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( Eunjou Oh ) 한국멀티미디어언어교육학회 2019 멀티미디어 언어교육 Vol.22 No.1
This study investigated learners’ experiences in a scaffolded task of reading online media articles in college English classes offered for the students of A2 level of CEFR. Forty-seven freshmen enrolled in College English1 participated in the study. The adopted scaffolding model was analyzed based on theoretical consideration. Students’ perceptions of controllability and value of the target task along with their perceptions of self-regulated learning and self-efficacy were measured at the beginning and the end of the semester, during which the task was implemented twice. Students’ achievement emotions at three phases (before, during, and after the target task) were also tracked over the course of the semester. The analyses of the data showed that the effects of the scaffolding model proposed were mixed. Students’ perceptions increased in the value of the task and self-efficacy in four language skills after the implementation of the task, whereas their perceptions of controllability and self-regulated learning decreased slightly. In prospective outcome emotions, there was an increase in a positive emotion but a decrease in negative emotions after completing the task. However, anxiety stayed as the predominant prospective outcome emotion after the completion of the task. Possible ways to polish the model were discussed.
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한국 대학생 영어 학습자의 모바일기반 언어학습 환경 사용에 대한 영향 요인 분석
김규미 ( Kim Gyoomi ) 한국멀티미디어언어교육학회 2019 멀티미디어 언어교육 Vol.22 No.2
The purpose of this study was to investigate the factors that influenced the mobile-assisted language learning (MALL) environment. To do so, seven constructs which included personal factors (attitude, metacognition), social factors (subjective norm, interactivity), and cognitive factors (perceived usefulness, perceived ease, content reliability) were selected. A questionnaire was developed to measure the constructs of MALL. A total of 194 university students were surveyed in the spring semester of 2018, and data were analyzed using exploratory factor analysis. The results of data analysis were classified into five influencing factors, which were different from the ones originated by previous studies, and the question items of each factor also showed a different aspect from the original question composition of previous studies. As a result of analyzing the correlation among the new factors, all factors except subjective norms showed more than medium levels of positive correlations, and the correlation of each pair was statistically significant. This study suggests the instructional ways to utilize influencing factors of MALL and develop measurement tools as well as offers pedagogical implication for language teachers, students, and system designers.
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Task Complexity andMedia of L2 Reading Affecting Chinese Intermediate EFL Learners
( Shu-yan Wang ) 한국멀티미디어언어교육학회 2018 멀티미디어 언어교육 Vol.21 No.4
Task-based language teaching has received tremendous attention in the field of teaching a second language (L2), but task complexity in L2 reading has been under-researched. Furthermore, studies on paper- and screen-based reading were seldom discussed in L2 contexts. The participants in this study were 82 intermediate EFL learners enrolled in a Chinese university. A two-way ANOVA research design was used to examine the effects of task complexity and media of L2 reading regarding fluency, comprehension, and vocabulary learning. Paired-sample t-tests were employed to examine readers’ vocabulary retention within one month. The results found a significant interaction effect between task complexity and media in reading fluency: the Paper-Complex-Group navigated the text slower than the Paper-Simple-Group, whereas the Screen-Complex-Group read faster than the Screen-Simple-Group. Increased task complexity had limited effects on reading comprehension in either media condition. Additionally, the complex reading task maintained or even elicited more vocabulary retention within two weeks, but the facilitating effect disappeared two weeks later. Based on these findings, reading tasks requiring more language-related output are recommended for further research. Pedagogically, paper-reading with risk-free tasks and screen-reading with cognitively demanding tasks can be employed to promote fluent L2 reading.
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대학생 영어학습자의 자율성 증진을 위한 영화미디어 활용 사례연구
유도형 ( Do Hyung Ryu ) 한국멀티미디어언어교육학회 2015 멀티미디어 언어교육 Vol.18 No.1
Although theorists have defined learner autonomy in a variety of ways, it is important to realize that the concept of learner autonomy can rarely be captured in the real world classroom. The existing concepts have not considered aspects of language development and the role of the teacher in their definitions. In this study, learner autonomy is defined as the state of a learner’s control in promoting language development, based on output-based classroom procedures facilitated by a teacher. The purpose of this study is to determine the applicability of using film-media actively in the classroom, with the help of teachers using drama techniques, promoting learner autonomy. A case study of five low-level students was carried out with six in-depth observation periods, in-depth interviews and a grammar test. The results showed that drama techniques using films provided by the teacher helped learners to become actively involved in their own learning, to take control of learning independently and to experience the ownership of learning. In addition, these findings suggest that the feasibility of learner autonomy within the classroom can open the possibility of ultimate autonomy for learners in the long term.
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최영임 ( Young Im Choi ),조세경 ( Sei Kyung Cho ) 한국멀티미디어언어교육학회 2015 멀티미디어 언어교육 Vol.18 No.3
This study aims to examine the preferences with regard to multimedia materials displayed by Korean university students, in accordance to the Myers-Briggs Type Indicator (MBTI). MBTI is a psychometric questionnaire designed to evaluate four areas of psychological preferences, including: how people are energized; how people perceive the world; how people make decisions and how people arrive at conclusions. The study focused upon 676 students, for the duration of a fifteen week period while they were attending English classes. The purpose of the study was dual. Firstly, students’ character types were examined via the Myers’ typological personality assessment. Secondly, the correlation between their personality traits and preferences towards certain multimedia materials was investigated. The results of the study indicated that students possessing certain personality characteristics, demonstrated an individual preference relating to specific multimedia material. The study suggested extroverted personality types displayed a preference for off-line activities, therefore limiting the scope of multimedia materials amongst this group of individuals. However, the investigation indicated that students of an introverted disposition preferred online activities, therefore increasing the effect multimedia materials could exhibit upon their English learning. The study also examines the pedagogical implications of the research results and highlights the limitations of the data.
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