The Use of Subordination in Korean EFL Student Writing

In-young Hwang 한국응용언어학회 2010 응용 언어학 Vol.26 No.1

Learning context has been recognized as a significant factor for learning a language in the field of second language acquisition and ‘study-abroad’ context is a new environment from ESL or EFL settings. Even though many Korean EFL college students have study-abroad experiences, research into improvement in study-abroad students" competence, especially writing competence, is rare. This study examined argumentative writings of Korean EFL college students who had studied abroad for two semesters as visiting or exchange student and compared them with those of students who stayed in Korea. The written texts of the students were analyzed, focusing on the use of subordinate clauses since subordination indicates syntactic maturity and complexity of a text. The results of the analysis of subordination demonsσated that the two groups showed no statistically significant differences, except for the reduced adverb clauses. Since the study-abroad group did not show a better command of using subordinate clauses in their academic writings, it can be assumed that the experience abroad did not necessarily benefit students in their grammatical competence in writing. This result implies that for a better syntactic complexity in Korean EFL college students’ writings, more explicit instruction on subordination is needed,regardless of study-abroad experience.

Importance of Ongoing Motivation for EFL Writers’ Performance : Growth Curve Modeling

Soo Eun Chae 아시아영어교육학회 2016 The Journal of Asia TEFL Vol.13 No.4

The current study sought to examine the influence of Korean college students’ initial motivation on their English as a Foreign Language (EFL) writing development, as well as the relationships among EFL writing performance, self-efficacy, communicative interest, and instrumental interest. A total of 187 Korean college students completed questionnaires at repeated intervals during one semester of an EFL writing course. Structural equation modeling was used to analyze the longitudinal data. The findings showed that the students’ performance and self-efficacy developed significantly, whereas their interest decreased over the semester. The results of growth curve modeling with longitudinal data from three time points suggested that the students’ motivational orientation significantly predicted their EFL writing performance at the beginning of the semester. However, the influence of initial motivation on the growth rate of EFL writing proficiency, specifically EFL writing performance, was negative. The conclusion of this study is that the contribution of motivational constructs to EFL writing performance depends on time.

The use of subordination in Korean EFL student writing

황인영 한국응용언어학회 2010 응용 언어학 Vol.26 No.1

Learning context has been recognized as a significant factor for learning a language in the field of second language acquisition and ‘study-abroad’ context is a new environment from ESL or EFL settings. Even though many Korean EFL college students have study-abroad experiences, research into improvement in study-abroad students’ competence, especially writing competence, is rare. This study examined argumentative writings of Korean EFL college students who had studied abroad for two semesters as visiting or exchange student and compared them with those of students who stayed in Korea. The written texts of the students were analyzed, focusing on the use of subordinate clauses since subordination indicates syntactic maturity and complexity of a text. The results of the analysis of subordination demonstrated that the two groups showed no statistically significant differences, except for the reduced adverb clauses. Since the study-abroad group did not show a better command of using subordinate clauses in their academic writings, it can be assumed that the experience abroad did not necessarily benefit students in their grammatical competence in writing. This result implies that for a better syntactic complexity in Korean EFL college students’ writings, more explicit instruction on subordination is needed, regardless of study-abroad experience.

영어 집중 캠프에 참여한 대학생들의 영어 학습동기와 영어성취도의 상관관계 분석

나경희 한국중앙영어영문학회 2011 영어영문학연구 Vol.53 No.1

This study aims to investigate how English learning motivation can contribute to Korean EFL college students’ English proficiency. Fifty-three Korean EFL students participated in this study. Participants were asked to answer the questions regarding their perceived English competence, English learning motivation, their English study time, and ways to study English. They were also asked to mark their motivational purposes regarding why they have to study English, or why they want to study English. In addition, they took a simplified TOEIC test for their reading proficiency, and a PhonePass test for listening and speaking before and after the camp. Through the statistical analysis of those data, the followings were revealed: 1) one of the learners’ integrative motivations, wishing to communicate with other people from other cultures, was significantly related to the result of posterior simplified TOEIC scores; 2) there were no significant correlations between the rest of integrative motivation and the result of posterior TOEIC scores; and 3) there were no significant correlations between the rest of integrative motivation and the result of posterior PhonePass test scores. Pedagogical implications and suggestions are made for encouraging English language learners to have a better English competence, and teachers for better instructional outcomes.

Importance of Ongoing Motivation for EFL Writers’ Performance: Growth Curve Modeling

채수은 아시아테플 2016 The Journal of Asia TEFL Vol.13 No.4

The current study sought to examine the influence of Korean college students’ initial motivation on their English as a Foreign Language (EFL) writing development, as well as the relationships among EFL writing performance, self-efficacy, communicative interest, and instrumental interest. A total of 187 Korean college students completed questionnaires at repeated intervals during one semester of an EFL writing course. Structural equation modeling was used to analyze the longitudinal data. The findings showed that the students’ performance and self-efficacy developed significantly, whereas their interest decreased over the semester. The results of growth curve modeling with longitudinal data from three time points suggested that the students’ motivational orientation significantly predicted their EFL writing performance at the beginning of the semester. However, the influence of initial motivation on the growth rate of EFL writing proficiency, specifically EFL writing performance, was negative. The conclusion of this study is that the contribution of motivational constructs to EFL writing performance depends on time.

한국 EFL 대학생들의 독해 전략 사용에 관한 연구

김윤정 ( Kim Yoon-jung ) 글로벌영어교육학회(구 호남영어교육학회) 2020 Studies in English education Vol.25 No.3

This paper examines Korean EFL college students’ perception on reading and how it differs according to their reading proficiency. The paper also investigates the students’ use of reading strategies and how it differs depending on their English reading proficiency. In addition, the relationship between the students’ use of reading strategies and their reading proficiency is examined. The study also identifies the most significant reading strategy affecting the students’ English reading proficiency. A total of 91 university students participated in the research. The results showed that the participants perceived vocabulary as their weakest area of English and reading as their primary area for improvement. The results also revealed that problem solving strategies were the most frequently used strategies regardless of the participants’ reading proficiency. Global strategies were significantly correlated with the participants’ reading proficiency. The most significant factor affecting their English reading proficiency was found to be the use of strategy, ‘I have a purpose in mind when I read’. Some implications and limitations are discussed.

한국 대학생들의 영어 어휘 전략 사용에 관한 연구

김윤정(Kim, Yoon-Jung) 팬코리아영어교육학회(구 영남영어교육학회) 2017 영어교육연구 Vol.29 No.2

This paper presents how Korean EFL college students perceive the importance of vocabulary knowledge, and how their perceptions are different according to their English proficiency. It also examines the students’ use of vocabulary learning strategies, and how it differs according to their English proficiency. The relationship between the students’ use of vocabulary learning strategies and their English proficiency is examined as well. In addition, the study seeks to identify the most significant factor affecting the students’ English proficiency. The participants were 94 students attending college in Seoul. The participants answered questionnaires. The scores of TOEIC tests were analyzed to examine the students’ English proficiency. The results revealed that the participants perceived vocabulary as the weakest and the most urgent area of their English. The use of strategy, ‘Guessing from textual context’, was significantly correlated with the participants’ English proficiency, and was found to be the most significant factor affecting their English proficiency. Implications and limitations are discussed.

Effects of Learner Autonomy on Performance and Learner Perceptions in EFL College Classes

Given Lee 한국외국어교육학회 2019 Foreign languages education Vol.26 No.4

In a teaching environment where all instructors have to teach the same class materials within limited time, from which they have to create the same test items, it is very difficult to create some space that could foster learner autonomy (LA). The purpose of the study is to examine the effects of LA on college students’ academic achievements, task perceptions, and classroom engagement at a Korean university. The study was undertaken in four sections of the same beginner level college English course over the course of a semester. A total of 84 students enrolled in the college English class participated in the study, of which 41 students were assigned to the control group and 43 students to the experimental group. The students’ learning outcomes between the control and experimental groups, their responses to the LA task, and the instructor’s observations of the students’ learning process were analyzed. The study revealed that the students in the experimental group produced significantly higher scores in their exams than those in the control group. Also, compared to its counterpart, the experimental group appeared to engage in the learning process more actively. Educational implications for promoting LA in EFL college classes are discussed.

English program for North Korean refugee college students: What promotes and what hinders the students from achieving learning goals?

신성희,Shieun Yu,김인숙,김부열 한국영어어문교육학회 2019 영어어문교육 Vol.25 No.1

This study was designed to expand our understanding about the ways in which North Korean refugee college students (NKRCS) acquire English as a foreign language in their newly adapted South Korean society. Using a socio-educational model, NKRCS’s perception toward English, which includes their openness and identification with the target language community and their culture, was closely examined. Holding the understanding about their perception, we analyzed factors that promote and hinder North Korean refugee college students from success in English learning in relation to their English language learning motivations. A quantitative survey was administered to 28 participants, complemented with qualitative interviews with 24 participants. Results found there was a discrepancy between the instrumental goal of the program of improving scores on the TOEIC (Test of English for International Communication) and the learning goals of the participants, which demotivated them and led to low attendance and low performance on the TOEIC. Both quantitative and qualitative results, however, indicated that most of the participants were not ready to take the TOEIC but wished to learn more about basic and conversational knowledge of English, which reflected integrative motivation.

한국 EFL 대학생들의 초인지 듣기 전략 사용에 관한 연구

김윤정 글로벌영어교육학회 2022 Studies in English education Vol.27 No.3

This paper examines Korean EFL college students’ use of metacognitive listening strategies, and how it differs depending on their English listening proficiency. The relationship between the participants’ use of metacognitive listening strategies and their listening proficiency is also investigated. The study also identifies the most significant metacognitive listening strategy affecting the students’English listening proficiency. A total of 308 university students participated in the research. The listening scores of the TOEIC were used, and a questionnaire was administered. The results revealed that the problem solving strategies were the most frequently used metacognitive listening strategies, and the use differs depending on their English proficiency. The participants’ use of 12 metacognitive listening strategies out of 21 showed significant difference depending on their English listening proficiency. Also, the use of the strategies was significantly correlated with the participants’ English listening proficiency. The most significant factors affecting their English listening proficiency were found: one item from person knowledge (#3), one item from mental translation (#18), and two problem-solving strategies (#5, 17). Some pedagogical implications are discussed.