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RISS 인기검색어
- 검색키워드
- 저자 : Eunjou Oh (검색결과 5 건)
- 무료
- 기관 내 무료
- 유료
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The Contributions of Planning, L2 Linguistic Knowledge and Individual Differences to L2 Writing
Eunjou Oh,Chong Min Lee,Young-in Moon 아시아영어교육학회 2015 The Journal of Asia TEFL Vol.12 No.2
The present study explored the relative contributions of planning, L2 linguistic knowledge and individual differences to Korean EFL students’ argumentative essays. Seventy-two university students enrolled in college English writing courses participated in this study throughout one semester. The components of planning, L2 linguistic knowledge and individual differences were identified and measured, and their relationships to the quality of L2 writing were examined. The factors that made a significant contribution to L2 writing were found to be participants’ ability to recognize good L2 essays and the quality of content of the outline in planning (21.4% explanatory power); grammar, productive vocabulary and sentence processing speed in L2 linguistic knowledge (42.7%); and eight items from the self-efficacy, strategy, and motivation questionnaires in individual differences (44.8%). When common effects were controlled for, the independent contributions of planning, L2 linguistic knowledge and individual differences to the quality of L2 writing were 7.2%, 14.1% and 16.3%, respectively. Based on the relative contributions of the three factors that are involved in L2 writing, pedagogical implications for L2 classrooms are provided.
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Exploring a Reading-Based Speaking Task for Developing Fluency in an EFL University Setting
Eunjou Oh,Hye-Kyung Kim 한국외국어교육학회 2015 Foreign languages education Vol.22 No.2
The present study explored a reading-based speaking task for its potential to develop EFL students' fluency. Based on an L1 speaking model by Levelt (1989, 1993), the task was developed in a way that students can maximize their fluency in a scaffolding-rich condition: one in the stage of message generation and the other in linguistic encoding. The use of reading texts for the development of speaking fluency was also hypothesized to induce authentic interaction among interlocutors. How the reading-based speaking task functions as hypothesized was tested with five Korean college students who participated in a 4-week reading-based speaking program. The analysis of the group activity transcripts and interviews revealed that scaffolding in message generation took place in three types of language episode: a personal experience episode, a vocabulary-related episode, and a contentclarification/ elaboration episode. Linguistic encoding in L2 speaking was scaffolded via shared context, which enabled the participants to develop and utilize a paraphrasing skill. Finally, the participants’ engagement in speaking activities increased, affecting their willingness to communicate and their motivation to improve speaking.
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( Eunjou Oh ) 한국멀티미디어언어교육학회 2017 멀티미디어 언어교육 Vol.20 No.3
This study investigated the effects of peer teaching via flipped learning on the class engagement and the vocabulary learning achievements of college students with limited L2 proficiency and their perceived advantages and disadvantages of the treatment. Sixty-one freshmen enrolled in two sections of College English 1 underwent peer teaching during the class with the homework assignment of viewing the vocabulary videos for peer teaching prior to class for five weeks and then listened to lectures in class without any homework assignment for five weeks; the order of the treatment was counter-balanced in two sections of the class. The statistical analyses of the collected data indicated that there were no statistical differences found between the flipped and non-flipped learning conditions in terms of levels of class engagement and learning achievement. However, it was analyzed that dependency on the initial vocabulary knowledge was weaker in flipped learning, and the model of class engagement including behavioral, cognitive, affective engagement and disengagement explained the significant variation (32.4%) of gains in vocabulary learning only in the flipped learning condition. Perceived advantages and disadvantages of peer teaching via flipped learning were also discussed based on the self-report data.
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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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Eun-Yong Kim,EunJou Oh 한국영어교육학회 2023 ENGLISH TEACHING(영어교육) Vol.78 No.4
This study investigated the convergence of content and language integrated learning, translanguaging, and global citizenship education in an EFL tertiary English class. Conceptualized within translanguaging as an assemblage for meaning-making, machine translation was incorporated into the course in a way that EFL bilinguals could fully avail themselves of their linguistic repertoire for the learning of global citizenship and language. The analyses of thirty-three students’ response essays and survey results demonstrate the success of MT as both a scaffold for bridging language-content gaps and a tool for language acquisition. Design features, perceived as important, were a careful introduction and training on MT use and teacher feedback on MT-assisted writing. Survey results emphasize the crucial role of the students’ L1 in meaning-making. The study offers a practical guide for educators interested in using MT in L2 writing instruction and encourages further research on the theoretical and pedagogical applications of translanguaging in diverse EFL contexts.
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