L2 Learners’ Perception of Oral Corrective Feedback in Relation to Their Proficiency Level

Hyangsook Park 한국영미어문학회 2021 영미어문학 Vol.- No.142

The present study explored L2 learners’ perception of oral corrective feedback (CF) in relation to their proficiency level. For the study, 190 Korean undergraduate students were asked to respond to a questionnaire asking their perception of CF. The questionnaire consisted of four categories, including the necessity of CF, the error types that need to be treated, emotional attitudes towards CF, and their preferences for CF. To compared the students’ responses, the responses were tallied and ANOVAs were performed. The findings showed that most learners found CF beneficial and wanted to be treated by their teachers. Nevertheless, the students responded that receiving CF in class was embarrassing. Significant group differences were evident in preference for CF. For instance, repetition and recasts were most favored types of CF for more proficient learners, whereas metalinguistic feedback and explicit feedback were most favored CF for less proficient learners. In addition, implicit feedback rather than explicit feedback seems more desirable in that it can protect learners from feeling direct criticism, embarrassment, or frustration.

Visual Input Enhancement, Attention, Grammar Learning, & Reading Comprehension: An Eye Movement Study

Hyangsook Park,Sungmook Choi,Minho Lee 한국영어교육학회 2013 KATE Forum Vol.37 No.2

The role of reading span in factual and inferential comprehension and retention in L2 reading

( Hyangsook Park ),( Kichun Nam ),( Yae Sheik Lee ) 경희대학교 언어정보연구소 2016 언어연구 Vol.33 No.S

The present study attempts to explain the relationship of working memory (WM) to L2 reading comprehension (RC) by conducting two experiments. The participants’ WM was measured by two reading span (RS) tests adapted from Daneman and Carpenter (1980). Specifically, Experiment 1 explores the role of L1-RS and L2-RS in overall RC in L2. Fifty-eight Korean undergraduate students participated in this experiment. The results showed that L2-RS had better predictive power than L1-RS for L2 RC performance and that the participants performed better in the L1-RS than L2-RS test. Experiment 2 further investigates the role of RS in terms of types of comprehension and retention. For this, fifty Korean students were divided into two groups according to their L2-RS. The RC tests were given in two types of questions: factual and inferential. The retention of information was assessed by two memory tests: immediate and delayed tests. The results revealed that the high-RS group consistently outperformed the low-RS group on the two types of RC questions in the two memory tests. No significant decay, however, was found between the memory tests. In addition, there was no interaction between group, question type, and time. The findings showed that RS does play a significant role in L2 RC performance. (Kyungpook National University·Korea University)

Aryl Sulfate is a Useful Motif for Conjugating and Releasing Phenolic Molecules: Sulfur Fluorine Exchange Click Chemistry Enables Discovery of Ortho-Hydroxy-Protected Aryl Sulfate Linker

Park, Suho,Kim, Sun Young,Cho, Jongun,Jung, Doohwan,Seo, Donghoon,Lee, Jaeho,Lee, Sangkwang,Yun, Sanghyeon,Lee, Hyangsook,Park, Okku,Seo, Beomseok,Woo, Sung Ho,Park, Tae Kyo American Chemical Society 2019 Bioconjugate chemistry Vol.30 No.7

<P>A new self-immolative linker motif, Ortho Hydroxy-Protected Aryl Sulfate (OHPAS), was devised, and OHPAS-containing antibody drug conjugates (ADC) were tested in vitro and in vivo. Conveniently synthesized using Sulfur Fluorine Exchange (SuFEx) chemistry, it is based structurally on diaryl sulfate, with one aryl acting as a payload and the other as a self-immolative sulfate unit having a latent phenol function at the ortho position. The chemically stable OHPAS linker was stable in plasma samples from 5 different species, yet it can release the payload molecule smoothly upon chemical or biological triggering. The payload release proceeds via intramolecular cyclization, producing a cyclic sulfate coproduct that eventually hydrolyzes to a catechol monosulfate. A set of OHPAS-containing ADCs based on Trastuzumab were prepared with a drug to antibody ratio of ∼2, and were shown to be cytotoxic in 5 different cancer cell lines in vitro and dose-dependently inhibited tumor growth in a NCI-N87 mouse xenograft model. We conclude that OHPAS conjugates will be of considerable use for delivering phenol-containing payloads to tissues targeted for medical intervention.</P> [FIG OMISSION]</BR>

The Effectiveness of Pair and Individual Output Tasks on Learning of L2 Phrasal Verbs

Hyangsook Park 언어과학회 2020 언어과학연구 Vol.0 No.92

The present study investigates the effects of collaborative output tasks on the learning of L2 phrasal verbs (PVs). For this study, seventy-two Korean university students were divided into two groups: pair (P) and individual (I). Each group was asked to learn 16 PVs either in a cloze (C) or an editing (E) condition. The students had four learning sessions over a period of six weeks. The learning effects and retention were measured through receptive and productive tests in two posttests. The findings revealed that the P group consistently outperformed the I group, but significant differences were found only in the delayed posttests. The findings also showed that the students performed better in the C condition than in the E condition, and the differences were significant in the two posttests. The retention rates in the P were higher than in the I group. The retention rates in the E were higher than in the C condition. These findings support the superior effects of collaborative output tasks in L2 PVs learning.

Factors Explaining Listening Performance and Students` Self-Evaluations

( Hyangsook Park ),( Yae Sheik Lee ) 글로벌영어교육학회(구 호남영어교육학회) 2015 Studies in English education Vol.20 No.2

The present study investigates the relationship of learner characteristics to listening performance. It also investigates the relationship of listening performance to attributes measured using learners’ self-evaluations conducted after a listening test. Fifty seven English learners from a university in Korea participated in the study. For this study, four questionnaires (listening anxiety, self-efficacy, self-evaluation, and background information) and three tests (vocabulary, grammar, and listening) were utilized. A multiple regression analysis reveals that linguistic abilities and self-efficacy, rather than listening anxiety, are strong predictors of listening performance. Based on learners’ self-evaluations of the listening test, unfamiliar words and sentence complexity are found to be strong predictors of listening performance among six factors (unfamiliar words, lack of confidence, lack of processing time, lack of attention, difficulty in recalling, and sentence complexity).

Acupuncture application for neurological disorders

Lee, Hyangsook,Park, Hi-Joon,Park, Jongbae,Kim, Mi-Ja,Hong, MeeSuk,Yang, JongSoo,Choi, SunMi,Lee, Hyejung Informa UK (TaylorFrancis) 2007 Neurological research Vol.29//SUP1 No.-

인출유형과 작업기억이 영어 어휘습득에 미치는 영향

박향숙(Park, Hyangsook) 언어과학회 2017 언어과학연구 Vol.0 No.82

The present study investigates the effects of two types of retrieval and working memory (WM) on English (L2) vocabulary learning. To this end, sixty Korean university students were asked to learn 20 target words in either a receptive- or productive- retrieval group. The students were also placed into either a high-or low-WM group according to their WM scores. Two types of vocabulary knowledge (receptive and productive) were measured through immediate and delayed posttests. The findings showed that the productive- retrieval group outperformed the receptive-retrieval group in both the receptive and productive knowledge tests. In addition, those with a high-WM outperformed those with a low-WM in both posttests. The results suggest that the types of retrieval and WM play critical roles in L2 vocabulary acquisition.

구글 음성인식기를 활용한 한국 초등학생들의 영어 단어 발음인식감도 조사

박향숙(Hyangsook Park),윤정희(Jeonghee Yun),이예식(Yaesheik Lee) 현대문법학회 2018 현대문법연구 Vol.97 No.-

The present study aims to investigate how well Google Voice Actions, an automatic speech recognition system, recognizes Korean young English learners’ pronunciation of English words. To achieve this aim, the current study arranged for 18 Korean elementary school students to pronounce 219 English words and recorded their pronunciation. Then, the intelligibility of their pronunciation was measured using Google Voice Actions. The current study analyzed the measured intelligibility of Google Voice Actions in terms of the phonemic difficulty and familiarity the learners have with the words. The phonemic difficulty of each word was labelled as Group 1 to 5, depending on the number of difficult phonemic elements it contains. The familiarity of each word was also measured through a questionnaire. The findings revealed that the accuracy in Google Voice Actions’ recognition was closely related to the students’the phonemic difficulties and familiarity of the words. Interestingly, the pronunciation of words in Group 5 gained the highest recognition scores and that of Group 1 the second highest scores. Those of Group 2, 3, and 4 recorded lower recognition scores than the two groups. These results suggest that the more phonemic information the pronunciation of a word provides, the more relevant clues would be available for Google Voice Actions. This increases the possibility of successful search from the speech database.

출력 활동이 영어 관계대명사 학습에 미치는 영향

박향숙(Park, Hyangsook) 언어과학회 2021 언어과학연구 Vol.- No.96

The present study attempts to examine the effects of output on the learning of English relative clauses. Seventy Korean learners of English at a university in Korea participated in the study. They were assigned to either a Noticing or an Output condition and were asked to learn the target grammar over a 4-week period. The Output group completed stories by connecting given sentences with relative clauses, whereas the Noticing group underlined the precedents and relative pronouns in the stories. The results revealed that the Output group outperformed the Noticing group on the two post-tests (immediate and delayed). The findings indicate that the output tasks help the students focus more on the target forms and reconstruct their interlanguage by noticing the gap between the target forms and their interlanguage forms. Accordingly, this leads them to better learning outcomes. The findings also suggest learning target forms in a meaningful context rather than discrete grammar items can promote language learning.