• Educational Technology International
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• v.21 no.2
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• pp.155-191
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• 2020

The aim of this study was to examine the trends (e.g., the distribution of the studies by year, country, research methods, and participants' education level) and fundamental findings [e.g., interaction in Virtual Reality (VR) environments, educational content through VR and Augmented Reality (AR) technologies, learning environment in AR, etc.] regarding immersive learning technologies such as VR and AR in English Language Teaching (ELT) between 2010 and 2019. Employing a systematic review research methodology, data was gathered from 59 academic articles published in the following databases: EBSCOhost, ERIC, Web of Science, and Taylor & Francis. The studies were analyzed using a content analysis approach, and findings demonstrated that immersive learning technologies in ELT came to prominence in 2017. Mixed methods research was the most widely employed research method. The most studied language skill was vocabulary for AR and speaking for VR. The results also revealed advantages and challenges with regards to the use of immersive learning technologies in ELT. Further analysis illustrated the findings related to characteristics of immersive learning technologies in ELT. Based on this review, research and design implications for researchers and practitioners are presented.

• Cross-Cultural Studies
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• v.20
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• pp.183-201
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• 2010

Based on case studies from Japan and South Korea, this review paper explores the hidden costs of English language learning (ELL). In a context where English has become a commodity and ELL a form of consumption, we focus on the personal and social costs of (a) studying abroad as a much-touted path to "native-like" proficiency and (b) sexualization of language teaching materials in order to reach new niche markets. The hidden costs of ELL are embedded in language ideologies which set English up as a magical means of self-transformation and, at the same time, an unattainable goal for most Japanese and Koreans. We end with the call to expose debilitating language ideologies in order to shed light on the hidden costs of ELL.

• English Language & Literature Teaching
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• v.15 no.3
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• pp.59-81
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• 2009

The primary goal of this paper was to develop a critical point of view to critical pedagogy when applied to EFL contexts. Critical pedagogy is more concerned about how language can affect personal and social change of teachers and students than it is with how to teach language effectively or in ways that encourage critical thinking on the part of teacher and students. For this goal, this paper introduces the definition, emergence and major constructs of critical pedagogy in a broad way at first. Then, this paper presents how critical pedagogy has an impact on ELT, focusing on how critical pedagogy is applied in ELT contexts and why the application of critical pedagogy in EFL can be criticized, through the review of empirical studies. Reflection of Korean English teaching situation and applicational difficulties of critical pedagogy in Korean ELT are followed.

• International Journal of Contents
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• v.16 no.3
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• pp.18-32
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• 2020

The aim of this study was to perform a meta-analysis of the learning outcomes of immersive learning technologies in English language teaching (ELT). This study examined 12 articles, yielding a total of 20 effect sizes. The Comprehensive Meta-Analysis (CMA) program was employed for data analysis. The findings revealed that the overall effect size was 0.84, implying a large effect size. Additionally, the mean effect sizes of the dependent variables revealed a large effect size for both the cognitive and affective domains. Furthermore, the study analyzed the impact of moderator variables such as sample scale, technology type, tool type, work type, program type, duration (sessions), the degree of immersion, instructional technique, and augmented reality (AR) type. Among the moderators, the degree of immersion was found to be statistically significant. In conclusion, the study results suggested that immersive learning technologies had a positive impact on learning in ELT.

• English Language & Literature Teaching
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• v.13 no.3
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• pp.41-56
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• 2007

This paper, drawing on various secondary sources related to bilingualism and bilingual education, proposes a semi-CLIL (Content and Language Integrated Learning) model as an initial option for Korea's ELT instruction at a primary level, with a subsequent application to a secondary level in mind. It is reported that the current pedagogy focused on early English education and communicative language teaching does not meet the needs of students' EFL proficiency. The main reasons for this are considered to lie in the social and educational environment which impedes EFL students' meaningful and authentic communication in target language. Thus, by exploring a conceptual approach to such a problem, this paper suggests a paradigm of integrating content and language for a reasonable solution.

• Journal of Digital Contents Society
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• v.11 no.2
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• pp.161-168
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• 2010

In the past, Korean English language learners focused on knowledge of grammatical structures. Thus Korean trained instructors, who focused on explaining the grammar structures, were seen as being preferable for teaching in EFL (English as a foreign language) classrooms. However, with the focus changed to speaking capability Koreans now desire 'fluent' English more than 'accuracy' seeing if possible (Mottos, 1997). Current study has been concerned about the issue of how non-native learners of English perceive the difference between native teachers (NTs) and non-native teachers (non-NTs) of English in the context of ELT classroom. The study explores the issues and problems the followed and how non-NTs can enhance teaching practice of speaking and listening lessons through multimedia application.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.157-175
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• 2011

The purpose of this study is to compare learners' view on Korean and native teachers of English with regard to competence of teaching skills. A total of 166 high school students attending the same high school in Korea participated in a questionnaire survey. The students were asked a series of questions about their five Korean teachers of English and three natives. The analysis of the results indicates that the learners believed Korean English teachers would be better in teaching vocabulary, grammar and reading than native English teachers. The learners answered native English teachers would be better in teaching speaking, listening, and writing. In the areas of the accuracy of classroom language, the level of teacher-centeredness, and the amount of cultural information given in a classroom, there were no significant differences in the learners' responses between Korea and native teacher of English. By recognizing the differences of the learners' views on two different types of ELT teachers, we suggest that it would be beneficial for learners if we would utilize their views in designing and administrating a team-teaching program.

• Korean Journal of English Language and Linguistics
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• v.3 no.2
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• pp.233-254
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• 2003

This paper analyzed the effect of using a content-based English textbook in teaching English to Korean college students. The textbook reflected the recent trend in EFL/ESL development that subject matters should be taught as part of the language instruction. The analysis of the questionnaire survey conducted to college students at the end of the semester revealed an encouraging result that this new type of ELT college textbook is effective in helping Korean college students prepare for learning their subject areas through English. Based on this positive outcome, a suggestion is made that the current general purpose college English teaching curriculum be shifted toward a content-based specific purpose type to accommodate the increasing demand of learning subject areas through English in colleges in Korea.

• Educational Technology International
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• v.20 no.1
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• pp.25-55
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• 2019

The core purpose of the study is to develop and validate an ADDIE model based instructional model for English Language Teaching (ELT) in early childhood classroom in Bangladesh as an aid to teachers to reconstruct their knowledge and experience more strategically, and for them to design and implement their instruction more structurally. This study is developmental in nature which has been divided in five phases as follows. Phase I: Existing methods and instructional strategy review, Phase II: Instructional model development, Phase III: Delphi 1st round, Phase IV: Delphi 2nd round and Phase V: Model validation. After reviewing relevant literature and existing strategy in phase I, the 1st version of instructional model is made phase II. Next in phase III and phase IV, two rounds of Delphi have been conducted where experts related to different concerning areas of this study reviewed the 1st version and gradually the final version of the instructional model is made. Finally, the instructional model for English teachers of early childhood classroom in Bangladesh got validated by the same Delphi panelists in Phase V. In respect with each phases of ADDIE, the instructional model elaborates the 1) representative key points, 2) instructors' activities prescribed for the instructors, 3) supporting strategies. Both the conceptual and procedural models are included in this study for clearer identification of the whole process. Lastly the study provides some recommendations for instructors and practitioners on choosing the instructional model like doing prior need analysis, incorporating teacher training programs, training students, keeping on researching for finding effective teaching technique and tools and being open to changes etc. In addition, the study also acknowledges its limitations like not being able to consider the psychological factors due to time limitation. Finally, at the end the study points out the areas that welcome further research.

• Journal of Digital Convergence
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• v.12 no.4
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• pp.21-32
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• 2014

Recently, the number of Koreans who use smartphones has increased drastically; many use smartphones to learn English. In this study, one hundred Korean adult ELT (English language teaching) learners were surveyed to investigate their use of smartphones and factors influencing such use. For comparison, sixty-two students of a Korean cyber university were surveyed; these students were able to study using their smartphones in a smart campus environment. The research results showed that both groups positively used smartphones frequently, and that many intended to continue using them. With regard to ELT, both groups intended to learn English using their smartphones. Furthermore, they preferred certain types of ELT content: thirty-minute or less learning sessions, receptive English skills that focused on listening and reading, and short units of framed language items such as pronunciation and vocabulary. However, few of the respondents in both groups installed ELT apps on their smartphones, and few of the ELT apps satisfied them. The cyber university students responded similarly about smartphone use, although their responses regarding smartphone use for ELT purposes were less positive. These results indicate that the goal of cyber universities in achieving optimum learning outcomes through smart learning and the smart campus has not yet been realized.