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신유선 팬코리아영어교육학회 2009 영어교육연구 Vol.21 No.1
This article describes a case study that investigated the effects of using graphic organizers to enhance L2 writing ability. The results of the interview with an L2 writing instructor were used as the main sources for data analysis in the study. During the interview, the instructor was asked 12 questions which were categorized into three sections: the instructor’s own definition of graphic organizers, instructional practices and applications of graphic organizers in writing instruction, and the instructor’s perceptions on the effects of using graphic organizer as a writing strategy. The interview data demonstrated that graphic organizers can be a potential vehicle for L2 learners to enhance writing ability but proper instruction should carefully link to learners’ proficiency level. Furthermore, learners also need to be cognizant of the purpose of a writing task, the requirements inherent in the task, and the criteria by which their written products are evaluated while employing a variety of graphic organizers. It is suggested that learners need to have an opportunity to use graphic organizers as a strategy to stimulate L2 writing which may contribute to cultivating learners’ thinking and generating ideas for a given task.
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A Validity Study on the Vocabulary Grade Levels Test for Korean Elementary Students
신유선 한국영어어문교육학회 2012 영어어문교육 Vol.18 No.2
The primary goal of the study was to provide some preliminary validity evidence for the Vocabulary Grade Levels Test (Busan Metropolitan City Office of Education, 2009), which is designed to measure the receptive vocabulary knowledge of learners in L2. For the purpose of the current study, 327 participants at the elementary school participated in the study and were asked to take two different vocabulary tests. Namely, a Vocabulary Size Test (Nation, 2001) and a Vocabulary Grade Levels Test. The data were analyzed using correlation in order to discover the relationship between these two types of tests. Following this, the Rasch analysis was conducted to examine the reliability and validity of the measurement in question. The data analysis showed that both grade separation reliability and item separation reliability were high, indicating that the Vocabulary Grade Levels Test well discriminates learners with a wide range of proficiency levels. The findings of the study are discussed, along with further improvements in order to ascertain the validity of this particular vocabulary test.
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Comparing Perceptions of Evaluative Criteria in EFL Writing Between Learner and Instructor Group
신유선 한국영어어문교육학회 2011 영어어문교육 Vol.17 No.1
The quantitative study investigated perceptions of evaluative criteria in L2 writing between two groups – learners (N=212) and instructors (N=52) in Korea. Specifically, the purpose of the study is (1) to examine learners’ and instructors’ perceptions on evaluative criteria in L2 writing and to provide empirical evidence concerning how they respond to a list of them and (2) to ultimately devise appropriate rating criteria applicable to an EFL context like Korea. Analyses of evaluative criteria were conducted using factor analysis and yielded the following results: learner and instructor groups perceived the evaluative criteria differently and weighted them in a different way. For the learner group, the combined elements of grammar and language in use were identified as Factor 1 and mechanics as Factor 2. The results may infer that learners’ response patterns are primarily linked to their instructors’ writing practice in class, which may largely focus on grammatical knowledge based on lexical use and mechanical accuracy. Similarly, the instructor group acknowledged grammatical knowledge as Factor 1 and lexical use as Factor 2. The first two factors found in both learner and instructor groups indicate that in an EFL context like Korea, the form-then-content way of teaching and learning is still being considered more effective in L2 writing than any other method. Taking into consideration these perceptive similarities and differences between learners and instructors, the categories of evaluative criteria in writing include content and organization, grammar, mechanics, language in use, and flow of the essay, respectively.
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Assessing Elementary School EFL Learners’ Vocabulary Knowledge
신유선,김양희 팬코리아영어교육학회 2013 영어교육연구 Vol.25 No.3
The purpose of the study was to compare two sets of vocabulary test scores of elementary school students from the public and private schools in Korea. The two vocabulary tests compared were Vocabulary Size Test (Nation, 2001) and Vocabulary Grade Levels Test (Busan Metropolitan City Office of Education, 2009). Both tests were intended to measure learners’knowledge of passive vocabulary with respect to vocabulary growth. A total of 586 students participated in this study and they were asked to complete two sets of vocabulary tests near the end of the spring semester 2011. The result showed that the two vocabulary tests indicate a high degree of correlation. Regarding the mean scores of the two tests, overall, private school students outperformed their counterparts in two vocabulary tests. In the meantime, students at higher grade levels consistently demonstrated higher mean scores compared to students at lower grade levels in both tests. Wider implications for vocabulary instruction and the effectiveness of the Vocabulary Grade Levels Test implemented in Busan, Korea are discussed.
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