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How Inference Making Mediates the Relation Between Vocabulary Knowledge and Reading Comprehension for Chinese EFL Middle School Students 中国英语中学生词汇知识与阅读理解之间的关系:推理如何中介
English Teaching(South Korea) Pub Date : 2023-09-30 DOI: 10.15858/engtea.78.3.202309.85
Yujie Shi
{"title":"How Inference Making Mediates the Relation Between Vocabulary Knowledge and Reading Comprehension for Chinese EFL Middle School Students","authors":"Yujie Shi","doi":"10.15858/engtea.78.3.202309.85","DOIUrl":"https://doi.org/10.15858/engtea.78.3.202309.85","url":null,"abstract":"This study aimed to explore the role of inference making in the relation between vocabulary knowledge (breadth and depth) and reading comprehension for 487 ninthgrade Chinese EFL students who were categorized as either struggling or adequate. Path analysis was used to examine both direct and mediated effects. The results indicated a statistically significant indirect effect of vocabulary knowledge on reading comprehension, mediated by inference making, for the entire participant group. However, there were notable differences between the struggling and adequate readers, as evidenced by distinct path diagrams. For struggling readers, the indirect effect of vocabulary breadth on reading comprehension through inference making was significant, while that of vocabulary depth was not significant. For adequate readers, both vocabulary breadth and depth directly explained reading comprehension. These results are discussed in the EFL context, encompassing assessment and instructional implications for EFL readers with varying levels of reading abilities.","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136277524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Learner Initiative Through Multimodal Communication Resources in the English Classroom 英语课堂中多模式交流资源对学习者主动性的影响
English Teaching(South Korea) Pub Date : 2023-09-30 DOI: 10.15858/engtea.78.3.202309.25
Soo Kyoung Kwak
{"title":"Learner Initiative Through Multimodal Communication Resources in the English Classroom","authors":"Soo Kyoung Kwak","doi":"10.15858/engtea.78.3.202309.25","DOIUrl":"https://doi.org/10.15858/engtea.78.3.202309.25","url":null,"abstract":"Using a conversation analysis (CA) framework, this study investigated how kindergarten-aged learners took initiative during classroom interactions through multimodal communication resources. Over a thirteen-week period, data was collected from kindergarten English classroom interactions between two male native Englishspeaking teachers (NESTs) and 125 children divided into six classes. The analysis revealed that learners deployed several multimodal communication resources in teacherinitiated sequences, such as finger-folding gestures, hand-raising, and gaze direction. These multimodal resources were employed to retrieve words, acquire turns, provide answers, and impart other kinds of information. The study also showed how very young learners, with limited linguistic resources, were able to attract the teacher’s attention, draw on embodied resources to access a turn, and become active agents influencing the trajectory of both teacher talk and classroom learning. The study concludes with a discussion of learner initiative and multimodal communication resources, and the pedagogical implications carried by the results of the study for classroom interaction with very young learners.","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136277525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A study on reinforcing of subject description as a result of English records 英语记录对主语描述的强化作用研究
English Teaching(South Korea) Pub Date : 2023-09-30 DOI: 10.15858/engtea.78.3.202309.147
Hye-Jung Heo
{"title":"A study on reinforcing of subject description as a result of English records","authors":"Hye-Jung Heo","doi":"10.15858/engtea.78.3.202309.147","DOIUrl":"https://doi.org/10.15858/engtea.78.3.202309.147","url":null,"abstract":"This study aimed to find out the direction of reinforcing the subject special description as English records. The study analyzed the English subject description data published in 2017 and 2020 by the Ministry of Education. Focus group interviews were conducted with a total of 18 teachers, 6 each for elementary, middle, and high school. Analysis results of the 2017 data showed that the elementary data had a weak link with the curriculum, middle school data focused on functional areas rather than knowledge or attitudes, and high school data only presented examples of students with high achievement levels. On the other hand, the 2020 data includes not only subject special description but also teachers' content of teaching and evaluation materials according to achievement standards. Based on the results, the introduction of Likert scales and the creation of vocabulary groups by achievement standards are suggested.","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136277527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Effects of Student-Centered Learning on First-Year College Students’ Perceptions of and Investment in English Learning 以学生为中心的学习对大学一年级学生英语学习认知和投入的影响
English Teaching(South Korea) Pub Date : 2023-09-30 DOI: 10.15858/engtea.78.3.202309.55
Hyona Park
{"title":"The Effects of Student-Centered Learning on First-Year College Students’ Perceptions of and Investment in English Learning","authors":"Hyona Park","doi":"10.15858/engtea.78.3.202309.55","DOIUrl":"https://doi.org/10.15858/engtea.78.3.202309.55","url":null,"abstract":"This study investigated how student-centered learning affects first-year college students’ perceptions of and construction of investment in English learning. After finishing two reading assignments using a student-centered approach, 50 students completed open-ended written surveys, and 15 students participated in open-ended interviews. Thematic analysis of the data, which consisted primarily of the translated interview transcripts and secondarily of the survey responses, showed that initially the students recognized the importance of learning English but had ambivalent attitudes towards the language. However, after completing the student-centered reading assignments, they expressed self-confidence, a sense of accomplishment, and a will to learn, which helped them to concretely construct their investment in English learning. These findings indicate the positive impact of student-centered learning on students’ perceptions of English and their construction of investment in learning the language, highlighting its importance in helping students, particularly as an alternative to exam-driven instructional approaches common in Korea’s environment of English fever and similar contexts.","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136277522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Textual Output in EFL Academic Writing Beyond the Rhetorical Specification 超越修辞规范的英语学术写作语篇输出
English Teaching(South Korea) Pub Date : 2023-09-30 DOI: 10.15858/engtea.78.3.202309.3
Myung-Hye Huh
{"title":"Textual Output in EFL Academic Writing Beyond the Rhetorical Specification","authors":"Myung-Hye Huh","doi":"10.15858/engtea.78.3.202309.3","DOIUrl":"https://doi.org/10.15858/engtea.78.3.202309.3","url":null,"abstract":"This study explored rhetorical devices and their effect on forming coherent and cohesive wholes in the writing of 61 EFL students. When analyzing their writing using the five-paragraph essay format, 57% of students deviated from the format, with some resorting to their L1 rhetorical structures (the indirect group) and others employing rhetorical preferences presumed to be deterministically influenced by their L1 (the hybrid group). Only 43% adhered to the format (the direct group). Neither the indirect nor the hybrid groups were inferior to the direct group regarding the length and quality of the writing; the direct group was not necessarily better received than the other two. The indirect group had a discernible (even if not statistically significant) impact on the length and quality of the writing. The indirect and hybrid groups were found to have slightly stronger control over cohesion indices. The two groups challenged the Englishonly orientation of the five-paragraph essay by negotiating rhetorical structures, thereby doing translingual dispositions.","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136277521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Research trend analysis in college general English program before and after the COVID-19 Pandemic: Utilizing topic modeling 新冠肺炎疫情前后大学普通英语课程研究趋势分析:运用主题模型
English Teaching(South Korea) Pub Date : 2023-09-30 DOI: 10.15858/engtea.78.3.202309.125
Eun-Hye Lee, Hye-Seong Ahn, Mae-Ran Park
{"title":"Research trend analysis in college general English program before and after the COVID-19 Pandemic: Utilizing topic modeling","authors":"Eun-Hye Lee, Hye-Seong Ahn, Mae-Ran Park","doi":"10.15858/engtea.78.3.202309.125","DOIUrl":"https://doi.org/10.15858/engtea.78.3.202309.125","url":null,"abstract":"This study compared research trends in universities general English program before and after the COVID-19 pandemic. After analyzing 248 articles from KCI using frequency analysis, centrality analysis, and topic modeling, this study found consistent keywords indicating a focus on learning objectives, effectiveness analysis, satisfaction surveys, and level-based learning before and after the COVID-19 pandemic. Centrality analysis revealed keywords like “teaching, research, analysis” before COVID-19 and “satisfaction, study, level, activity, effect” after COVID-19, indicating a shift towards learner satisfaction, level-based learning, and effectiveness analysis due to the transition to online learning. Topic modeling revealed shifts in research trends: Pre-COVID-19 focused on effective teaching methods, evaluation techniques, and cultural content, while Post-COVID-19 prioritized online teaching methods, web-based platforms, and selfdirected learning. Future research should address self-directed learning, attitudes and goal setting, closing learning gaps in online/blended learning, and developing effective online assessment tools and evaluation strategies. This study provides valuable insights and directions for further research in general English programs.","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136277523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Meta-Analysis of Inter-Rater Agreement and Discrepancy Between Human and Automated English Essay Scoring 人工和自动英语作文评分之间的一致性和差异的元分析
English Teaching(South Korea) Pub Date : 2023-09-30 DOI: 10.15858/engtea.78.3.202309.105
Jiyeo Yun
{"title":"Meta-Analysis of Inter-Rater Agreement and Discrepancy Between Human and Automated English Essay Scoring","authors":"Jiyeo Yun","doi":"10.15858/engtea.78.3.202309.105","DOIUrl":"https://doi.org/10.15858/engtea.78.3.202309.105","url":null,"abstract":"Studies on automatic scoring systems in writing assessments have also evaluated the relationship between human and machine scores for the reliability of automated essay scoring systems. This study investigated the magnitudes of indices for inter-rater agreement and discrepancy, especially regarding human and machine scoring, in writing assessment. The mean of the overall population correlation between automated and human scoring in essay writing was .78. The overall common d effect size was 0.001. Results from this meta-analysis indicated a strong relationship with no discrepancies between automated and human scoring. Both the I2 and Q values suggested that the population correlation values studied seemed to be heterogeneous, in contrast to homogenous d effect sizes. Therefore, it is necessary to investigate the sources of the between-studies variations for r correlations. Practical implications for ways of reporting results of automatic-scoring systems research and limitations of the study are also discussed.","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136277526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Impact of Processing Various Textual Genres on the Incidental Acquisition and Retention of L2 Vocabulary 不同语篇体裁加工对二语词汇附带习得和保留的影响
English Teaching(South Korea) Pub Date : 2023-06-30 DOI: 10.15858/engtea.78.2.202306.139
T. Nguyen
{"title":"Impact of Processing Various Textual Genres on the Incidental Acquisition and Retention of L2 Vocabulary","authors":"T. Nguyen","doi":"10.15858/engtea.78.2.202306.139","DOIUrl":"https://doi.org/10.15858/engtea.78.2.202306.139","url":null,"abstract":"","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44167467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Research trends of English education for North Korean defectors in South Korea 韩国脱北者英语教育研究动态
English Teaching(South Korea) Pub Date : 2023-06-30 DOI: 10.15858/engtea.78.2.202306.193
Tae-Young Kim, Shinyu Oh, Hee Shin
{"title":"Research trends of English education for North Korean defectors in South Korea","authors":"Tae-Young Kim, Shinyu Oh, Hee Shin","doi":"10.15858/engtea.78.2.202306.193","DOIUrl":"https://doi.org/10.15858/engtea.78.2.202306.193","url":null,"abstract":"","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43713807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Changing Patterns of Interactive Metadiscourse in English Teaching Articles 英语教学文章中互动元语篇模式的变化
English Teaching(South Korea) Pub Date : 2023-06-30 DOI: 10.15858/engtea.78.2.202206.83
Sinae Lee, Hae In Park
{"title":"Changing Patterns of Interactive Metadiscourse in English Teaching Articles","authors":"Sinae Lee, Hae In Park","doi":"10.15858/engtea.78.2.202206.83","DOIUrl":"https://doi.org/10.15858/engtea.78.2.202206.83","url":null,"abstract":"While metadiscourse use has been well-attended in second language (L2) writing research, relatively less effort has been made in documenting changing patterns of metadiscourse use among L2 writers. The present study addressed this gap by probing a diachronic change of interactive metadiscourse in research articles published in English Teaching across a span of 40 years. Using the corpus of 931 articles written by Korean L2 writers, we examined whether, and to what extent, interactive metadiscourse use in academic writing had changed over time. Our findings revealed an overall increase in the frequency of interactive resources mainly driven by a significant increase of evidentials. The observed pattern of change in interactives suggests that academic discourse within the applied linguistics community in Korea is becoming more persuasive and reader-oriented over time, consistent with Hyland and Jiang (2018) who reported a dramatic rise in interactive metadiscourse in the global discourse community of applied linguistics.","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135922634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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