The Analysis of Demotivators and Remotivators for Korean L2 English Learners

마지현 ( Jee Hyun Ma ),조영아 ( Young Ah Cho ) 대한영어영문학회 2014 영어영문학연구 Vol.40 No.2

This study examined the demotivating and remotivating factors in L2 college students’ English learning process both quantitatively and qualitatively. For the current study, a questionnaire which consisted of four sections was administered: questions on background information, questions on demotivation, questions on remotivation, and a stimulated recall essay. The results revealed that teaching method among the external factors was the most primary source in L2 demotivation. As for the internal factors, decreased self-confidence made learners demotivated in learning English. In terms of the remotivating factors, the value of English among the internal factors and raised English test scores among the external factors had been found to play key roles in helping stimulate L2 learners’ remotivation. Additionally, based on the results obtained the recall essays, while demotivation period varied depending on individuals, they intentionally or unintentionally became self-determined to engage in studying English when L2 instruction with adequate teaching methods was provided. Pedagogical implications and suggestions were made based on the findings. (Chonnam National University · Dongshin University)

중등 예비 영어교사들의 교생일지에 나타난 성찰적 교수과정 양상 및 지도교사 조언 분석

마지현 ( Ma Jee Hyun ),조영아 ( Cho Young Ah ) 글로벌영어교육학회(구 호남영어교육학회) 2021 Studies in English education Vol.26 No.1

The current study examines pre-service English teachers’ reflective journals over the 4-week period of teaching practicum in one Korean middle school and one Korean high school. A total of twenty-one Korean college students majoring in English education completed their reflective journal on “class observation” and “impressions and plans for tomorrow” during the period. Their “mentor teachers’ comments and advice” were also included the journals. All the journal writings were constructed as text corpus and then analyzed through the Antconc programme by stages: introduction (1st week), development (2nd & 3rd weeks), and closing (4th week). As for class observation, the middle and the high school pre-service teachers initially considered lesson planning and classroom atmosphere most important, respectively. In the development stage, classroom observation were thought most importantly for the middle school pre-service teachers and lesson planning for the high school pre-service teachers. In the closing stage, both of the middle and the high school pre-service teachers considered classroom atmosphere as the most crucial factor. Concerning the impressions and plans for tomorrow, both of the middle and the high school pre-service teachers reported that figuring out students and their emotions would be important in the introduction and the closing stages. However, in the development stage, the high school pre-service teachers counted lesson planning as the most important factor. As for the mentor teachers’ comments and advice, both middle and high school mentor teachers regarded lesson planning as important in the introduction stage, and they tried to provide encouragement and help to the pre-service teachers at the closing stage. In the development stage, evaluation for teaching rehearsal and lesson planning were most frequently mentioned from the middle and the high school mentor teachers respectively.

상이한 읽기조건에서 사전사용이 어휘 학습과 읽기 이해 및 학습자의 인식에 미치는 효과

마지현(Jee Hyun Ma) 한국중원언어학회 2016 언어학연구 Vol.0 No.41

This study explored the effects of dictionary use on vocabulary learning and reading comprehension under different reading conditions, along with learners’ perceived difficulty of reading texts and perceived effectiveness of each reading condition assigned to them. One hundred seventy four high school students were assigned to four groups according to different reading conditions — read-aloud with dictionary use, listening with dictionary use, dictionary use only, and noticing without dictionary use. A pre-, post-, and delayed test measured the learners’ vocabulary learning and reading comprehension. Their perceived difficulty and effectiveness were investigated by a questionnaire with a seven-point Likert scale. The results are as follows. First, three dictionary-use groups displayed significant improvements in vocabulary learning, but not in reading comprehension. Second, this study also found that the sustained effect of all task conditions was not found in either vocabulary learning or reading comprehension. Third, there was no significant group difference in perceived difficulty while the reading-aloud group felt that the task they performed was more significantly effective than the other three groups. Pedagogical implications were also made based on the findings.

교생실습 전·후에 따른 예비 영어교사의 인식 비교

마지현 ( Jee Hyun Ma ),조영아 ( Young Ah Cho ) 21세기영어영문학회 2021 영어영문학21 Vol.34 No.1

The present study explores pre-service English teachers' perceptions before and after performing a teaching practicum in Korean secondary schools. A total of thirty-two college students majoring in English education completed the questionnaire survey before and after the practicum. The collected data were analyzed using frequency and content analysis. The results of the study indicate that the pre-service teachers considered their university English curriculum suitable for teacher training before the teaching practicum but evaluated it more negatively afterwards. Regarding the effectiveness of the teacher training, the teaching practicum was deemed the most effective aspect before as well as after the teaching practicum. The pre-service teachers assumed that they would learn the most about how to plan their lessons before the teaching practicum. However, they learned the most about how to interact with students in reality. The results also reveal that the teaching practicum more effectively helped the pre-service teachers become familiar with the procedure of the class. In addition, the pre-service teachers felt that they could grasp their own strengths and weaknesses through the classroom observation over the duration of the teaching practicum. Pedagogical implications and suggestions for pre-service English teacher education are made based on the findings of the study.

Studies in English Education 게재 논문에 나타난 Instructed Second Language Acquisition 연구 분석(2015년-2019년)

마지현 ( Ma Jee Hyun ),구재명 ( Goo Jaemyung ) 글로벌영어교육학회(구 호남영어교육학회) 2020 Studies in English education Vol.25 No.1

Instructed second language acquisition (ISLA) has drawn much attention from both researchers and teaching practitioners and engendered a great amount of empirical research and discussion on the effectiveness of various instructional methods in L2 learning and how such instruction leads to L2 development. Similarly, given that instruction may be one critical channel through which L2 learners access target linguistic samples and knowledge in English as a foreign language (EFL) contexts, ISLA has also been researched as an area of particular importance for English learners in Korea. This article reviews the much-evidenced empirical trend for ISLA research reflected in empirical studies published in Studies in English Education. Of 165 articles published in the journal over the past 5 years (2015-2019), 48 articles were found to have explored various aspects of instruction-based learning, broadening the scope of research on ISLA. Each individual study was analyzed and illustrated in terms of research designs and diverse issues of L2 learning and learning processes. Obviously, ISLA merits much more empirical research in the years to come.

The Use of Strategies in Interaction of Korean College EFL Learners

박은경 ( Eun Kyung Park ),마지현 ( Jee Hyun Ma ) 21세기영어영문학회 2011 영어영문학21 Vol.24 No.3

This study aims to explore whether L2 learners more often struggle to obtain comprehensible input from the interlocutor or to make their own output more comprehensible to make communication successful and draw pedagogical implications by examining Korean EFL learners` employment of interactional strategies-both types of strategies for comprehensible input and comprehensible output-in oral communication tasks. The results show that considerably more attention is paid to the generation and modification of their own output than to the perception of input, reflecting the face-threatening nature of negotiation of meaning (Aston, 1986; Foster & Ohta, 2005). In addition, the learners of this study tried to modify morphosyntactic errors in their output whenever they noticed them while the instances of strategies for comprehensible input were mostly limited to meaning negotiation. Suggestions are made on how L2 teachers can respond more effectively to the needs of learners over their interactional process.

Task Effectiveness and Word Learning in a Second Language Acquisition

조영아 ( Young Ah Cho ),마지현 ( Jee Hyun Ma ) 대한영어영문학회 2015 영어영문학연구 Vol.41 No.1

This study investigated the effects of task-induced involvement and word exposure frequency on low-level L2 college students’ vocabulary learning. All the groups were exposed to three different types of tasks featuring different task-induced involvement conditions with two levels of word exposure frequency. The current study employed a within-group design and was devised under multiple treatment sessions. The findings reveal that involvement load and exposure frequency contribute to better word knowledge gains for long-term as well as short-term retention. No interaction effect is observed between the two variables. As for the different strengths of lexical competence, involvement load, exposure frequency, and time intervention affect learners’ word knowledge for initial and long-term retention respectively. More specifically, the groups performing the task with a higher involvement load show better performance in active recognition word knowledge while the groups under a high frequency of words (four-time) proves to be more effective than those under a singular encounter for both active and passive word knowledge. (Dongshin University)

교생실습에 대한 예비 영어교사들의 인식 분석과 개선 방안 연구

조영아 ( Young Ah Cho ),마지현 ( Jee Hyun Ma ) 21세기영어영문학회 2019 영어영문학21 Vol.32 No.1

The current study examines pre-service English teachers’ perceptions about and proposals for improving a teaching practicum in Korea. A total of twenty-one Korean college students from an English education department completed a questionnaire survey after taking part in the teaching practicum. The collected data were assessed through frequency and content analysis using the Antconc programme. The results of the study reveal that pre-service English teachers evaluated interaction with students as the most beneficial aspect while preparing lesson plans was the most difficult part of teaching practicum. The results also indicate that instructional contents and activities were the most seriously considered in terms of teaching methods. Finally, most of the pre-service teachers who were serious about their teaching careers confirmed their concrete decisions to become teachers whereas a few others made opposite decision after completing teacher practicum. Based on the findings of the study, pedagogical implications and suggestion for L2 pre-service teacher education programmes made.

비판적 교육학 관점에서 바라본 2015 교육과정 초등학교 5·6학년 영어 교과서 분석

홍지원 ( Ji Won Hong ),마지현 ( Jee Hyun Ma ) 21세기영어영문학회 2021 영어영문학21 Vol.34 No.4

This study explores the reading texts and culture sections of 5th and 6th grade elementary English textbooks from a critical pedagogy perspective. This study adopted qualitative approaches to discover and critically present parts where any potential discrimination was found and to suggest more ideal ways to present countries, races, and cultures in textbooks. Specifically, this study investigated how different countries and races in the reading passages and culture sections are presented and examined prejudices and biases that the textbooks allusively produced. The results displayed that certain countries were presented in a decontextualized way with shallow information and described as economically and politically lagging while only positive aspects of some counties were magnified. As for racial analysis, it was shown that white characters were mainly presented at the center of illustrations. Furthermore, the characters who solved challenging issues over the world and received positive evaluations were also represented mainly by the white race. Much of the cultural content was presented simply without sufficient background information, and many of the current political power dynamics were revealed.

특성화 고등학교 학생들의 영어 수업 및 교재에 대한 인식 연구

김민지 ( Min Ji Kim ),마지현 ( Jee Hyun Ma ) 21세기영어영문학회 2016 영어영문학21 Vol.29 No.1

The purpose of this study was to examine Korean vocational high school students’ perceptions of English classes and textbooks and propose plans to cultivate an educational environment to promote the sustainability of English education in vocational high schools. To this end, this study conducted a survey with 245 students at a vocational high school in Chonnam province. The findings reveal that the students perceived the difficulty level of English lessons rather distinctly and displayed differing needs for studying English. This suggests that English classes should target different proficiency levels and future career options, such as going to college or getting a job. Most of the students thought that English lessons and textbooks in the vocational school were irrelevant to the work they would pursue after graduation. As they were also aware of the importance of English for employment or advancement to higher educational institutions, they requested more specialized curriculum and materials for vocational English. Suggestions are made based on the findings.