• Journal of the Korean Society of Marine Environment & Safety
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• v.26 no.4
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• pp.374-381
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• 2020

According to international regulations, it is mandatory for navigators or engineers to acquire suitable skillsets before their designation as a duty officer on board. One of the most important elements is Maritime English (ME), wherein students are taught a required set of basic skills that enable them to process various documents related to accidents, ship conditions, and inspections. Students have to be equipped not only with the use of general English skills but also with the coherent use of technical terms and phrases. However, due to the unique circumstances that exist in the maritime domain, the methods used for imparting maritime knowledge and the manner in which it is evaluated are restricted. Hence, this study aims to utilize an online Maritime English learning and testing platform that can be accessed on smart devices to analyze its impact on the students' learning process. An experiment was conducted on two groups of cadets, one that used the platform and another group that did not. After six-week, the experiment results showed a significant difference between the ME test scores of the two groups. The test scores were further analyzed by incorporating the students' personal elements to measure the ef icacy of the ME test platform. Therefore, the learning and evaluation processes are expected to be implemented in ways that are appropriate and convenient to specific circumstances and be widely used in the field of maritime education in the future.

• The Journal of the Korea Contents Association
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• v.10 no.5
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• pp.460-466
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• 2010

It is well-known that Korean EFL learners have difficulties in producing English fricatives which are not in the inventory of Korean and consequently tend to replace English fricatives with stops. The purpose of this paper is to investigate whether Korean students also have difficulties perceiving English anterior coronal consonants including fricatives. To this end, forty Korean college students participated in an identification test which consisted of 24 nonce words with English anterior coronal consonants in 4 different prosodic locations (CV, VC, VCVV,VVCV). It was shown that the mean accuracy rates were higher in strong position like CV and VCVV than in weak position like VC and VVCV, providing confusion matrices for each target consonant. It was also found that Korean participants had a great difficulty identifying English[$\theta$] and [$\eth$], which are novel in Korean. Importantly, the confusion patterns found in the perception test tended not to be identical with those found in the previous production studies in that both stops and fricatives were misperceived as fricatives while fricatives were misproduced as stops. Further, perceptual devoicing and intervocalic voicing were attested inVC and intervocalic position, respectively. Based on the findings of this study, pedagogical implications were drawn.

• English Language & Literature Teaching
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• v.9 no.spc
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• pp.79-98
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• 2003

This article reports that a testee's content schemata have detrimental effects on the validity of standardized reading comprehension tests. in case that the reading passages constitute his prior background knowledge framed by regular academic pursuits focused on a major field of study. The empirical research findings on such a reliability issue have shown that the Korean subjects' familiarity with the content domain of the reading materials may substantially enhance their test performance, operated as unfair advantages over the other participants at the same level of English proficiency who do not possess technical knowledge closely related to the contents of the test passages. Based on these results, it may be argued that the reading text should be composed of maximally neutral contents to every testee to avoid the possible overlapping between a test-taker's content schemata and the content domain of the materials. Therefore, this article claims that the tenets of schema theory with its long-standing foundation on culturally predetermined content and formal schemata need to be expanded to cover professional knowledge structures, like those acquired by higher education, as the hard-wired framework of an individual's original culture-specific background knowledge.

• Journal of Fisheries and Marine Sciences Education
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• v.19 no.3
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• pp.390-402
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• 2007

According to the paradigm of Neo-liberalism, the issue of ability grouping has grown more and more in education of Korea. And because of the influence of ability grouping, now ability grouping is enforcing partially in the subjects of English and Mathematics. But ability grouping is going to expand to the all subjects. So, it is very important that how teachers and students are recognize about partial ability grouping in the subjects of English and Mathematics. Because that information about partial ability grouping can guide direction for the future educational policy. The purpose of this study was to actually analyze teacher's and students' recognition of partial ability grouping in the subjects of English and Mathematics. To accomplish this purpose, 622 middles school students and 552 teachers were sampled. As a tool of investigation, questionnaires about teacher's and students' recognition of partial ability grouping had made by researcher of this study were used. And as processing of data, t-test, F-test, Scheff-test were used. The result of this study is as follow. First, teachers who are experiencing ability grouping recognized more negative about ability grouping than teachers who are not experiencing ability grouping. Second, students who have low ability recognized more negative about ability grouping than students who have high ability. Third, teachers who are experiencing ability grouping recognized more ineffective about ability grouping than teachers who are not experiencing ability grouping. Fourth, students who have low ability recognized more ineffective about ability grouping than students who have high ability.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.141-160
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• 2010

This study aims to analyze the effects of explicit lexical collocation instruction on grammatical collocation knowledge, by focusing on the preposition collocations. The forty participants consisting of twenty men and twenty women are currently freshmen English majors in college. They responded to the questionnaire on their basic lexical learning strategies in pre-post tests, and carried out a lexical collocation test and a preposition collocation test as pre-post tests. They took the open class on the lexical collocations(LC) 5 times, but they did not concretely study any grammatical collocations(GC). Each test is analyzed and compared with pre-post tests by SPSS 12.0. From all the analyses, it was first revealed that most students who didn't know about the concepts, types and uses of collocations became aware of them after the class. The effects of the lexical collocations on the lexical collocation knowledge were quite revealing. Second, the correlations between the lexical collocations and grammatical collocations were not significant, although relations among the lexical collocations were quite significant. Finally, some suggestions for methods of mixed lexical chunks instruction are made for students' productive skills. Also, it is suggested that more profound attention should be paid to giving direct instructions on the basis of the lexico-grammatical continuum between LC and GC.

• Journal of Korean language education
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• v.29 no.1
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• pp.163-197
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• 2018

The present study suggests ways to improve the Korean proficiency screening test through an analysis of WIDA tests. A review of WIDA Screener, WIDA MODEL, and W-APT reveals that each of these three tests consists of four or five tests, corresponding to grade-level clusters. In addition, the WIDA screening tests assess both English for social communication and academic English, according to WIDA's five English Language Development (ELD) standards. Thematic folders of the ELD standards have different ranges of item difficulty, and the WIDA screening tests are adaptive tests. Lastly, the writing tests consist of performance-based tasks, and the rubric is holistic. As suggestions for improvement for Korean screening tests of the KSL curriculum, this study proposes (a) to devise items to assess academic Korean, so as to evaluate students' overall proficiency more accurately, (b) to utilize an adaptive method to screen students' proficiency more efficiently, and (c) to revise the writing tasks and rubric of the current KSL screening tests.

• Asia Pacific Journal of Corpus Research
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• v.4 no.2
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• pp.41-55
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• 2023

In data-driven learning (DDL), learners explore a corpus to understand vocabulary and grammar. Although many studies have emphasized the role of DDL in second language (L2) acquisition, L2 light verbs have been largely under-explored. To bridge this gap, this study focused on the learning outcomes of L2 light verbs among 29 intermediate-level Japanese university students. The research zeroed in on six prevalent light verbs in English: "make," "do," "take," "have," "give," and "get." Over nine weeks, the participants engaged with verb-noun collocations using worksheets that juxtaposed Japanese translations of the target collocations with their English equivalents, with the verbs omitted. With the aid of Wordbanks Online, they filled in the blanks and constructed accurate sentences. Before this activity, a 20-minute tutorial was given to the participants on how to interpret the concordance lines. The effectiveness of the DDL method was evaluated using pre-tests, immediate post-tests, and delayed post-tests. The results showed that DDL significantly improved the participants' knowledge of the target collocations of light verbs and nouns; the post-test and delayed post-test scores were significantly higher than the pre-test scores. The results showed that, overall, DDL contributed to memorizing the collocations of light verbs and nouns; however, DDL had different effects on the memorization of collocations across different light verbs. The extent of work on the worksheet is not the only factor in its retention, and observing concordance lines may promote learners' memorization of light-verb collocations.

• The Journal of the Korea Contents Association
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• v.20 no.9
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• pp.99-106
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• 2020

Though it has been known that self-efficacy is a predictor to the successful L2 learning, the majority of studies on self-efficacy cases were targeted at secondary school students. This paper aims to explore the effects of the intermediate college students' essay writing experiences on their English self-efficiency. For this purpose, pre and post course surveys were conducted on a hundred or so freshmen who took intermediate college English classes which focused on improving English reading and writing skills. Interviews with teachers were also conducted in order to find out whether the differences of their teaching styles had any meaningful impact on their students' self-efficacy. Paired t-test was run on the responses of the post-questionnaire to identify any differences in the self-efficacies of the students before and after taking the classes, and the one-way ANOVA was conducted to find out whether the different instruction types had any significant impact on the differences. The results of the both analyses confirmed the differences of self-efficacies by the two predictors at a statistically significant level. Based on the findings of this paper, various types of writing assignments and efficient procedures of teachers' feedback need to be developed further in order to design and run an effective college English course which can contribute to enhancing self-efficacy of students.

• Korean Journal of Child Studies
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• v.29 no.6
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• pp.147-161
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• 2008

The present study compared characteristics of Korean nominal particles (occurrence, error, error patterns) of ten 5- to 6-year-old Korean-English simultaneous bilingual children with ten Korean monolingual children. Data were analyzed by Mann-Whitney U test and Spearman Rank Correlation and by qualitative analysis. Results were (1) bilingual children showed significantly lower frequency based on the number of occurrence of nominal particles per utterance. (2) The error percentage of adverbial markers was significantly higher for bilingual children. (3) Error patterns of bilingual children showed a higher percentage of in-case substitution and double use error. These findings suggest that Korean-English simultaneous bilingual children have a different Korean nominal particles development from Korean monolingual children.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.123-142
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• 2009

The present study used multi-faceted Rasch measurement to explore the characteristics and bias patterns of non-native raters when they scored L2 writing tasks. Three raters scored 254 writing tasks written by Korean university students on two topics adapted from the TOEFL Test of Written English (TWE). The written products were assessed using a five-category rating scale (Content, Organization, Language in Use, Grammar, and Mechanics). The raters only showed a difference in severity with regard to rating categories but not in task types. Overall, the raters scored Grammar most harshly and Organization most leniently. The results also indicated several bias patterns of ratings with regard to the rating categories and task types. In rater-task bias interactions, each rater showed recurring bias patterns in their rating between two writing tasks. Analysis of rater-category bias interaction showed that the three raters revealed biased patterns across all the rating categories though they were relatively consistent in their rating. The study has implications for the importance of rater training and task selection in L2 writing assessment.