A Sociocultural Approach of Teaching English in a University EFL Classroom

Kiwan Sung,Bong-Ae Kim 한국외국어교육학회 2003 Foreign languages education Vol.10 No.1

An Inquiry-Based Approach in English Teaching

Sung, Kiwan 우송대학교 2003 우송대학교 논문집 Vol.8 No.-

영어교수법은 역사적, 정치적, 사회·문화적, 경제적 변화에 따라 변천해 왔다. 그리고 영어 교수법들은 전통적 방법 또는 새로운 방법등으로 이론화, 실제화 되지만 시대의 변화에 따라 기존의 교수방법들이 여러 가지 형태로 변형되어 반복되어 온 것이다.(Pennycook, 1989) 또한 우리가 사용하는 접근법(approaches), 방법 (methods), 교수기술(techniques)등에 대한 개념화 및 이해가 명확한 것도 아니다. 따라서 영어교수법의 발전방향에 대한 좀 더 자세하고 구체적인 이해를 위해 이 논문은 현재 많이 쓰고 있는 의사소통중심(communicative language teaching) 그리고, 내용중심의 영어교수법(content-based approach)과 새로이 연구되고 시도되는 탐구적 영어교수법(inquiry-based approach)을 예전의 교수법과 비교하여 이론적 특징과 실제 활용성을 살펴보았다. 또한 영어교수법이론과 실제의 접목을 위하여 탐구학습방법이 영어교육에 구체적으로 어떻게 적용될 수 있는지 실제 예를 살펴보았다. 그리고 학습자의 흥미와 필요에 맞는 탐구학습과제를 통해 단순한 언어지식과 기술을 전달받는 방법보다는 다양한 지식생산자로 만들도록 하며 사회의 변화의 주역이 되도록 도와주는 영어교수법의 필요성에 대해 논의하였다. The pendulum of teaching approaches in ESL/EFL teaching has swung depending on historical, political, sociocultural, and economical changes of the time. In fact, so-called traditional and progressive teaching approaches seem to be at constant odds despite the fact that teaching approaches have always have been recycled with some variations in theoretical and practical aspects (Pennycook, 1989). As Pennycook argues there are no clear distinctions between approaches, methods, and techniques or conceptualizations of traditional and new teaching models. Accordingly, in an efforts to see whether there are continuing developments in English teaching approaches, this paper reviews both current and emerging teaching approaches and highlights their differences and theoretical and pedagogical implications in actual classrooms. In doing so, two concrete examples of an inquiry-based EFL teaching approach were given in order to emphasize the linkage between theoretical groundings and practical applicabilities of the inquiry approach. In addition, while advocating the use of language in real contexts of learning through inquiry projects which reflect students' needs and interests and their identity as producers of different knowledge, this paper argues that some ESL/EFL teaching approaches may still be limited if they do not eventually serve students to become critical social change agents.

Developing a Graduate EFL Program Based on Critical Theory and Pedagogy

Kiwan Sung(성기완) 한국외국어교육학회 2007 Foreign languages education Vol.14 No.3

Despite many innovative changes such as CLT and task-based teaching, ELT still continues to transmit linguistic skills mostly to prepare learners for future job market (Canagarajah, 1999; Kim, 2002; Norton & Toohey, 2004; Pennycook, 2001; Sung, 2006). Accordingly, in a way to challenge the status quo of decontextualized practices in EFL in Korea, this paper exemplifies the researcher"s emic experiences of realigning ELT to critical theory(CT) and pedagogy(CP) for an MA English program over the years. More specifically, after presenting existing literature on the history of ELT in Korea and CT and CP, this study utilized a research method of bricolage (Denzin & Lincoln, 2005) in which the teacher and student interviews, the student survey, and other relevant curricular and instructional materials were cross-compared and analyzed in the manner of triangulation. In doing so, this paper explains a few principles of developing an EFL graduate program for both domestic and international students. The results showed that exposing students to English-only environments and external faculty from abroad played key roles in the program. However, the lack of coherent administrative support and the high faculty turn-over rate posed constant threats to the enhancement of the program. Lastly, the paper calls for the urgent need of glocalizing curricular and instructional elements in TEFL for ‘critically conscious and conscientious’ practices by mobilizing the concept of "criticality" in EFL contexts.

Secondary Pre-service English Teachers’ Perceptions of Learning and Use of Diverse English and Willingness to Teach World Englishes

Kiwan Sung 한국응용언어학회 2018 응용 언어학 Vol.34 No.3

This study examines secondary preservice English teachers (SPETs)’ perceptions on their learning experience and use of English, teaching World Englishes (WEes), and advantages, difficulties, and supports needed in teaching them. The 196 SPETs completed 52 likert-type and 4 open-ended items and the semi-structured interviews were also done with the 10 SPETs. For the survey, ANOVA did not show much difference in their views according to college years. However, t-tests revealed that the SPETs in the high ability group showed more openness toward WEes. The SPETs with official English testtaking experience agreed more to teaching WEes but less on the necessity of Standard English(SE) while the SPETs who studied abroad were more aware of WEes and receptive of them. The keyword and content analyses of open-ended survey items and interview data, respectively, showed the SPETs preferred American English(AE) despite their willingness to include WEes. In teaching WEes in future, they worried over their lack of knowledge and experience in WEes, unclear curricular directions, and difficulties in evaluating learners, and increase of learning contents. Lastly, based on the results of the study and related literature on WEes in ELT, this study presents relevant curricular and instructional suggestions as well.

A Case Study on a Flipped Classroom in an EFL Content Course

( Kiwan Sung ) 한국멀티미디어언어교육학회 2015 Multimedia Assisted Language Learning Vol.18 No.2

This study looks into a flipped English content-based class where 12 participating college students were enrolled and completed all the course requirements in an elective course, English Curriculum and Evaluation, in Spring, 2014. Before each class, the students were guided to preview lesson materials such as readings and videos and to engage in diverse online activities on an LMS flatform. Then, they did collaborative class activities such as sharing their Thought Papers, discussing the questions on weekly readings developed online, and doing a final project of designing an evaluation plan. The results of the analysis of both informal and formal course evaluations and student work showed that they viewed flipped learning positively despite initial difficulties of adjusting themselves to it. They also viewed that flipped teaching can be a good momentum for change in current ELT despite limitations such as test-oriented teaching practices, learner difference in prior learning experiences and in their English proficiency levels, the preparation time and efforts needed for teachers, and the lack of institutional support. Also presented in this study are some challenges and possibilities of utilizing the idea of flipping one``s teaching in the EFL context along with pedagogical suggestions and implications for further research.

Korean Elementary Pre-service Teachers’ Experience of Learning and Using English and Attitudes towards World Englishes

Kiwan Sung 아시아영어교육학회 2019 The Journal of Asia TEFL Vol.16 No.1

This study investigates 135 Korean elementary preservice English teachers’ (KEPETs) experience of learning and using English and their attitudes on World Englishes (WEes). They completed 52 7- Likert type items with 4 open-ended questions. The 10 KEPETs were also interviewed in a semistructure manner. The ANOVA and independent t-tests of the survey data showed that the majority of these KEPETs predominantly learned and used American English and had limited experience in WEes. However, among the key findings of this study, the KEPETs in the survey appeared to fully understand the importance of exposing their learners to WEes and had willingness to teach them despite their lack of knowledge and skills on how to teach them. Similarly, the open-ended and interview data analyzed through either key word counts or the selection of recurring comments or issues revealed that several KEPETs were still entrenched in teaching only SE in class despite their positive attitude towards WEes and willingness to teach them in future. Accordingly, this paper calls for an immediate inclusion of WEes in elementary English teacher education given that raising young learners’ awareness on WEes at an early stage can have a resounding impact on their attitudes towards WEes in future.

A Study on Culture Teaching and Learning through the Analyses of ELT Materials and Survey

Kiwan Sung 팬코리아영어교육학회(구 영남영어교육학회) 2008 영어교육연구 Vol.20 No.4

This paper compiles definitions on culture and types of culture along with discussion on limitations in existing theories and research on culture teaching in ELT. Then, based on the analysis of 11 college English textbooks, the cultural contents are examined and classified into four types of culture. A survey was also done with 179 college English learners to investigate their experiences and opinions of learning culture in class. The results showed that though some diverse cultures were included in the textbooks analyzed, culture learning was still based on discrete facts or information regarding macro and micro culture and were not well linked to language activities in interesting and purposeful manners. More seriously, a perennial bias toward the non-Western cultures was apparent in the English textbooks examined and culture teaching which the students experienced. In fact, there has been little efforts to present diverse and hidden cultures in a critical way in ELT. Accordingly, this paper calls for a critical approach using a problematizing practice in culture teaching and presents some suggestions and implications in developing a more context-specific culture teaching in Korea.

An Application of Critical English Language Teaching in a College English Classroom

Sung, Kiwan 우송대학교 2004 우송대학교 논문집 Vol.9 No.-

이 연구는 의사소통능력을 향상을 위해 교수자와 학습자들이 제한된 언어지식과 기능에만 중점을 두는 현재의 영어교육방법의 효용성의 한계에 대해 조사했다. 실제로 현재의 영어교육은 토익이나 토플과 같은 표준화시험 점수의 향상을 통한 취업을 목표로 하는 담론이 지배하고 있다. 하지만, 영어를 취업을 위한 단순한 도구로 여기는 현상은 1980년대 후반부터 일어난 지구화 및 시장이론에 근거해 만들어진 것이며, 현재의 영어교육에 만연한 과학주의, 학습자의 능력의 단순 표준화를 통한 평가, 그리고 시험점수에 의존한 학습자의 능력 차별화와 같은 제한적 관행에서 벗어나기 위해서 영어교수학습방법의 형성에 관한 역사 및 본질에 대한 더 많은 연구가 필요하다. 따라서 이 연구는 현재 우리나라의 영어교수 및 학습의 범위와 수준을 향상시키기 위해 탐구방법을 바탕으로 한 교수법과 함께 비판적 영어교육(critical English language teaching: CELT)에 대해 논의하였다. 또한, 22명의 학생들과 한 대학 영어수업에서 수행한 연구를 바탕으로 탐구학습과 비판적 영어교육을 활용하는데 나타나는 특징들과 실제성을 제시했다. 결론적으로, 탐구학습과 비판적 영어교육의 궁극적 목적은 학생들에게 영어를 기초적인 의사소통 기술뿐만 아니라, 자신들의 삶에서 일어나는 중요한 사회문화적, 교육적 현상들에 대해 비판적인 사고를 통해 심도있게 문제제기를 할 수 있도록 "힘 실어주기 모형"의 교수법임을 강조하였다. This study questions the viability of current English education in which both teachers and students are forced to learn limited sets of linguistic knowledge and functions to improve their communicative competence. In fact, the field of English education is inundated with the dominant discourses revolving around English as a must for job preparation by scoring high in standardized tests such as TOEIC, TOEFL. However, given that the ideology of English as a mere tool for job has been constructed by globalism and market theory since the late 1980s, more research is needed to investigate the history and nature of pedagogical formations in English teaching and learning in order to overcome discursive practices of positivism, psychometric standardization of students' ability, and, more seriously, discrimination of students using English test scores. Accordingly, this paper, first, examines historical, sociocultural, political, and economical factors that contribute the formation of current English education. Second, this paper proposes critical English language teaching (CELT), along with an inquiry-based teaching as a way to expand the scope and depth of English teaching and learning in Korea. In doing so, a university-level English class in which the researcher worked with 22 students is exemplified to highlight the characteristics and practicality of utilizing CELT and inquiry. The ultimate goal of the inquiry-based CELT class is to promote "an empowerment pedagogical model" in which English is taught not only for basic communication skills but also for critical thinking with which students can engage in in-depth problematizing of important sociocultural and pedagogical issues around themselves.

Cooperative Teaching and Learning Using a Web Cafe in College EFL

Sung, Kiwan 한국영어교육학회 2005 ENGLISH TEACHING(영어교육) Vol.60 No.4

This study investigates the effect of cooperative learning using a web café in a college EFL context. The researcher worked with two teachers for 15 weeks. There were 28 students in the control group and 32 students in the experimental group. The data were collected through the teacher journal, students’ achievement tests, survey questionnaires, classroom observations, focus group interviews, and the web content on the café. The results showed that there were no statistically significant differences in the students’ mid-term and final test scores. However, though the students valued of cooperative work and frequent sharing of learning materials both in class and on the web café, they were more concerned with completing the task and manifested parallel patterns in their work. The teacher also acknowledged the difficulty of managing the students, lesson content, and classroom activities within time. Accordingly, the use of cooperative classroom activity or technology does not necessarily guarantee ‘successful teaching and learning’ unless both the teacher and students have substantial experiences in cooperative work and the use of technology both. Some insightful pedagogical suggestions are also presented for those who use and want to use a more technology-based cooperative approach of teaching EFL.

EFL Undergraduate and Graduate Learners’ Views on a Writing Intensive Online Subject Matter Course

Kiwan Sung 아시아영어교육학회 2021 The Journal of Asia TEFL Vol.18 No.2

This classroom-based qualitative case study is to illustrate how an English as a subject matter course is taught and examine 17 EFL undergraduate and post-graduate learners’ experiences in and views on their content learning as well as weekly activities in a 15 week-long online course. The participant engaged in doing weekly readings, listening to PPT-based lectures, writing thought papers (TPs) and revising them based on instructor and peer feedback, and joining weekly discussion activities. According to analyses of the data such as learners’ weekly writings, instructor and peer feedback, online discussion posts on an LMS, and an informal mid-term survey and final–self-evaluation, the students had various levels of positive experiences and difficulties due to course demands. Regarding disciplinary specific writing assignments, they valued instructor feedback and considered important focusing on logical flow and coherent organizational structure in addition to appropriate use of such linguistic elements as word choice, vocabulary and grammar. The results of this case study of embedding intensive writing in a disciplinary course shed important pedagogical insights on how to strike balance between teaching subject matter content and ‘writing to learn’ as well as ‘learning to write’.