An Evaluation of the Linguistic and Cognitive Load Word-level Features of Elementary Reading Texts

MURPHY ODO DENNIS 한국영어어문교육학회 2018 영어어문교육 Vol.24 No.1

This research explored the suitability of various English textbooks for beginning Korean EFL readers. Word-level characteristics of reading texts from several elementary-level textbooks were compared to determine whether the vocabulary displayed features that facilitated word recognition for beginning second-language readers. The texts were also weighed against each other to identify possible differences among them with respect to these vocabulary features. Results related to linguistic content show lack of decodability across textbooks and a large proportion of infrequent words in the texts. Interest variables reveal a relative lack of word imagibility, concreteness and meaningfulness for texts designed for beginning readers. Differences were also observed among texts with respect to cognitive load variables such as number of total and unique words as well as number of repeated words per text. Conclusions are that absence of key linguistic characteristics of vocabulary that promote word recognition may cause beginning readers to miss opportunities to efficiently develop their English reading proficiency. As well, discrepancies among the textbooks for cognitive load variables demonstrate their inconsistency in key indicators of their lexical difficulty. Therefore, textbook designers should also consider using tools like Coh-Metrix to easily analyze and fine-tune these key vocabulary features during textbook design.

A Case Study of an Adult EFL Learner’s Reading Strategy Use and Perceptions of Reading Assistance Software

MURPHY ODO DENNIS 팬코리아영어교육학회 2017 영어교육연구 Vol.29 No.2

Adult Korean learners stand to benefit from having access to digital tools and software that theycan use to improve their English proficiency autonomously. Free voluntary surfing has beenproposed to encourage L2 learners to improve their L2 proficiency but excessive unknownvocabulary in the authentic online materials prevents learners from accessing these texts. Reading assistance software allows the learner to gloss any unknown words they find in the textand indicate their level of knowledge of newly-encountered vocabulary. However, questionspersist regarding how learners might experience and use this software. This study examined theperceptions and reading strategies of an adult Korean EFL learner as she used reading assistancesoftware to engage in free voluntary web surfing. Observations and semi-structured interviewswere conducted with the participant as she used the reading assistance software to readself-selected texts online. Findings indicated that she engaged in several potentially innovativeand productive reading strategies to comprehend the text and learn new vocabulary. Severalunique affordances of the software as well as a number of its more potentially seriouslimitations also emerged through her interactions with the software.

A Comparison of Online and Offline Versions of an English as Medium of Instruction Course

MURPHY ODO DENNIS 한국외국어대학교 외국어교육연구소 2023 외국어교육연구 Vol.37 No.1

The Covid-19 public health crisis has abruptly forced most content-based English classes online with questions remaining regarding their effectiveness in developing content knowledge and academic skills when delivered through this medium. To address this issue, a mixed-method quasi-experimental study was designed to compare two groups of learners who attended either an offline or online version of the same English as a medium of instruction course. The aim was to establish whether the two groups displayed any differences in their content knowledge, disciplinary writing or perceptions of the course depending on which version of the course they attended. Results demonstrated that in participants the online version of the class outperformed those in the offline version on an assessment of content area knowledge. However, there were no differences in their disciplinary writing performance. Learners were satisfied with both versions of the course but some expressed misgivings about not being able to practice teaching face-to-face and the limitations of receiving feedback on their teaching online. These findings suggest that we need to be cautious about unreflectively moving content-based EMI courses online without considering the possibility that vital opportunities for skill practice and feedback might be lost when we do.

Teaching What We Know: The Influence of Pre-service EFL Teachers’ Background on L2 Reading Attitudes

MURPHY ODO DENNIS 서울대학교 언어교육원 2017 語學硏究 Vol.53 No.1

Some aspects of Korean English teachers’ background such as the experience as second language readers may have shaped their attitudes toward English reading in less than favorable ways. Therefore, the primary aim of this research was to investigate how Korean EFL teachers’ background variables which include their L2 reading proficiency, access to English books for pleasure reading and their teaching experience relate to affective aspects of their L2 reading attitudes. To address these aims, a two-part L2 reading attitude survey was administered to 29 pre-service Korean EFL teachers. Results were that those with higher L2 reading proficiency are more comfortable reading in English, but there was no difference in comprehension ability and anxiety regarding L2 reading. Thus, it appears some aspects of attitude are more affected by L2 reading proficiency than others. Amount of teaching experience was found not to affect the participants’ levels of comfort or anxiety when reading in English. In accordance with other studies, those who reported having access to English books available to read for pleasure were more comfortable and less anxious about reading in English than those who indicated that they did not. This finding demonstrates that simply having L2 books available can make a difference in pre-service teachers’ L2 reading attitudes.

'국제물류 효율화 거점전략'

Murphy Tom 한국물류협회 2004 물류대상수상사례집 Vol.12 No.-

A rationale for use of comparative cultures studies and intercultural communication strategies in the English as a foreign language classrooms

Murphy, Barbara 덕성여자대학교 인문과학연구소 1995 인문과학연구 Vol.2 No.-

This article argues that FF1 classes should be approached through comparative culture studies and intercultural communication strategies Language is best learned through use and content and such studies provide ??. They moreover provide students with access to the contents and particular discourse methods they will need to communicate with English ?? an international setting. The article defines comparative cultures studies and gives examples of its content. Intercultural communication strategies are ?? and analyzed according to current research. The article also touches on the critical matter of teacher training and how and when to use the approaches discussed.

American Political Cultures

Murphy,Walter F.,Danielson,Michael N. 서울대학교 사회과학연구소 1983 社會科學과政策硏究 Vol.5 No.3

Leadership and Global Governance in the Early Twenty - first Century

Murphy, Craig N . Institute for International Trade and Cooperation 1997 Asian International Studies Review Vol.1 No.1

“Global governance" is not new. System of international regimes regulating and encouraging industrial development across borders have been characteristic of the las three of the four industrial eras. The outlines of a new industrial era are already clear, but many of the institutions of global governance necessary for that era have no been formed. This is especially true relative to policy questions about labor, the less industrialized regions, and the environment. History suggests that effective new international agreements can be made with the right combination of intellectual leadership with two types of political leadership: sponsorship of intergovernmental conferences and the benefactorship of experimental international institutions. Relative to environmental issues, intellectual leadership can come from scientists and scholars of public policy. Sponsorship may come from states with an interest in being considered "first movers" in environmental affairs. Potential benefactors of costly experimental international environmental agreements are harder to find. Governments of first-mover states may be able to devise means for handling the redistributive issues associated with international pollution. Simultaneously, they and other governments will have to find new means of managing other problems associated with the expansion of the industrial system: conflicts between capital and labor, between newer and older industries, between more and less industrialized regions of the world, and among leading industrial states.

Comparing the Effect of Extensive Reading with and without Discussion on Pre-service Teachers’ L2 Reading Attitudes

( Murphy Odo Dennis ) 부산대학교 과학교육연구소 2018 교사교육연구 Vol.57 No.3

A substantial amount of research has demonstrated the efficacy of extensive reading (ER) for improving aspects of L2 learners’ language proficiency and attitudes toward the L2. However, fewer inquiries have yet been made into the effectiveness of combining ER with other activities like discussion on learners’ L2 reading attitudes. To explore the potential advantages of ER with discussion over ER alone for improving learners’ L2 reading attitude, two groups of Korean pre-service EFL teachers engaged in ER or ER with discussion over a semester. At the end of the semester, they completed a questionnaire that included a standardized L2 reading attitudes instrument as well as open-ended qualitative questions about their perceptions of doing ER. Results from the standardized attitude survey revealed that the only difference in L2 reading attitudes between the ER and ER with discussion groups was that the ER only saw more practical value of ER than the ER with discussion group. There were no difference in other aspects of L2 reading attitude including comfort, anxiety and intellectual value between the two groups. Themes that arose from the open-ended survey questions included the perceived importance of teacher modelling, how ER enables some learners to experience authentic language and culture and, for some learners, engaging in ER changed their views of L2 reading. Quantitative results suggest that including discussion with ER does not improve L2 reading attitudes beyond doing ER alone. Qualitative findings indicate that doing ER can help some learners change their views on reading in English while allowing them to experience authentic language and culture.

Using the L1 to Promote Literacy Development in the Second and Foreign Language Classroom

( Murphy Odo Dennis ) 부산대학교 과학교육연구소 2019 교사교육연구 Vol.58 No.3

Recently, an ever-growing number of researchers and educators have begun to extol the value of bringing the mother tongue into the second and foreign language classroom. This paper begins by discussing research that encourages the use of various types of bilingual texts to promote biliteracy development. From there, the various types of dual-language text structures available are reviewed. Lastly, a “flexible biliteracy scaffold process” scheme is presented that allows these various types of bilingual text to be integrated into a coherent sequence that gradually eases learners into literacy in the second or foreign language. The main purpose of this paper is to introduce the flexible biliteracy scaffold process and explain how second and foreign language learners can develop their L2 literacy through following this process.