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.

Asian Students' Construction of their Multiple Identities in Real-life and Online Contexts

Youngkyong Jong,Eunhee Seo 한국영어학회 2009 영어학 Vol.9 No.2

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.

Perceptions and Approaches of TOEIC Speaking Classes by University Students from Different Academic Disciplines

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)

The Relationship between Use of Writing Strategies and Writing Level of Korean University Students

Youngkyong Jong,Yanghee Kim 한국언어과학회 2016 언어과학 Vol.23 No.3

ELT Materials Evaluation and Development from In-Service and Pre-Service Teachers’ Perspective

Youngkyong Jong 한국언어과학회 2013 언어과학 Vol.20 No.1

Program Planning and Evaluation for Elderly Korean Learners of English in an ESL Context

Youngkyong Jong 한국언어과학회 2017 언어과학 Vol.24 No.2

L2 Vocabulary Learning and Teaching in an EFL Context from Teachers’ Perspective

Youngkyong Jong 한국언어과학회 2015 언어과학 Vol.22 No.4

This study set out to explore teachers’ concepts and views of L2 vocabulary learning and teaching in a Korean context. 13 graduate students who had taken a graduate course of L2 vocabulary study participated in the study. Three sets of data were collected including a student survey, individual interviews, and field notes on class discussions. Findings of the study are as follows. First, most teachers changed their view of how L2 vocabulary is learned by recognizing that L2 vocabulary learning in EFL settings is more likely to occur through direct instruction rather than just indirect and strategy learning. Second, despite some mixed reactions, the teachers noted the need and importance of L2 vocabulary instruction. Third, the teachers were able to have a clear idea of how much and what to teach in their English vocabulary instruction. Finally, ‘analyzing the prefix or suffix of a word’ was found to be the most popular strategy to teach among the teachers. They were also able to increase their repertoire of English teaching activities and tasks to teach vocabulary and build up confidence as a result of taking the course

Teachers’ Views on Korean English Textbooks and Materials Evaluation

Youngkyong Jong,Seonmin Huh 팬코리아영어교육학회(구 영남영어교육학회) 2015 영어교육연구 Vol.27 No.1

This study explored in-service and pre-service teachers’ perspectives on Korean English textbooks and materials evaluation in order to have a better understanding of the roles played by materials in English language classrooms. 13 teachers, taking a materials evaluation and development course at a graduate school in a local university, participated in the study. As part of the course, they were asked to conduct an evaluation of Korean Middle School English textbooks for 3 rd grade based on a checklist and rubric they had developed. For data collection, the teachers’ reflection paper of the evaluation task were gathered along with individual interviews to get confirmation or elaboration on their opinions and evaluation of the textbooks. Analysis of the collected data revealed several interesting points. First, it was found that the teachers considered unity, consistency, and communicative language teaching (CLT) are important factors to make a textbook good material for language learning and teaching. Second, engaging contents that meet individual students’ needs was also pointed out as a crucial criterion for material development, while modified contents might lose authenticity in CLT approach-oriented language classroom. Third, containing various interesting topics and balancing four language skills in appropriate sequences of presentation were thought of as strengthes of the current Middle School Textbooks, whereas lack of clear presentation of learning objectives and the length of reading passages were thought of as weaknesses. Finally, the process of working on formal materials evaluation served as a positive experience for the teachers’ professional development.