• English Language & Literature Teaching
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• v.8 no.2
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• pp.177-196
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• 2003

The purpose of this study is to help teachers and program developers develop comprehensive and authentic assessment models with appropriate ways of using various kinds of assessment tools in college English instruction and assessment. Assessing by traditional discrete tests based on grammar and vocabulary cannot measure the authentic ability for language use in meaningful context in the real world. Currently, the trend in language assessment is changing to performance assessment. Increased use of performance assessments that involve language students in selecting and reflecting on their learning means that language teachers will have a wider range of evidence on which to judge whether students are becoming purposeful and are able to communicate as English users. Also, language programs focused on performance assessment are likely to instil in students authentic skills related to communication in the global world and enable them to evaluate what they learn from their English classes. In this study, the author investigated the theoretical background, the need of change, and several types of performance assessment.

• International Journal of Advanced Culture Technology
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• v.9 no.3
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• pp.259-264
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• 2021

In modern socity, online communication plays a vital role in social interaction of communicities. It is so common for online users to see display advertisements online while surting the Net. Specifically, most web banners diaplayed on portral sites consist of words, phrase, and sentences. Considering that the primary purpose of adversiting is persuation, the advertisement such as web banners is an examplary case to show the interaction among pragmatics, translation and advertising because the linguistic expressions employed in the banners represent its pragmatic use, leading to persuation and functioning as a communicative tool for the smooth communication between source text producers (adversisers) and target audience (online users). This can be part of the so-called translation process. In particular, we can easily witness the use of English words in web banners. Thus, this paper looks at web banners displayed on major four portal sites-Naver, Daum, Nate, and Zum, giving a special attention to the content contained in the web banners as well as the use of English words. As s result, we found that the frequencies of English words in each portal site were higher when the advertised products were targeting young online users, whereas the frequencies were lower when the users are older group than young people. The finding supports the prgramatic perspective that linguistic expressions are understood in social contexts and shows the so-called translation process which involves a shift from semantic meaning of words to their pragmatic use. Finally, we can conclude that the interaction is possible when we have the framework where translation, pragmatics, and advertising are all communitative components for social interaction within social contexts.

• Journal of Engineering Education Research
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• v.17 no.3
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• pp.22-33
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• 2014

This paper presents a comparative study on the effectiveness of teaching an engineering course using English with Specific Purpose(ESP). A study was performed using student groups; one class using ESP, and one class conducted in English with an English text. The course conducted using ESP showed the greatest improvement in English writing and conversation, and the students reported a greatly increased confidence in their ability to function professionally using English. A self-assessment of each student was conducted before and after the courses. Prior to the course less than 10% in each group felt that they are able to: a) understand a textbook, b) write an email, c) generate a project report, or d) follow a lecture given in English. The survey at the end of the course showed that the ESP teaching style resulted in significant improvements in students ability and confidence with writing and speaking in English, whereas reading skills were similar for both groups. This is due to the ESP method, in which students are required to give presentations and keep journals in English. After a brief review of the ESP principles and a discussion of how they were implemented, the background data of the participants(students) are described. Finally, the end-of-semester survey highlights the efficacy of the ESP approach.

• International journal of advanced smart convergence
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• v.9 no.3
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• pp.28-35
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• 2020

YouTube has been gaining popularity all around the world. A lot of companies have created their own YouTube channels to leverage them in diverse ways; they upload commercial videos, show people user reviews, and conduct promotions with their products. Sports clubs are no exception; they upload diverse videos to gain popularity and to interact with their fans. This study analyzes how the English Premier League (EPL) clubs leverage their YouTube channel as soccer (football in European nations) players. YouTube activities of 20 clubs during the 2019/2020 Season are investigated. After careful consideration, we decide to examine two factors of the respective channel of the YouTube: 1) Popularity (the number of views and subscribers) 2) Contents of videos (e.g. interviews and highlight scenes). The study followingly inspects the benefits of utilizing YouTube channels and of direct communication between sports clubs and fans in online settings.

• Phonetics and Speech Sciences
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• v.10 no.1
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• pp.9-14
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• 2018

This study compared the relative contributions of intensity, F0, duration and vowel spectra of L2 English lexical stress by Japanese and Korean learners of English. Recordings of Japanese, Korean and native English speakers reading eighteen 2 to 4 syllable words in a carrier sentence were analyzed using multiple regression to investigate the influence of each acoustic correlate in determining whether a vowel was stressed. The relative contribution of each correlate was calculated by converting the coefficients to percentages. The Japanese learner group showed phonological transfer of L1 phonology to L2 lexical prosody and relied mostly on F0 and duration in manifesting L2 English stress. This is consistent with the results of the previous studies. However, advanced Japanese speakers in the group showed less reliance on F0, and more use of intensity, which is another parameter used in native English stress accents. On the other hand, there was little influence of F0 on L2 English stress by the Korean learners, probably due to the transfer of the Korean intonation pattern to L2 English prosody. Hence, this study shows that L1 transfer happens at the prosodic level for Japanese learners of English and at the intonational level for Korean learners.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.16 no.5
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• pp.13-20
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• 2016

This study explores the effects of an video-recording English speaking task model on learners. The learning model, a form of mobile learning, was developed to facilitate the learners' output practice applying advantages of a smartphone and Text-to Speech. The survey results shows the positive effects of the speaking task on the domain of pronunciation, speaking, listening, writing in terms of students' confidence, as well as general English ability. The study further examines the possibilities and limitations of the speaking task in assisting Korean learners improve their speaking ability, who do not have sufficient exposure to English input or output practice due to the situational limitations where English is learned as a foreign language.

• English Language & Literature Teaching
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• v.11 no.1
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• pp.77-98
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• 2005

The purpose of the study is to investigate whether focus-on-form instruction is effective in promoting accuracy in writing and to make some suggestions regarding education in business English writing. For this purpose, an experiment, of which the participants were 29 college sophomores taking a course in business English, was made. The learners received instruction in the English nouns followed by modificatory phrases or clauses through the focus-on-form techniques, feedback and explicit explanation. The results were as follows: First, the learners who received focus-on-form instruction improved accuracy in writing. Second, there was a correlation between the learners' English proficiency levels and the effects of focus-on-form instruction. Third, the high level learners showed more positive attitude toward focus-on-form instruction than the low level ones. To promote accuracy in written business communication, the following suggestions were made on the basis of the results: First, focus-on-form instruction should be incorporated into a content-based business English class. Second, repeated focus-on-form instruction is needed. Third, learners' English proficiency levels should be taken into account when focus-on-form instruction is given.

• International Journal of Advanced Culture Technology
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• v.11 no.3
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• pp.149-155
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• 2023

Since developing digital technology requires new skills in digital literacy, digital competence also has become a keystone in English classes. This study explores three aspects of English as a Foreign Language (EFL) learners' digital confidence: information and data literacy, communication and collaboration, and digital content creation, based on the European Digital Competence Framework for Citizens (DigComp). The participants were 150 Korean college students enrolled in two general English classes, and their English proficiency levels were from basic to advanced; each level consisted of 30 participants. In order to assess their digital confidence, I designed a Google survey form and collected data during two semesters. The survey results revealed that the participants had highest digital confidence in information and data literacy and overall, the female participants showed higher digital confidence than their male counterparts. It also showed that the learners' English proficiency and computer skills are important factors.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.99-118
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• 2011

Research on strategic Code-Switching (CS) of second language learners in teaching English in English (TEE) program provides an elaborate framework for analyzing how learners manage to express themselves in spite of their limited knowledge of the target language. This research presupposes that L2 learners' CS presents innovative solutions for communicative strategy, and that CS used as communicative strategy can promote L2 learners' language acquisition. The major questions of current research involve examining the significant patterns of different functions of CS in L2 learners' interaction and investigating L2 learners' CS styles according to the different functions of CS. The implication of CS utility is regarded as a teaching technique in the TEE program. Recorded transcript is analyzed to trace the same pattern and the categorization of CS as well as to recognize the functions of CS and their ratio. Hence, this leads to the conclusion that learners' negotiation between code selection and communication intention occurs in patterns. The learners' CS tends to be predictable, reproductive, and systematic, as one of the language acquisition phases. Therefore, the attention to the CS in the TEE program should be redirected in communication substantiality toward the principles of pragmatics. As an additional advantage of the CS analysis, this research elaborates on a conceptual acceptance of CS as a set of learners' strategies in the TEE program.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.119-139
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• 2010

The purpose of this paper was to examine various aspects of meaning negotiation process in online chatting. Korean college students were asked to engage in chatting on the Internet over the course of a semester-long period, and chatting transcripts were analyzed in terms of sources of communication breakdown, signals to indicate communication breakdown, strategies to overcome communication breakdown, and ways of closing meaning negotiation. According to the findings of the study, lack of background knowledge and incoherent string of sentences in text were two major barriers creating communication problems. Subjects were able to use signals to indicate their communication difficulties, and overcome them by using different strategies. In doing so, however, they were found to suffer a narrow range of signals and strategies, which showed their limited communicative ability in the management of interaction, and indicated a clear, strong need for an extension of discourse and strategic competences of Korean students for more effective and smoother transition of message in everyday interaction.