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- 검색키워드
- 저자 : Jookyoung Jung (검색결과 3 건)
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The Role of Glossing and Working Memory Capacity in Second Language Reading Comprehension
Jookyoung Jung 아시아영어교육학회 2021 The Journal of Asia TEFL Vol.18 No.2
Glossing, providing information for unfamiliar lexical items to promote reading comprehension, has long been investigated as a textual modification technique to promote second language (L2) reading comprehension. Thus far, however, inconclusive findings have been produced as to whether L2 readers’ working memory capacity plays as a moderator of the effects of glossing on L2 reading comprehension. To fill the gap, the present study explored the moderating impact of working memory capacity on the efficacy of glossing in L2 reading comprehension. Eighty-eight Korean university students read two English passages in either a glossed or an unglossed version, while answering multiple-choice reading comprehension items. Participants’ phonological short-term memory was assessed with a digit span task and a Korean nonword repetition task, while their complex working memory was measured with a backward digit span task and an automated operation span task. The results of mixed-effects modeling revealed that forward digit span scores moderated the effects of glossing on L2 reading comprehension scores.
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Jookyoung Jung 아시아테플 2022 The Journal of Asia TEFL Vol.19 No.3
This classroom-based study investigated how task manipulation would affect second language learners’ interactional patterns in video-conferenced collaborative writing task. In Zoom-mediated courses in a university in Hong Kong, 22 students collaboratively wrote suggestions for improvements to their peers’ lesson plans using Office 365. To examine the impact of different task features on learners’ interactional patterns, the suggestion-giving task was manipulated in terms of discourse- structural demands (i.e., listing bullet-pointed sentences vs composing a coherent letter) and interactional demands (i.e., working in a pair vs working in a group of three or four). Data came from audio-recordings of the students’ peer collaborations and responses to a post-task survey. The results revealed that students rated writing a coherent letter considerably more demanding than writing bullet- pointed sentences, resulting in fewer discussions on how to improve a given lesson plan. In addition, the students’ discussions were predominantly meaning-based with very little focus on the target language use. The findings of this study cast light on the importance of careful task design when implementing video-conferenced collaborative writing tasks.
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Incidental Lexical Learning from Single-player Video Game
Hiu Yuet Sze-to,Jookyoung Jung 한국영어평가학회 2022 영어평가 Vol.17 No.1
Under the recent pandemic triggered by Covid-19, technology-mediated learning platforms have received increasing attention, and digital video games are one of such prevailing trends. However, most studies in this field have focused on multiplayer online games with particular attention to the interaction between game players. Against this context, this paper reports a case study that explored how single-player video games can affect second language users' incidental lexical learning from playing The Legend of Zelda: Breath of the Wild (BOTW). Eight Cantonese undergraduate students were randomly assigned to either the experimental or the control group and their vocabulary knowledge was assessed using the Vocabulary Knowledge Scale (VKS) tests. Four students in the experimental group played the game for four hours, while those assigned to the control group only took the VKSs without playing the game. The results indicated that the students showed improvement in their receptive knowledge about the target words, while word frequency and context in the game did not have an impact on incidental lexical learning. The findings are explained with Hulstijn and Laufer's (2001) Involvement Load Hypothesis and Skehan's Trade-off Hypothesis, and pedagogical suggestions are provided in terms of how to utilize games in promoting incidental lexical learning.
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