• English Language & Literature Teaching
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• v.16 no.3
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• pp.59-80
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• 2010

The present study investigated what kind of form-focused instruction would yield better results for incidental learning of English verb patterns in two experiments. Experiment 1 compared the effectiveness of focus on form (reading + translation) and focus on forms (verb pattern list + translation) tasks in learning new English verb patterns incidentally in Korean EFL college classrooms. The results of Experiment 1 showed significantly higher results for the focus on forms group. Since it was revealed by Experiment 1 that the learners did not notice unknown target verb patterns, Experiment 2 was undertaken to examine whether the difference between the focus on form and focus on forms conditions found in Experiment 1 would be retained even after the isolated form-focused instruction or focus on forms aiming at teaching students how to recognize verb patterns was provided for the learners before the focus on form and focus on forms tasks were carried out. The results showed that the focus on form group yielded significantly higher incidental learning scores than the focus on forms group. The effectiveness rates of the focus on form in Experiment 2 were statistically higher than those of the focus on forms in Experiment 1. The results of the two experiments indicated that the combination of the isolated form-focused instruction and focus on form was significantly more effective in learning English verb patterns incidentally. In conclusion, form-focused instruction including both isolated form-focused instruction and focus on form is an effective way to incidental learning of English verb patterns.

• 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.

• Journal of Digital Convergence
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• v.16 no.5
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• pp.435-443
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• 2018

This study explores the effects of different Focus-on-Form Instruction (FFI) on improving learners' grammatical knowledge development and observes how the learners apply the knowledge to their output. A total of 112 college students were placed into three groups: 35 input-enhanced group students, who received visually enhanced input reading materials, 41 output-enhanced group students, performing dictogloss tasks, and 46 control group students given traditional grammar instruction. All the participant students took pre/post grammatical tests and completed pre/post writing tasks, which aimed to look into how the target grammatical structures were used in writing. The research findings indicated that both input-enhanced and output-enhanced FFI were effective on learners' language form learning and made contribution to their writing. Based on the findings, this study suggests that the elaborate design of combination of both FFI can maximize learners' language form learning.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.109-132
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• 2003

The purpose of the present study is to explore effective ways of teaching English grammar, which is geared toward improving students' communicative competence. Grammatical competence is essential to communicative competence. Grammatical knowledge cannot be acquired unconsciously in an EFL environment such as in Korea. Therefore learners should be given grammar instruction. More importantly, they should be instructed in grammar so that they can develop their grammatical abilities which are the foundation of communicative competence. The following is proposed for the grammar instruction placing the focus on improving communicative competence. First, it is effective to explain the form, meaning and pragmatics of a grammatical rule to learners in Korean. Second, learners should be given instruction in grammatical patterns that deals with constructions and meanings together, which can enable them to produce sentences by themselves. Third, it should be taught to understand constructions and meanings on the basis of word orders. Then the following steps of grammar instruction are suggested. In the first step of grammatical instruction, students should be provided with the illustrations of grammatical structures which link communicative functions and grammar. In the second step, learners should be gotten to practice grammatical constructions repeatedly enough to use them unconsciously. Lastly, communicative activities such as description and role plays should be included in grammar instruction to integrate grammar practice and communicative language use.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.12
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• pp.371-380
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• 2017

This paper aims to explore a comparative instructional effects among meaning-based communicative language teaching, input-enhanced FnF instruction and output-enhanced FnF instruction in order to optimize the teaching methods of target grammar and vocabulary. The experiment selected three homogeneous groups of 30 students in each group for the comparison: One comparative group with communicative language teaching, one input-enhanced FnF group and another output-enhanced FnF group. The result indicates that the input-enhanced group outperformed the comparative group in the grammar test with statistical significance and the output-enhanced group overweighted the comparative group in the vocabulary test. However, no significant statistical difference was found between the input-enhanced group and the output-enhanced group. The conclusion from the result could bear the following pedagogical implication: The general English education must use the eclectic method of adopting communicative language teaching with FnF of input-enhanced target grammar and output-enhanced target vocabulary to supplement the students with the basic vocabulary and grammar.

• Journal of the Korea Convergence Society
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• v.8 no.2
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• pp.269-276
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• 2017

The purpose of this study is to review empirical research on Form-focused instruction (FFI) in Korean language education from a critical perspective to better understand the effectiveness of FFI. To achieve this goal, several databases were searched to locate relevant experimental and quasi experimental studies published in peer-reviewed journals. Out of 66 studies collected, 12 studies met the inclusion criteria. The studies were then analyzed in terms of subjects, target grammar, treatment, measurement, and the learning outcomes of different techniques. In general, several types of FFI techniques had positive effects on helping learners acquire Korean as a second or foreign language. The results of the study will provide a conceptual framework which identifies the major factors affecting the effectiveness of FFI. The results will also be able to inform future meta-analytical research of existing studies.

• Management & Information Systems Review
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• v.2
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• pp.169-193
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• 1998

Case- based reasoning(CBR) offers a new approach for developing knowledge based systems. Unlike the rule-based paradigm, in which domain knowledge is encoded in the form of production rules, in the case-based approach the problem solving experience of the domain expert is encoded in the form of cases stored in a casebase(CB). CBR allows a reasoner (1) to propose solutions in domains that are not completely understood by the reasoner, (2) to evaluate solutions when no algorithmic method is available for evaluation, and (3) to interprete open-ended and ill-defined concepts. CBR also helps reasoner (4) take actions to avoid repeating past mistakes, and (5) focus its reasoning on important parts of a problem. Owing to the above advantages, CBR has successfully been applied to many kinds of problems such as design, planning, diagnosis and instruction. In this paper, I propose case-based DSS(CBDSS). CBDSS is an intelligent DSS using CBR technique. CBDSS consists of interface, case-based reasoner, maintainer, casebase management system, domain dependent CB, domain independent CB, and so on.

• Journal of Digital Convergence
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• v.19 no.9
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• pp.307-316
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• 2021

This study aims to explore the effects of deductive FFI and inductive FFI in L2 learners' grammatical achievement and their reaction to the grammar instruction. 84 students were placed into three groups: 29 given deductive FFI(DG), 28 receiving inductive FFI(IG), and 27 with traditional instruction(CG). All students completed pre/post tests and questionnaires, and took a delayed post test 9 weeks after the treatment. For statistical anlayses of all the quantitative data, a one-way ANOVA, paired samples T-test, and repeated measures ANOVA were performed. The results indicated that both deductive and inductive FFI affected learners' grammatical achievement and their achievement was sustained over time. Deductive FFI was more effective than inductive FFI, whereas the IG students more positively changed their attitudes and perceptions to the grammar instruction. These findings of the study imply that FFI should be valued in an Korean EFL classroom, which would contribute to further longitudinal research for its sustainability.

• Journal of Distribution Science
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• v.21 no.7
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• pp.33-40
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• 2023

Purpose: Higher Order Thinking Skills is one of the important aspects in education that must be mastered by the students in order to be qualified in competing at international level. Success in mastering HOTS among the students is always linked to preparation of a good and conducive learning environment. However, does this connection impacts the students' HOTS achievement? Therefore, this research is carried out in order to evaluate the relationship between HOTS and learning environment with the main focus on Accounting Principle Elective Subject (MPEI PP). Research design, data and methodology: Research in the form of correlation is implied in this study and it involves 59 Form 5 students that has learned all syllabus in Form 4's MPEI PP. Results: Evaluation of HOTS level is based on Taxonomy Bloom that covers applying skill, analysing skill, evaluating skill, and creating skill. Result from data analysis found that there is a very weak correlation (r = 0.02) between the two variables with regression equation of average grade point = 75.023 + (-.273) Learning Environment. Conclusion: Thus, a non-significant relationship between HOTS and learning environment is successfully proven through correlation and regression statistical analysis.

• English Language & Literature Teaching
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• v.12 no.2
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• pp.215-235
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• 2006

This paper explores the effects of two different methods of instruction for 106 low-level Korean learners of English at a college in learning request expressions. Both of the methods contained the focus-on-form and function characteristics, while the degree of explicitness for input enhancement was differentiated. Abundant email samples written by English native speakers for the input were provided and email writing practice for the output was proceeded for both groups of the students in the treatment sessions. The numbers of target forms used in pretest and posttest results were compared quantitatively: The tests included email writing and open-ended Discourse Completion Test (DCT). The results indicated that the target pragmatic features were slightly better learned under the condition of relatively high degree of explicit instruction with metapragmatic information, even though the difference was statistically insignificant. In addition, the students' use of request strategies both in email and DCT was affected positively by the treatment with email input and output. That is, the students applied the request strategies they learned through email into their oral production (open-ended DCT) as well as their email writing. Further study on the output effect of target features in advancing pragmatic competence is suggested.