• Korean Journal of Cognitive Science
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• v.26 no.2
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• pp.125-146
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• 2015

This study investigated the contribution of Korean phonological awareness to English phonological awareness and the relations of phonological awareness with reading and writing in Korean Hangul and English among Korean 5th graders. With age and vocabulary knowledge statistically controlled, Korean phonological awareness was transferred to English phonological awareness. Specifically, syllable and phoneme awareness in Korean transferred to syllable awareness in English, and Korean phoneme awareness transferred to English phoneme awareness. In addition, English phoneme awareness independently explained significant variance of reading and writing in Korean and English after controlling for age and vocabulary. Syllable awareness in Korean and English explained Hangul reading and writing, respectively. The results suggest cross-language transfer of phonological awareness that is a metalinguistic skill. Phoneme awareness is important in reading and writing in English whereas both of syllable and phoneme awareness are important in literacy of Korean.

• The Journal of the Korea Contents Association
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• v.20 no.5
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• pp.37-45
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• 2020

The purpose of the study is to explore the perceptions or attitudes about utilizing the AWE(Automated Writing Evaluation), Grammarly in English writing. A total of 131 students who are in first grade and in beginner level participate in the study. As a research tool of the study, pre and post-surveys, pre and post-tests, and learning journals were collected and analyzed. The study was conducted for 15 weeks in the 2^nd semester of 2019. According to the results, the findings are as follows. First, the students in the study had difficulty with English grammar and found it useful to get English feedback in English writing. Next, the students showed positive attitudes toward the use of Grammarly. It was helpful for English learning and assignment performance and showed high usefulness. Finally, Grammarly's effect showed a statistically significant result between the pre and post-tests. Based on the results some suggestions are as follows. First, let the students take some time with the program to use to operate. Second, teachers have to make the students understand that AWE's feedback is not always correct. Lastly, it should be provided with teachers' feedback.

• Proceedings of the KSPS conference
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• 2003.05a
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• pp.176-179
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• 2003

This study was conducted to extract the feature set of English writing error for suggesting adequate English writing program and making automated scoring system. The frequent committed error and the error across the level of writing proficiency were reported. Also, It is reported that the correlation between type of error and native speaker's rating score.

• Proceedings of the Korea Contents Association Conference
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• 2019.05a
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• pp.227-228
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• 2019

This study examines the features of Korean EFL students' letter writing at a university in Korea. The data comprised interviews and examples of letter writing. The findings revealed that students engaged in unique ways in which they oriented their meaning-making to broad views concerning rhetorics and components. Students' approaches involved a particular context and the recontextualized English formal letter, which reflects their textual interactions in writing. This paper concludes that specific discourse communities, life-world, and learning purposes impact on students' English writing.

• English Language & Literature Teaching
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• v.11 no.1
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• pp.1-15
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• 2005

The purpose of this study was to investigate whether or not the use of the Korean alphabet increased the accuracy of English sentences Korean university students produced in dictation. The students were divided into three categories, beginning, intermediate, and advanced, based on the listening comprehension scores of a practice TOEIC test. The total population of 120 students were divided into two groups, control and experiment. In the first testing, the experiment group transcribed the English utterances on a practice TOEIC tape into phonological writing in Korean and then later changed the Korean writing into English words and sentences. In the second testing, the control group became the experiment group and used the Korean alphabet in transcribing the English sounds. Statistically significant differences were found in the improvement of accuracy in dictation when the Korean alphabet was used, especially for the beginning and intermediate students. By using the Korean alphabet as the phonological representation of the sounds, the students in the experiment group produced more accurate English words than the control group who went directly from the English utterances to writing in English. Statistically significant results were not produced for the advanced students. The significance of the present study relates to the need to add to the paucity of available data on the use of the Korean alphabet in teaching listening comprehension.

• Proceedings of the Korean Information Science Society Conference
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• 2012.06b
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• pp.297-299
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• 2012

When writing English essays, non-English-speaking people will often encounter the problems such as lack of vocabulary, difficulties of expressing their ideas. To solve such problems, we designed an aiding system for English essay writing. While users are writing essays using this system, system will automatically offer words and phrases prompts according to what the users have typed in. For users in different research areas, we designed 71 different prompt knowledge bases. The evaluation result shows that the system effectively helps non-English-speaking authors express their ideas more spontaneously.

• ETRI Journal
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• v.46 no.2
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• pp.250-262
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• 2024

Air-writing recognition is relevant in areas such as natural human-computer interaction, augmented reality, and virtual reality. A trajectory is the most natural way to represent air writing. We analyze the recognition accuracy of words written in air considering five features, namely, writing direction, curvature, trajectory, orthocenter, and ellipsoid, as well as different parameters of a hidden Markov model classifier. Experiments were performed on two representative datasets, whose sample trajectories were collected using a Leap Motion Controller from a fingertip performing air writing. Dataset D₁ contains 840 English words from 21 classes, and dataset D₂ contains 1600 English words from 40 classes. A genetic algorithm was combined with a hidden Markov model classifier to obtain the best subset of features. Combination ftrajectory, orthocenter, writing direction, curvatureg provided the best feature set, achieving recognition accuracies on datasets D₁ and D₂ of 98.81% and 83.58%, respectively.

• English Language & Literature Teaching
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• v.17 no.1
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• pp.125-146
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• 2011

Within a framework of sociocultural approaches to writing process, this study examined six ESL graduate students' writing processes in depth based on individual interviews and their narratives of writing process. The narratives and interviews were analyzed to discover salient aspects of the students' writing processes and to understand the socially situated nature of the writing processes. First, it was observed that these six students displayed multiplicity in terms of their representations of writing process, episodes, textual practices, and concerns. Several factors including the writing task, students' familiarity with genre, literacy skills, attitude toward writing, and involvement in interaction contributed to individualized trajectories of writing process. It was also revealed that writing is unavoidably a socially situated practice. Students were situated in their cultural arenas as well as their disciplinary arenas, and these contexts helped the students serve as active agents producing and sharing knowledge. The confluence of personal, cognitive, and social factors observed in their writing processes suggests that writing process should be understood from multiple perspectives.

• Journal of Digital Contents Society
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• v.14 no.3
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• pp.343-348
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• 2013

The purpose of this paper is to explore how effectively can learners improve their written skills in English language classrooms with the application of internet tools and software. First, the study compares and analyzes existing research on English writing and describes research background. Second, the study describes how internet tools can be used effectively in the English writing classrooms. For example, learners pick up vocabulary on the internet bulletin board and create sentences using the vocabulary. Third, the study analyzed changes in learners' in-class attitudes towards software and internet tools using comparative measures of performance. Unlike with offline instrumented classes, the in-class application of diverse software and internet tools such as websites and IRC (Internet Relay Chat) had a major impact on the improvement of learners' writing skills.

• English Language & Literature Teaching
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• v.11 no.3
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• pp.139-164
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• 2005

The purpose of this study is to analyze the writing activity materials presented in the thirteen middle school textbooks and determine if the writing activity materials are appropriate for the goals and contents of the 7th national curriculum. The writing activity materials are analyzed based on three criteria. First, the writing activity materials are analyzed based on Rivers'(1981) five writing guidances, which are specified with detailed writing activity materials. The first criterion was suggested by Young-Ran Lee(2004). Second, the writing activity materials in the textbooks are analyzed according to the criterion prescribed by the 7th national curriculum, which are specified with writing activities presented by Rivers(1981), Raimes(1983), Hedge(1988), and Beverly and Carol(1988). Third, the writing activity materials related to other skills, such as listening, speaking, and reading, in the textbooks are selected and analyzed according to the proportion of the integration of skills. The results are as follows: First, writing activity materials in the textbooks belong to the type of 'reproduction', ie. the second stage of Rivers' writing guidance, 'recombination, which is the third stage of Rivers' writing guidance, and the type of 'guided writing', noted on the fourth stage of the guidance. Second, the writing activity materials satisfy the criterion in the 7th national curriculum, as for the proportions, but they are not balanced. Third, most of the writing activity materials contain writing activities that involve non-writing skills such as listening, speaking and reading, but they are not balanced. Particularly, writing activity materials related to reading activities are common.