Working Memory Capacity, Vocabulary Knowledge, and Reading Comprehension of EFL Learners

Sungmook Choi 팬코리아영어교육학회 2013 영어교육연구 Vol.25 No.1

This study examined the combined and relative predictive powers of working memory capacity (WMC) and vocabulary knowledge in literal and inferential reading comprehension of English as a foreign language (EFL) learners. To that end, forty-six university students in Korea performed a battery of tests: (a) the reading span task as a measure of WMC; (b) the Nelson-Denny Comprehension Test; and (c) the Vocabulary Test. Results showed that WMC and vocabulary knowledge accounted for 21.7% of the variance in literal reading comprehension scores with a medium effect size. With regard to inferential reading comprehension, vocabulary knowledge alone explained 33.1% of the variance with a large effect size. Concerning relative predictive values, WMC was more useful than vocabulary knowledge in explaining literal reading comprehension performance, whereas in inferential reading comprehension, text-specific vocabulary knowledge was the only significant predictor.

어휘습득과 입력강화의 관계에 대한 시선추적기 연구

최성묵(Choi, Sungmook),이민호(Lee, Minho),김상욱(Kim, Sangwook) 새한영어영문학회 2016 새한영어영문학 Vol.58 No.2

The present study investigated how input enhancement affects learning of multi-word sequences (with focus on two-word lexical collocations) by utilizing an eye tracker. Participants were Korean undergraduate students(n = 42) who have been learning English as a foreign language. These participants read English text containing either unenhanced or enhanced collocations while their eye movements were recorded by the eye tracker. They then responded to a collocation test, followed by a recall cloze test. Analyses of eye fixation data and collocation test results show that input enhancement drew significantly more attention to the target collocations, and also positively affected memory of target collocations in the immediate post-test. In contrast, the recall cloze test results showed that input enhancement negatively influenced recall of unenhanced textual information.

주석영상이 제2언어학습자의 우연적 어휘습득에 미치는 영향

최성묵 ( Choi Sungmook ) 글로벌영어교육학회 2022 Studies in English education Vol.27 No.2

Glossed print materials have been found to be conducive to L2 incidental vocabulary acquisition. Expanding upon this line of inquiry, the present study explored how glosses displayed on videos impact incidental vocabuary acquisition. To this end, Korean tenth graders (N = 102) were randomly assigned to the following conditions: (a) baseline (video only), (b) caption (video + caption), and (c) gloss (video + caption + glosses of 26 target words). They then watched a short TED video that correspond to their condition. Finally, they responded to unannounced vocabulary tests, immediately and one week later. Results indicated superior performance of the participants in the gloss condition over their counterparts in the baseline and caption conditions, regardless of testing phase (immediate, delayed). In contrast, the participants in the baseline and caption conditions rarely varied in their lexical gains in both the immediate and delayed meaning recall tests. Correlational analyses showed strong, positive associations between learner proficiency and lexical gains, regardless of video conditions. Given that the current study represents the first to explore the effects of glossed videos, findings of this study appear to make important contributions to the extant L2 acquisition literature.

작업기억, 주의, 영어능력, 그리고 우연적 어휘습득: 시선추적 연구

최성묵 ( Choi Sungmook ) 한국중등영어교육학회 2021 중등영어교육 Vol.14 No.3

The present study explores contributions of working memory, attention, and English language proficiency to incidental vocabulary acquisition. Participants were 53 Korean undergraduate students and they were instructed to read a short story containing 21 unknown words. During reading, their eye movements were registered by an eye tracker. They then responded to three types of unannounced vocabulary tests: (a) form recognition, (b) meaning recall, and (c) meaning recognition. Finally, they performed a backward digit span task. Multiple regression analyses showed that the combination of three variables (English language proficiency, working memory, attention) explained 26.1% of the variance in form recognition test scores, with all three variables contributing to the prediction to a significant and similar degree. In contrast, English language proficiency was the only significant predictor of meaning recall test scores and explained 12.9% of the variance, whereas none of the three variables were significant predictors of meaning recognition test scores.

입력강화가 문법 처리 및 습득에 미치는 영향: 시선추적 연구

최성묵 ( Choi Sungmook ) 한국중등영어교육학회 2023 중등영어교육 Vol.16 No.1

Much research has been dedicated to determining the role of visual input enhancement in second language (L2) learners’ grammar acquisition. However, how L2 learners process and learn enhanced grammars embedded in written input still remains elusive. Moreover, prior studies report mixed findings, in part because most of the previous studies employed a between-group design, thus failing to control for a myriad of learner factors (e.g., language proficiency, working memory, learning styles, strategies). In the present study, these issues were addressed by utilizing (a) online (eye tracking) as well as offline (tests) measures and (b) a within-group design. Participants in this study were Korean undergraduate students (N = 49). They were instructed to read an experiment text that contained both enhanced and unenhanced target grammatical items (n = 12, respectively), which were matched in view of difficulty. While reading, eye movements of each participant were registered using an eye tracker. They then responded to a reading comprehension test, followed by an unannounced grammar test. Eye-tracking results revealed that the participants spent significantly longer time processing enhanced grammars than unenhanced counterparts. Likewise, the participants learned significantly more enhanced grammars than unenhanced ones. Finally, correlational analyses revealed a significant, negative link between prior knowledge of enhanced grammars and the amount of time allocated to processing enhanced grammars.

Approximated Error Rate Expressions for ADFR Systems with MPSK Symbol Burst Transmission

Sungmook Lim,Hyojin Choi,Kyunbyoung Ko 한국콘텐츠학회 2015 한국콘텐츠학회 ICCC 논문집 Vol.- No.-

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

박향숙,Sungmook Choi,이민호 한국영어교육학회 2012 ENGLISH TEACHING(영어교육) Vol.67 No.4

Two experiments were conducted to examine the effects of visual input enhancement (VIE) of target forms and deliberate attention on grammar learning and reading comprehension of Korean high school students. In Experiment 1, eighty-eight students read one of the three experimental texts: (i) BT (baseline text), (ii) VIE (BT with the target forms visually enhanced), and (iii) VIE-Attention (VIE with explicit instruction asking students to pay deliberate attention to both the target forms and reading comprehension). After reading, the students responded to grammar and reading comprehension tests. The results showed that only VIE-Attention promoted grammar learning, while both the VIE and VIE-Attention significantly impaired reading comprehension. In Experiment 2, an eye tracker was used in order to further probe the effects of VIE and deliberate attention. The results revealed that the VIE and VIEAttention groups fixated longer and more often than those in the BT group and that the VIE and VIE-Attention groups performed better in the grammar test and poorer on the reading comprehension test than the BT group. The present study makes significant contributions to the VIE literature since it provides the first eye movement data elucidating the effects of VIE.

The Effects of Pictures on Short- and Long-term Retention of Congruent and Incongruent English Collocations

( Jeongsun Bang ),( Sungmook Choi ) 글로벌영어교육학회(구 호남영어교육학회) 2018 Studies in English education Vol.23 No.2

The present study investigates the effects of pictures on short and long-term retention of English collocations. It also explores whether retention ability varies according to Korean-English collocational congruency. Participants in the study were Korean elementary school students who learn English as a foreign language (N = 64). These students were assigned to either a Picture or No-Picture condition, and were instructed to remember eight congruent English collocations (i.e., collocations that have Korean translation equivalents) and eight incongruent collocations (i.e., collocations that do not have Korean translation equivalents). Their short- and long-term retention of these collocations was assessed using collocation tests, both immediately and one week after learning. Overall findings indicate that pictures may be useful in promoting both short and long-term retention of English collocations. The study also found that the effects of pictures on collocational recall may not vary according to Korean-English collocational congruency. Given that this study is the first to examine the role of pictures in collocation learning, its findings appear to make significant contributions to existing L2 acquisition literature. Additionally, findings from this study could have an important influence on collocation teaching and learning for young EFL learners.

Effects of Implicit and Explicit Instruction on Morphological Awareness and Knowledge

( Meejin Lee ),( Sungmook Choi ) 글로벌영어교육학회(구 호남영어교육학회) 2020 Studies in English education Vol.25 No.1

In the present study, we explored how implicit and explicit learning affects L2 learners’ morphological awareness and knowledge. To this end, 10th grade high school students (N = 170) in Korea were assigned to one of the three conditions: implicit learning, explicit learning, and control. Participants in the implicit condition learned the meaning of derivatives containing target derivational morphemes (e.g,, sub-) and distractor words, whereas their counterparts in the explicit condition learned the same lexical items and also received morphological instructions. Next, morphological awareness and knowledge was measured by using one- and seven-week delayed post-tests. Overall results revealed superiority of explicit learning over the other two conditions in all post-tests. Results also revealed that although implicit learning may enhance morphological awareness and knowledge to a statistically significant degree, the magnitude of effects computed by Cohen’s d showed small or medium-sized effects. Given that the present study is the first to explore the impact of implicit and explicit learning on morphological awareness and knowledge in EFL settings, the present findings may make important contributions to current second language acquisition literature.

양자 내성 암호의 기술개발 동향과 성능분석

최원석(WonSeok Choi),김영진(Youngjin Kim),임성묵(Sungmook Lim),정준시(Joonsi Jeong),이슬기(Seulki Lee) 한국통신학회 2023 한국통신학회 학술대회논문집 Vol.2023 No.2