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Effect of English Speech Rate on Elementary Students’ Listening Comprehension
최원경 한국초등영어교육학회 2013 초등영어교육 Vol.19 No.1
This study aims to find out the effect of various degrees of English speech rate on elementary students’ listening comprehension. The average speech rate of elementary school e-books is 130 wpm (word per minute), which is considerably slower than the natural speed of native speakers (about 160-190 wpm). The average speech rate of the Nationwide Standardized Achievement Test is also around 128.2 wpm which can be regarded as the barometer of the textbooks. In the EFL setting, however, it is very important to be exposed to the authentic English. For these concerns, this study is conducted with 135 of 6th grade students from an elementary school in Seoul. It attempts to determine their listening comprehension on three different speech rates according to their English proficiency. The results indicate that there is no significant difference between groups, on every proficiency level. Therefore, this study claims two conclusions. First, it is necessary to present the real-life speed of native English speakers for effective language comprehension for elementary students. It also insists that the concept of speech rate should be in the national English curriculum, so that the textbook developers should follow the guideline when they write elementary school textbooks in the future.
Value of Elementary Learner Corpus for Second Language Acquisition: A Case Study on Article Use
최원경 한국초등영어교육학회 2019 초등영어교육 Vol.25 No.4
The present study aims to show theoretical values of children's corpora and learner corpus research (LCR) for second language acquisition (SLA) and other related academic fields. It first overviews how rare it has been to analyze children's writings in previous research due to the difficulty of building elementary learner corpora. Then, it presents a case study on the use of English articles as a piece of example research. The researcher created the Korean Elementary Students' Corpus (KESC) and prepared for three other corpora for a quasi-longitudinal analysis. As a result of the multiple comparative analysis, this case study drew valuable findings about Korean learners' use of English articles. First, Korean children significantly underuse both definite and indefinite articles (THE and A(AN)), compared to native speaking children. Second, Korean adult learners also significantly underuse THE compared to native speaking adults, whereas they significantly overuse A(AN). Last, Korean learners have difficulty in using articles even when they become adults, whereas native speakers appear to develop the knowledge of English articles as they grow up. The findings of the case study seem to raise more questions than answers as to the acquisition of English articles. It is believed to provide the preliminary information that could be useful for further research. They also suggest that elementary learner corpora could be used to discover other salient L2 features that L2 children produce, and to make valuable contributions to a better understanding of SLA and other academic fields in future research
최원경 한국영어평가학회 2021 영어평가 Vol.16 No.2
The present study aims to explore the effectiveness of the automatic pronunciation scoring system of a newly released AI chatbot, ‘AI Pengtalk’. This English educational application, designed by EBSe and ETRI, was distributed to public elementary schools nationwide free of charge in April, 2021. This study investigates 6th graders’ recognition of AI Pengtalk and the effects of four subscales of the pronunciation score given by AI Pengtalk: intonation; segment accuracy; utterance speed; stress and rhythm. It also examines the correlation between holistic pronunciation scores and students’ English achievement test scores. The results show that 6th graders have quite positive attitudes to AI Pengtalk, and suggest that the instant feedback of AI Pengtalk’s automatic scoring system appears to have little effect. It is also shown that the subscale stress and rhythm significantly influences the corresponding holistic pronunciation score and that the correlation between pronunciation and English achievement seems to be different according to the consisting phonemes of the specific sentences. The present study suggests that elementary students’ pronunciation can be improved by the automatic scoring system of AI chatbots. Further research is recommended with the comprehensive data collection to draw more pedagogical implications.
2022 개정 영어과 교육과정에 따른 초등학교 학업성취도 평가 문항 유형 분석
최원경 한국초등영어교육학회 2024 초등영어교육 Vol.30 No.1
This study aims to analyze English test item types in the National Assessment of Educational Achievement (NAEA) for elementary school students and to re-categorize them from the perspective of the 2022 Revised English Curriculum. The newly released English curriculum is considered unconventional as it reclassifies the content domain into two categories: reception and production. It also introduces two new elements, viewing and presenting, within each category. These changes of the new curriculum naturally call for developing corresponding test items to properly measure students’ English achievement. The analysis of available NAEA test sets reveals that the test items can be further subcategorized based on a more rigorously applied division of communication skills and modes. It suggests that English test items in the NAEA should be developed to more accurately measure each communication skill and mode under the new English curriculum. Additionally, it recommends that English teachers in elementary schools should consider incorporating not only the NAEA but also performance test methods to better evaluate students’ English achievement in classroom-based assessments.