‘What’s the Issue?’: An Analysis of a Reading-to-Write Task within a Korean EFL Environment

Bethany Lacy 융합영어영문학회 2020 융합영어영문학(구.English Reading and Teaching) Vol.5 No.2

The purpose of this article is to investigate the effects a reading-to-write task had on adult Korean EFL learners’ writing performances. The quasi-experiment relied on 105 participants’ expository writing samples detailing what they believed was the most prevalent problem in South Korea. The students were free to choose whichever current issue they wanted to give them the benefits of writing expository essays in the realm of topic familiarity. The students’ scores showed positive results in proper expository formatting, but their grammar accuracy scores had a wide range. Overall, the reading-to-write task helped scaffold the students and positively affected the students’ writing abilities. However, the topics the participants chose to write about were equally important as their writing accuracy. The issues they wrote about varied greatly and showed an authentic perspective on current affairs in South Korea. For future research, I would recommend utilizing a control group that is only taught vocabulary and not exposed to the reading activity. The addition of a control group would allow researchers to compare the students’ writing performances and better understand the benefits of using reading-to-write tasks in an EFL setting.

Improving Adult English Language Learners’ Digital Literacy in South Korean Classrooms

Bethany Lacy 한국영어독서교육학회 2018 ENGLISH READING AND TEACHING Vol.3 No.2

An Analysis of a Reading-to-Write Task within a Korean EFL Environment

Bethany Lacy 한국영어독서교육학회 2020 한국영어독서교육학회 학술대회 자료집 Vol.2020 No.11

The purpose of this article is to investigate the effects a reading-to-write task had on adult Korean EFL learners’ writing performances. The quasi-experiment relied on 105 participants’ expository writing samples detailing what they believed was the most prevalent problem in South Korea. The students were free to choose whichever current issue they wanted to give them the benefits of writing expository essays in the realm of topic familiarity. The students’ scores showed positive results in proper expository formatting, but their grammar accuracy scores had a wide range. Overall, the reading-to-write task helped scaffold the students and positively affected the students’ writing abilities. However, the topics the participants chose to write about were equally important as their writing accuracy. The issues they wrote about varied greatly and showed an authentic perspective on current affairs in South Korea. For future research, I would recommend utilizing a control group that is only taught vocabulary and not exposed to the reading activity. The addition of a control group would allow researchers to compare the students’ writing performances and better understand the benefits of using reading-to-write tasks in an EFL setting.

Using Auto/Biographical Picture Books in the Age of Digital Learning

Bethany Lacy 한국영어독서교육학회 2021 ENGLISH READING AND TEACHING Vol.6 No.1

This article focuses on how using auto/biographical picture books can help educators and students in the age of digital learning. It examines reading trends and attitudes from before the pandemic and how online learning has impacted students’ ability to read class materials. Finally, the article will appraise the benefits of using auto/biographical picture books and suggest picture books used in online classrooms.

Improving Adult English Language Learners’ Digital Literacy in South Korean Classrooms

Bethany Lacy 융합영어영문학회 2018 융합영어영문학(구.English Reading and Teaching) Vol.3 No.2

This study carries forward the exploration of implementing more technologically advanced learning methods into adult English language learning classes in South Korea. Given the emphasis on traditional language learning e.g. textbook grammar and academic reading, it can be difficult to introduce adult English language learners in Korea to new age digital learning methods. The focus of this paper will be on the structure, advantages, and struggles related to dedicating an entire 20-week course to teach students about digital storytelling. The subjects in this study were intermediate English language learning students at Hankuk University of Foreign Studies’ Foreign Language Center between the years 2015-2018. Over the semesters, the course has fundamentally stayed the same, requiring students to make two or three video projects during the semester. However, some minor adjustments have been made to the course and course materials to ensure students had enough time, resources, and knowledge to efficiently create their video projects. First, the students with ages ranging from 18 to 65 learn about the various elements of storytelling e.g. plot, settings, character types, genres, and conflict. They study how the symbolic nature of colors affects stories by analyzing digital stories as well as wordless picture books. Once students have developed a basic understanding of storytelling, they begin creating their own unique digital stories. A majority of students in the classes have had little to no experience in video editing, and some students have suffered from technophobia during the course. However, the students have all benefited from the production of their personal digital stories, whether it was from group discussion and decision-making, vocabulary acquisition and retention, actively listening to and critiquing their pronunciation of English words and phrases, or developing their critical thinking skills and creativity. The greatest asset of this class structure and curriculum is that it brings multimodality to students who are accustomed to unimodal classroom structure. During the fall semester of 2016, two classes of multimedia (digital storytelling) students completed surveys after finishing individual video projects. The 21 individuals reflected on their personal video projects and had to determine what aspects of the video-making process were the easiest and the most difficult for them. The respondents also had a chance to self-evaluate during the survey. A vast majority of these students responded that the interactive digital storytelling facet of the class had helped them improve their English in multiple areas e.g. speaking, writing, reading, and listening.

Using Auto/Biographical Picture Books in the Age of Digital Learning

Bethany Lacy 융합영어영문학회 2021 융합영어영문학(구.English Reading and Teaching) Vol.6 No.1

This article focuses on how using auto/biographical picture books can help educators and students in the age of digital learning. It examines reading trends and attitudes from before the pandemic and how online learning has impacted students’ ability to read class materials. Finally, the article will appraise the benefits of using auto/biographical picture books and suggest picture books used in online classrooms.

‘What’s the Issue?’: An Analysis of a Reading-to-Write Task within a Korean EFL Environment

Bethany Lacy 한국영어독서교육학회 2020 ENGLISH READING AND TEACHING Vol.5 No.2

The purpose of this article is to investigate the effects a reading-to-write task had on adult Korean EFL learners’ writing performances. The quasi-experiment relied on 105 participants’ expository writing samples detailing what they believed was the most prevalent problem in South Korea. The students were free to choose whichever current issue they wanted to give them the benefits of writing expository essays in the realm of topic familiarity. The students’ scores showed positive results in proper expository formatting, but their grammar accuracy scores had a wide range. Overall, the reading-to-write task helped scaffold the students and positively affected the students’ writing abilities. However, the topics the participants chose to write about were equally important as their writing accuracy. The issues they wrote about varied greatly and showed an authentic perspective on current affairs in South Korea. For future research, I would recommend utilizing a control group that is only taught vocabulary and not exposed to the reading activity. The addition of a control group would allow researchers to compare the students’ writing performances and better understand the benefits of using reading-to-write tasks in an EFL setting.

[서평] Moviemaking in the Classroom: Lifting Student Voices Through Digital Storytelling

Bethany Lacy 한국영어독서교육학회 2021 ENGLISH READING AND TEACHING Vol.6 No.2

Jessica Pack is a middle-school digital literacy teacher in a Californian town near the Mexican border. Due to the proximity to the Mexican border, a large portion of her students are English language learners. Regardless of their native language, all of Pack’s students participate in her digital storytelling projects, covering core content as well as hard-hitting social issues. Pack’s methods, though in another country with students from various cultural backgrounds, can be applied to classrooms around the world, including those in South Korea. This review will highlight key points in Pack’s book.

[서평] Moviemaking in the Classroom: Lifting Student Voices Through Digital Storytelling

Bethany Lacy 융합영어영문학회 2021 융합영어영문학(구.English Reading and Teaching) Vol.6 No.2

Exoskeleton Gait Training with Traditional Physical Therapy Management of a Patient with Polytrauma Injuries and Diffuse Axonal Injury: A Case Report

Bethany Spain,고만수 대한신경치료학회 2019 신경치료 Vol.23 No.1

Purpose People with polytrauma injuries along with diffuse axonal brain injury (TBI+DAI) present unique challenges to the physical therapist during comprehensive inpatient rehabilitation. The literature available to rehabilitation professionals regarding exoskeleton gait training (EGT) in the traumatic brain injury (TBI) population is limited. The purpose of this case report is to describe the use of EGT and traditional physical therapy management of an adult with polytrauma injuries and TBI+DAI during an inpatient rehabilitation stay. Methods The subject was a 31 year old veteran male diagnosed with polytrauma injuries and TBI+DAI, resulting from a high speed motor vehicle collision. He began to emerge from comatose state 8 days post-injury, was admitted to an inpatient rehabilitation facility and began physical therapy 23 days post-injury. He participated in physical therapy one to two times daily for 60 minute sessions with five additional EGT sessions and two community re-integration outings, for an average of 7 sessions per week throughout episode of care. Results Measures were taken at admission and were reassessed weekly. Functional Independence Measure total score increased from 62 to 117 and the motor subscale increased from 37 to 89. Berg Balance Scale score increased from 0 to 54. Gait distance increased from 20 feet with quad cane and moderate assistance from physical therapist to 5,755 feet with single point cane and modified independence. Conclusion This case reports describes the use of off-label EGT in addition to traditional physical therapy management that was successful in increasing the quality and efficiency of gait in an individual with polytrauma injuries and TBI+DAI.