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RISS 인기검색어
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- 저자 : Mijin Eom (검색결과 3 건)
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Interplay of a Learner’s Regulatory Focus and Genre on Second Language Writing
Mijin Eom,Mostafa Papi 한국영어교육학회 2022 ENGLISH TEACHING(영어교육) Vol.77 No.1
Many empirical findings of previous studies have suggested a connection between motivational factors and L2 writing. Nonetheless, the impact of motivational factors on the genre-based L2 writing has not gained much attention. The present study explored the extent to which the characteristics of two writing tasks involving different genres interact with a learner’s motivational disposition (regulatory focus) and, further, affect language production of writing. 106 essays collected from 53 university EFL learners were assessed in terms of linguistic complexity and accuracy. 2X2 ANOVA results revealed significant main effects of genre on lexical complexity (lexical variation and MSTTR). More importantly, there were significant interaction effects between genre and regulatory focus on both measures of the syntactic complexity (mean length of T-unit and clause per T-unit) and lexical complexity (lexical density). The findings highlighted the significance of learners’ motivational dispositions in genre writing. Drawing on the findings, some pedagogical suggestions to ensure the effectiveness of writing tasks on L2 development were proposed.
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Empowering English-Speaking Skills through Personalized Exploration and Application of ‘YouGlish’
Mijin Eom 한국영어학회 2024 영어학 Vol.24 No.-
The field of English education has consistently prioritized the integration of diverse online multimedia tools to foster the development of English oral skills. This study introduces and investigates the web-based online learning tool, 'YouGlish,' to enhance our understanding of its effectiveness in improving English oral proficiency. The study conducted an analysis of the benefits and challenges derived from YouGlish utilization, drawing insights from the perspectives provided by 38 adult learners. Survey questionnaire results indicate that learners perceive YouGlish as a valuable tool for English language learning, citing the platform's emphasis on real-life contextual learning and precise pronunciation refinement as key contributors to its perceived value. Furthermore, the study endeavors to formulate an optimal self-directed learning module, specifically focusing on pronunciation and intonation, designed for use outside the traditional classroom setting. This study presents a detailed 8-week learning module along with its operational description, providing a practical framework for implementing YouGlish in language learning contexts. Pedagogical implications of incorporating YouGlish into language teaching and learning are discussed. The study proposes potential areas for future research for additional exploration and practical application of YouGlish.
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The Interaction of Cognitive Task Complexity and Motivational Orientation in L2 Writing
엄미진(Mijin Eom) 한국영어교과교육학회 2022 영어교과교육 Vol.21 No.2
Within the active area of task complexity research, a key objective has been to investigate the effects of inherent cognitive demands of tasks on L2 performance and development. The present study investigated the extent to which cognitive writing task complexity influences linguistic performance of writing, and examined how motivational orientation defined by regulatory focus would mediate the effects of task complexity. Sixty-two Korean EFL learners were asked to perform two writing tasks with different levels of complexity. Learners’ regulatory foci were measured, and linguistic performances were assessed in terms of syntactic complexity, lexical complexity, and accuracy. ANOVA results revealed significant main effects of task complexity on all indices of lexical complexity and the two measures of syntactic complexity (T-units per sentence and verb phrases per T-unit). Importantly, there were significant interaction effects between writing task complexity and regulatory focus on syntactic complexity and accuracy. The promotion-focused learners performed better regarding both syntactic and lexical complexity in the complex task than the simple task, while the prevention-focused learners showed decreased accuracy and syntactic complexity with increasing lexical complexity. The findings provide important insights into factors mediating the effect of task complexity on linguistic performance, suggesting that the consideration of regulatory focus is crucial to ensure the effectiveness of L2 writing tasks.
KCI
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