Effectiveness of Three Different Error Correction Methods on ESL Korean Children’s Recount Writing

Ko, Bo-Ai(고보애) 팬코리아영어교육학회(구 영남영어교육학회) 2010 영어교육연구 Vol.22 No.3

This case study aims to explore effective error correction methods for two Korean ESL children’s writing skills (recounting task), in terms of accuracy, fluency and attitude. Three different error correction methods—written comments by the researcher, focusing on meaning (Case 1), direct error correction by the researcher, focusing on the form (Case 2), and self-directed error correction by the participants, using checklists (Case 3)—were applied over a period of 7 months in an Australian context. The results of the analysis showed that for participant B, who was 7 years old and a more advanced writer of English than participant A, self-directed error correction using checklists (Case 3) was the most effective method for assessing fluency and accuracy as well as attitude. Yet, for participant A, who was 5 years old and an early beginner in her writing, Case 1 seemed to be more effective in terms of fluency and attitude, and Case 3 was likely to be more effective in terms of accuracy.

Applying Systemic Functional Grammar to Korean Texts: Transitivity, Mood/Modality, and Theme

( Bo-ai Ko ) 한국외국어대학교 언어연구소 2018 언어와 언어학 Vol.0 No.79

The aim of this paper is to illustrate the applicability of Systemic Functional Grammar (SFG) to a range of Korean texts in terms of Transitivity, Mood/Modality and Theme system. To do so, this study first examined the salient linguistic features of Korean that are relevant considerations for the application of SFG. Based on such features, the similarities and differences of the Korean and English linguistic systems were examined in terms of the three metafunctions of SFG: experiential, textual and interpersonal. The study subsequently provides a sample text analysis of email and personal diary writing of two Korean ESL children, thereby demonstrating the feasibility of applying SFG to Korean texts.

Expressing Modalization in EFL College Learners Writing: From Modality System of Systemic Functional Grammar

Bo-Ai Ko 한국사회언어학회 2020 사회언어학 Vol.28 No.1

This study examined the language choice for modality patterns to express the degree of probability specifically in email texts based on Systemic Functional Grammar (SFG) analytical framework. Participants were students enrolled in an English writing composition course at an online-based Korean university. They were required to write an email thanking their professor, in which they stated their future plans (definite or indefinite) with a degree of probability. The text analysis was compared with two groups of students scores (high-scoring group n=40 and low-scoring group n=29), based on an assessment of the course assignment. After building up two learner corpora, UAM Corpus Tool version 3.0 was used to analyze the language choice closely using a modality system of the SFG framework. The high-scoring group showed more range and frequency in the use of modal verbs combined with a modal Adjunct or another modal expression. Explicit teaching on the importance of expressing the appropriate degree of probability using a range of modality devices, rather than relying heavily on the primary modality (choice of modal verbs) is highlighted as a pedagogical implication.

Thematic Patterns in Formal Email Writing of Korean EFL College Learners

Ko. Bo-Ai 한국사회언어학회 2018 사회언어학 Vol.26 No.1

The Sociolinguistic Journal of Korea 26(1). 31~59. This study explores the Theme types and the thematic progression in the formal email writings of Korean EFL college learners, based on the Theme-Rheme analytical framework of Systemic Functional Grammar (SFG). Data was collected from 99 college students, enrolled in an English Writing Composition course during the second semester of 2017 via a cyber university in Korea. Their main writing activity involved email writings in the form of requesting primarily based on the Genre Approach. Text analysis was conducted with the comparison of the high- scoring group (15), the medium-scoring group (15) and the low-scoring group (15), based on assessment of the course assignment. Employing the coding step of identifying the Theme and Rheme of each T-unit, the text analysis sought to figure out which Theme types were used for each T-unit and which thematic progression patterns were used for overall text flow and cohesion. The key finding was that there were certain discourse-specific thematic patterns of formal email writing. Among the range of thematic features, this study will highlight marked Themes, interpersonal Themes and thematic choices of nominalization for the purpose of formal email writing texts.

Toward Openness and Sharing from Closed Individuality in Online Reading Community

Bo-Ai Ko 팬코리아영어교육학회(구 영남영어교육학회) 2016 영어교육연구 Vol.28 No.2

This study explores the potential of extensive reading activities designed for an online reading community made up of cyber university students. Data were collected from mainly undergraduate students studying English (240) via a cyber university in Korea; these students enrolled in the course Strategies for English Reading and Comprehension Practices during the second semester of 2013. The main extensive reading activity involved reading a self-chosen book and writing the book review report; in the middle of this process, the target students were required to participate in an online discussion board to share their extensive reading experiences, such as difficulty in selecting the right book for them or applying the appropriate strategies of the extensive reading process. This entire process proved to be successful based on a systematic transcript analysis of 508 entries, including comments written on the online discussion board. The findings and pedagogical implications were discussed. The findings revealed that the cyber university students changed their roles from passive individuals who tended to communicate with only the instructor to active learners who could extend their interaction to the online peer students with more enthusiasm and sense of sharing. The online discussion led them to become motivated to engage in extensive reading along with a range of appropriate reading strategies and the ability to choose books based on their authentic reading settings and experiences. The instructor did not respond to the range of discussion writings in the online reading community, but students showed the potential of group intellectuals and openness by providing constructive criticism, which can be connected to furthering critical pedagogy’s quality for students.

Parents’ Scaffolding Literacy Using L1 in an ESL Child’s Factual Writing Development

Bo-Ai Ko 팬코리아영어교육학회(구 영남영어교육학회) 2011 영어교육연구 Vol.23 No.4

This study examines how effectively an ESL child develops the ability to work with various factual texts, such as reports, explanations and reviews, which are quite different from spoken language. It is known that many ESL children have difficulty dealing with factual texts that are composed of challenging abstract words and content along with unfamiliar schematic structures. In this longitudinal case study, the parent’s scaffolding literacy using L1 (Korean) at home was applied to an ESL Korean boy in an Australian context in order to effectively improve his performance on factual texts in accordance with school curriculum. The researcher made the participant observation on him at home and school through the study period; and literacy-related practices along with contexts were documented in field notes and all the factual writing products were collected. With the successful results of his factual writing development, text analysis focusing on lexico-grammatical features and schematic structures in relation to written language revealed two major implications: (1) development of various factual writing is significantly important in that it heightens young children’s awareness of differences between spoken and written languages; (2) especially with ESL children, parents need to support their children’s factual writing development as facilitators using a scaffolding approach in the mother tongue when their children encounter cognitively challenging concepts along with subject-specific terms.

An Action Research on EFL Teacher’s Questioning Types in a Korean Online University Context

Bo-Ai Ko 한국사회언어학회 2022 사회언어학 Vol.30 No.1

This action research explores an effective teaching method for EFL teacher’s questioning types in a Korean online university context. By reviewing the previous studies on teachers’ questioning types which have been categorized mostly by cognitive linguistic tradition, this study sorts out the different questioning types from socio-linguistic perspective using the Systemic Functional Grammar (SFG) framework. These new categorized questioning types are applied to instruct the participant students (57) who were majoring in English and were mostly interested in TESOL (Teaching English to the Speakers of Other Languages) certificate program provided by the online university in Korea. Using a series of lecture content, two assignments, and an online discussion board, these newly added questioning types (offer and request types replacing command) were successfully taught in an online lecture entitled ‘Classroom English and Communication’ in the first semester of 2021. With a mixed analysis method, this study explains the procedures of various classroom tasks and analyzes the assignment data and online discussion board texts. This teacher classroom communication consisting of instruction and questioning needs to be reconsidered due to this study’s findings and its pedagogic implications that are clearly based on socio-linguistic perspectives.

사이버대 학습자의 구어 코퍼스에서 나타나는 구절동사 오류 분석을 통한 효과적인 영어교수방안 연구

고보애 ( Bo Ai Ko ),천승미 ( Seung Mi Cheon ) 글로벌영어교육학회(구 호남영어교육학회) 2015 Studies in English education Vol.20 No.1

This study aims to investigate a range of phrasal verb errors frequently made by adult Korean learners of English in spoken contexts as well as explore effective instructional methods for dealing with phrasal verb error patterns. The data collection process included analyzing a spoken learner corpus established through online conversation sessions among a native English speaking instructor and 4 groups of Korean cyber university students. This systematic analysis used Wordsmith 6.0 to sort out the different syntactic and semantic patterns of phrasal verb errors and usages. In addition to the academic and pedagogical focus on the syntactic and semantic analysis of phrasal verb errors, the findings of this study indicate that most Korean learners studying the usage of phrasal verbs mainly through written English materials and contexts need to be aware of the pragmatic information on how spoken and written English can differ as a socio-linguistic aspect. As a pedagogical solution for dealing with English phrasal verbs, this study suggests that integrated instruction include a three-dimensional grammar framework, such as syntactic, semantic, and pragmatic aspects, in Korean EFL contexts. Finally, for adult Korean learners of English, this study emphasizes the need for more active utilization of a phrasal verb dictionary to keep them up-to-date with the ever-changing English phrasal verbs.

핀테크 서비스에서 오프라인에서 온라인으로의 신뢰전이에 관한 연구 - 스마트뱅킹을 중심으로 -

애제,권순동,이수철,고미현,이보형,Ai, Di,Kwon, Sun-Dong,Lee, Su-Chul,Ko, Mi-Hyun,Lee, Bo-Hyung 대한경영정보학회 2017 경영과 정보연구 Vol.36 No.3

본 연구에서는 기존에 구축되었던 오프라인뱅킹에서의 신뢰가 새로운 스마트뱅킹 서비스 신뢰에 어느 정도 영향을 미치는가를 규명하였다. 이를 위해 스마트뱅킹 신뢰의 영향요인으로 오프라인뱅킹의 신뢰, 스마트뱅킹의 시스템 품질과 정보품질을 비교연구하였다. 실증연구를 위해 스마트뱅킹 서비스 이용자를 대상으로 186부의 설문지를 회수하였고, 자료분석은 Smart-PLS 2.0을 이용하였다. 분석결과, 오프라인뱅킹 신뢰가 스마트뱅킹 신뢰에 미치는 영향이 유의하게 나타나, 핀테크 서비스에서 신뢰전이가 존재함을 검증하였다. 그리고 이러한 오프라인뱅킹 신뢰가 스마트뱅킹 신뢰에 미치는 영향력은 스마트뱅킹 자체의 특성보다 낮은 것을 입증하였다. 본 연구의 의의는 학술적 측면과 산업적 측면에서 살펴볼 수 있다. 먼저, 학술적 측면에서의 의의이다. 지금까지의 뱅킹관련 연구들은 오프라인뱅킹이나 스마트뱅킹 어느 한 측면에 초점을 맞추어 연구를 수행하였다. 이에 비해 본 연구에서는 오프라인뱅킹의 특성이 스마트뱅킹 특성에 어떻게 영향을 미치는가하는 신뢰전이를 검증했다는 점에서 의의가 있다. 다음으로, 산업적 측면에서의 의의이다. 본 연구에서 시중은행의 오프라인뱅킹 특성이 새로운 스마트뱅킹 서비스의 신뢰에 영향을 준다는 것을 보여주었다. 이것은 신흥 핀테크 업체가 시중 은행에 비해 신뢰구축의 경쟁에서 유리하지 않다는 것을 의미한다. 신흥 핀테크 업체들은 시중은행과 달리 모바일, 소셜, 클라우드, 빅데이터 등은 물론, 현실화되고 있는 사물인터넷, 가상현실 등의 기술로 무장하여 고객의 편의성을 혁신적으로 개선하고 있다. 그러나 이러한 강점만으로는 금융거래에 필요한 충분한 신뢰를 형성할 수 있다고 보장할 수는 없다는 것이다. 이미 신뢰관계에 있는 주거래 은행을 고객들이 잘 바꾸지 않는 관성이 있기 때문이다. 따라서 신흥 핀테크 업체들은 상대적으로 고객접점에 우위에 있는 소셜서비스와 같은 온라인 상호작용의 강점과 다양한 인터넷 서비스와의 연계성을 반영한 파괴적인 부가가치 창출을 위해 노력해야하고, 특히 새로운 서비스에 저항이 낮은 젊은층을 중심으로 한 서비스신뢰 구축을 위해 노력해야 할 것이다. In this study, we investigated the effect of offline banking trust on smart banking trust. As influencing factors of smart banking trust, this study compared offline banking trust, smart banking's system quality, and information quality. For the empirical study, 186 questionnaire data were collected from smart banking users and the data were analyzed using Smart-PLS 2.0. As results, it was verified that there is trust transfer in FinTech service, by the significant effect of offline banking trust on smart banking trust. And it was proved that the effect of offline banking trust on smart banking trust is lower than that of smart banking itself. The contribution of this study can be seen in both academic and industrial aspects. First, it is the contribution of the academic aspect. Previous studies on banking were focused on either offline banking or smart banking. But this study, focus on the relationship between offline banking and online banking, proved that offline banking trust affects smart banking trust. Next, it is the industrial contribution. This study showed that offline banking characteristics of traditional commercial banks affect the trust of emerging smart banking service. This means that the emerging FinTech companies are not advantageous in the competition of trust building compared to traditional commercial banks. Unlike traditional commercial banks, the emerging FinTech is innovating the convenience of customers by arming them with new technologies such as mobile Internet, social network, cloud technology, and big data. However, these FinTech strengths alone can not guarantee sufficient trust needed for financial transactions, because banking customers do not change a habit or an inertia that they already have during using traditional banks. Therefore, emerging FinTech companies should strive to create destructive value that reflects the connection with various Internet services and the strength of online interaction such as social services, which have an advantage over customer contacts. And emerging FinTech companies should strive to build service trust, focused on young people with low resistance to new services.