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RISS 인기검색어
- 검색키워드
- 저자 : Daly. Eoin (검색결과 2 건)
- 무료
- 기관 내 무료
- 유료
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Using Mobile Messaging Applications to Improve TOEFL Speaking Test Performance
Daly. Eoin,Yoon. Sangdon 영상영어교육학회 2015 영상영어교육 (STEM journal) Vol.16 No.4
As smartphones become universal in Korean life, as well as in its university classrooms, much research has been conducted into investigating their efficacy as a language-learning tool. The implications for language teachers could be profound. This current study investigated the effect of using various different mobile messaging applications equipped with audio-visual recording capabilities for improving performance in the TOEFL speaking test. The research questions are 1) Does the use of mobile messaging applications encourage practice among learners? 2) Do learners experience any improvement in their responses to sample TOEFL speaking test questions? Two groups of learners enrolled in a TOEFL speaking test preparation class. One group (n=17) was instructed to practice between classes by recording answers using an application freely available for mobile devices. The second group (n=17) was given no specific instructions. The first group also received feedback from the instructor using the same method, while the second group did not. The research findings showed that learners using mobile messaging applications tended to practice significantly more than those who didn’t use a mobile application. In addition, learners using the application outperformed the learners who didn’t use the application on sample questions answered under TOEFL test conditions.
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The Effect of Explicit Morphological Instruction on L2 Learners` Reading Fluency and Accuracy
( Daly Eoin ),( Chang In Lee ) 한국현대언어학회 2015 언어연구 Vol.31 No.3
Recent research has shown that learners who can analyze word-parts, called morphemes, to build a larger vocabulary do better at reading comprehension. Explicitly instructing EFL learners in morphology and the construction of words could help them increase their reading fluency and accuracy. A class of intermediate-level English learners was given six weeks of explicit morphological instruction to find out whether it would have any effect on their reading accuracy and fluency. Both quantitative and qualitative methods were used to determine what improvements were made by the learners over the course of the treatment. As part of the qualitative analysis, eleven learners participated in exit-interviews focusing on which activities were helpful and whether or not their ability to reason out meaning and contextualize unknown words had improved. Through quantitative analysis, it was found that most learners increased their reading speed and comprehension skills during the experiment. The significance of the results of this pilot study suggests that a larger study with more participants would be beneficial in gauging whether teachers need to include explicit morphological instruction in their curricula as part of reading classes. (Pai Chai University)
KCI
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