants’ transcribed performances provided further backing for test validity. Ensured validity of the assessment allowed us to propose the implementation of PEOPA in universities in similar contexts. Finally, the implications of findings for the diagnosis phase of PEOPA are discussed.

Professional Identity Tensions in Korean EFL Student Teachers : A Reflective Journal Analysis

Meerbek Kudaibergenov,Kilryoung Lee 아시아영어교육학회 2020 The Journal of Asia TEFL Vol.17 No.2

The present study was carried out in response to the lack of investigation into professional identity tensions of EFL student teachers. The study capitalizes on a corpus of 139 reflective journal entries written by 20 Korean EFL student teachers and analyzes the corpus with a specialist analytics program, Leximancer 4.5. It reveals five professional identity tensions that seem to revolve around maintaining a dual identity (e.g., student vs. professional, L2 learner vs. L2 teacher, etc.), thereby underscoring the complex and conflicting nature of EFL teacher candidates' identities. The findings go some way towards contributing to the existing knowledge of tensions experienced by Korean EFL student teachers in their professional identity development and help us better understand what support should be provided to them by teacher education programs.