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Korean Students’ Perspectives on and Use of Strategies in English Critical Writing
Youngkyong Jong 팬코리아영어교육학회 2012 영어교육연구 Vol.24 No.2
The purpose of this study was to examine the perspectives and strategies used in critical writing in English by Korean students who were studying in a university in the U.S. Four Korean students from different majors participated in the study. Data were collected through class observation, and individual interview of the students and the class teacher. Through careful analysis of the data, the study showed that contrary to the researcher’s expectation, the students viewed their lack of appropriate language proficiency in English rather than paucity of knowledge on the writing topics or how to write critically in English as the major contributing factors in difficulties involved in English writing. Along with this, the students’ poor motivation towards writing and poor awareness of difference between American and Korean writing styles were identified as other factors influencing the quality of their written product. The study also revealed that the students employed a wide range of strategies, such as visiting a writing center, relying on their previous writing experience in Korea, or looking for a model to follow (Internet and library search, or samples provided by the teacher). Drawing on the findings, the study underscored the need for composition instructions that clarify the concept of critical writing in the second language (L2) and also address the different rhetorical writing styles between first language (L1) and L2.
Youngkyong Jong,Yousun Shin 한국언어과학회 2020 언어과학 Vol.27 No.2
The aim of this study is (1) to examine the underlying constructs of grammar learning strategies identified by Korean EFL learners and (2) to investigate the relationship between grammar strategy and grammar/vocabulary attainment of Korean English learners divided by English proficiency levels. The quantitative method was employed, using factor analysis and a series of ANOVA analysis based on the data collected through a strategy use survey, a grammaticality judgement test and a vocabulary levels test. It involved 65 participants that took a TOEIC class at a university as part of regular course requirements for a semester. The research finding showed that the underlying three factors of the instrument were not identical with the factors produced by Korean EFL learners. Instead, the five factors were emerged from the current study. The results of a series of ANOVA exhibited that there partially existed statistical differences among the proficiency levels in terms of Factor 3 (Noticing & awareness raising) for the grammaticality judgement test with Factor 4 (self-directed grammar learning) showing significance for the vocabulary levels test. The high proficiency level learners more often utilized various types of GLS while low level learners were shown to use less GLS. Some considerations and directions for further research are suggested.
University Students' Views on English Writing and Writing Coursebooks
Youngkyong Jong 한국언어과학회 2014 언어과학 Vol.21 No.2
For the purpose of finding better ways to facilitate university students' interest in English composition, this study explored how students in English writing classes viewed English writing and the composition class they took as a compulsory or an elective course. The study also investigated which elements of commercial English coursebooks have an impact on the students' learning of English writing based on their opinions. Data were collected over the course of two semesters and included a survey containing both close ended and open-ended questions. Analysis of the data showed that first, the students were well aware of the need to build a good ability in English writing; however, they were not willing to invest time and effort in it as they did not want to increase instructional hours or the frequency of receiving teachers' feedback on their writing. Second, while recognizing the significance of ‘content’ in writing, they still want to focus most on ‘grammar.’ Third, when English writing books do not contain topics that are not interesting, relevant or are culturally distant from them, they failed to attract students’ interest as well as meet their expectation. Finally, when too much content is contrived into a limited number of pages, it elicited negative reactions from the students, especially in the writing classes. Thus, the result indicated that there is a need to develop ELT writing materials suitable for university-level students in EFL settings by attending to issues found in this study. (Pukyong National University)
Preparing Bilingual Pre-Service Teachers for Bilingual Students in the US
Youngkyong Jong 한국언어과학회 2011 언어과학 Vol.18 No.1
This study aims to explore how a bilingual program in the US set up a system to prepare bilingual para-professionals to become academically and professionally confident teachers to meet the bilingual teaching needs of a community for the growing population of English as second language (ESL) and bilingual students. Data were collected by interviews, informal observations and documents related to the students for two academic years. The study found that first, the program was successful in helping the students become well-trained bilingual teachers, and support in academic areas through a carefully designed curriculum and service played an important role in helping the students grow confident academically. Second, the study also identified that the program's support for the students' professional developments was a key factor in the students' success in career advancement. Third, the intensive collaboration among a university, schools, and a school district was found to be an essential component for the program to achieve its goal in helping the students. These findings suggest that stake-holders involved in bilingual education should work together to create more effective bilingual teacher preparation programs to produce well-prepared and confident bilingual teachers
Pre-service Teachers’ Microteaching Experiences based on Self-evaluation and Peer Feedback
Youngkyong Jong,Gyumi Kim 팬코리아영어교육학회(구 영남영어교육학회) 2021 영어교육연구 Vol.33 No.4
The main purpose of this study was to examine the effect of self-reflection and peer feedback given to pre-service teachers’ teaching performance during microteaching. In this study, mixed method was adopted for data analysis. The participants of the study were 17 pre-service teachers who took a course called “Teaching Materials Development and Methods” in 2021 spring semester. The data were collected through a questionnaire containing 33 closed questions, self-reflection, and peer feedback on other peers’ microteaching written by the pre-service teachers. To analyze the closed questions of the questionnaire, descriptive statistics was employed; and content analysis was chosen for analyzing pre-service teachers’ self-reflection and peer feedback. The analysis results presented several interesting points. First, the pre-service teachers were satisfied with their microteaching experiences despite some difficulties including preparing a variety of classroom activities. However, in terms of communication skills, the result was contradictory as the pre-service teachers showed confidence in communicating with students while evaluating their English proficiency level low. Second, the pre-service teachers considered one of the most important qualities of being a good teacher was to be knowledgeable in academic subjects equipped with fluent linguistic ability to carry out class effectively. Finally, examining the pre-service teachers’ self-reflection and peer feedback on their microteaching demonstration turned out to be very useful as merits and demerits identified shared similarities and differences which can contribute positively to their future teaching practices.
Youngkyong Jong,Yanghee Kim 팬코리아영어교육학회(구 영남영어교육학회) 2019 영어교육연구 Vol.31 No.2
The purpose of this study was to investigate whether there were any differences in perceptions and approaches of university students from different academic disciplines regarding English speaking and the TOEIC Speaking preparation classes they took. A total of 32 students at a local university in Busan participated in the study. The data were collected through a questionnaire containing 21 closed questions and 7 open-ended questions, student interviews, and students’ test results. Descriptive statistics was employed to analyze closed questions and results of students’ mid-term and final examination; and content analysis was chosen for analyzing open-ended questions. The analysis results presented some differences and commonalities among the two groups of the students. Despite their higher language proficiency level, Humanities students did not perform better in class performance and the tests due to their low motivation toward and interest in the class. It was also found that the different evaluation systems (Pass/Non-Pass vs. Letter-Graded) implemented to each class had an impact on the students’ perceptions and achievement. Finally, parts of the TOEIC Speaking Test that caused difficulties were identified by the students and their own learning strategies were collected and provided for future teaching. (192 words)