• International Journal of Advanced Culture Technology
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• v.1 no.2
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• pp.24-32
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• 2013

This paper determined students' ranks of difficulty on the use of materials in terms of 1) understanding the layout of the learning materials, 2) reading comprehension of the learning materials, and 3) realization on relevance to needs of the learning materials. It also determined students' 4) rank and frequency of attitude on the materials. With the data gathered through 128 survey questionnaires, 7 focused group discussions, and 10 interviews, the results were found out that there was an inappropriate assessment procedure set by this particular university. The researcher concludes that: 1) design of four types of classes by just using the two textbooks with their respective workbooks is grammar-based with limited conversation activities; 2) placement for these students in one big class size was implemented without considering their common interest and motivation and language levels; and, 3) qualification of teachers teaching these EFL students did not support students' real needs and the language program itself. Content professors who were made to teach may have the ability to input learning, but their teaching styles may differ from the ones who are real English teachers. This paper then recommends that teachers and school administration should have an appropriate placement exam before students attend the class, especially in a big class size. There could only be a few problems among students in one big class size when students' level of competence is proportioned. With this, topics and conversation activities can even be more flexible with the maneuver of art of questioning, various dimensions of thinking, strategic competence, learning attitude or behavior, etc. to ensure sustenance of communicative mode and level of interest and motivation in the classroom. Grammar-based instruction can only be taught when a need arises. Thus, the course description of each class will be able to transact the objectives ready for developing students' communication competence. Moreover, proper measurement can be utilized to validly assess the amount of students' learning and the progress of language curriculum design in terms of materials selection and teaching approach.

• Journal of the Korea Society of Computer and Information
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• v.28 no.5
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• pp.189-196
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• 2023

This study aims to show that "Computer-assisted language learning (CALL)" and "Mobile-based language learning (MALL)" actually influence education, deviating from the traditional "drill and practice" method in foreign language education and learning due to the development of information and communication technology (IT). Specifically, for first-year college students who have relatively poor English skills and do not feel enough motivation for English learning, I will produce educational video content using multimedia authoring tools and upload it to the e-learning system. Video content is configured to be accessed and utilized through various media such as computers, smartphones, tablets, laptops, etc. Ultimately, an exploration of educational value behind the utilization of IT devices in English language Teaching(ELT) and the Second Language Acquisition (SLA) theory behind effective instructional use of such technology are presented. That is to say, the effectiveness of language learning using information and communication technology (IT) is introduced. The article closes by suggesting how to use computers and mobile media for 'Flipped Learning'.

• English Language & Literature Teaching
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• v.18 no.3
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• pp.207-221
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• 2012

This study examines the importance of learning language and cultural integration in general English class focused on TOEIC reading comprehension. The understanding of cultural learning and learners' cultural awareness has long been a subject of debate. This study was not only to analyze the improvement of students' interest and reading comprehension ability of TOEIC through cultural learning, but also to ensure students who learn American culture overcome cross-cultural miscommunication and improve their English reading comprehension skills. Pre-post surveys and the pre-post TOEIC tests were used to measure language proficiency and American cultural knowledge to two groups: the experimental and control group. The results from the study were as follows: First, students had better TOEIC scores with improved motivation after understanding American culture relevant to the lessons. Second, reading comprehension skills with regards to TOEIC also improved, compared with the students who were not exposed to American culture due to lack of opportunity.

• English Language & Literature Teaching
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• v.7 no.1
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• pp.179-208
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• 2001

Using literary materials as resources for English learning rather than an object of literary study can be a genuine tool for the students to learn English in the form of oral and written communication. This case study treated the applications of a whole text to the overall course divided into pre-reading activities, while-reading activities, and post-reading activities and the applications of some partial passages extracted from various texts to teaching objectives with many levels of difficulty. This study found that literary texts could be good materials to teach the target language in EFL setting. The English-speaking students with little linguistic competence as a foreign language may be limited in learning English at first, but soon they can accelerate their linguistic competence by reinforcing the literary competence through the literary texts. To achieve effectively a desired goal through the use of literary texts as resources for language development several concrete techniques should be introduced: teacher-guided question strategies laying a central emphasis on the text itself, a problem-solving ability through student-centered activities, process-based and open-ended activities should be presented in a variety of ways using many appropriate activities according to teaching procedure with a careful selection of the texts.

• English Language & Literature Teaching
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• no.1
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• pp.129-157
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• 1995

I made a careful study of affective variables in foreign language learning Affective variables have not been adequately investigated in the study of second language acquisition. Egoism and inhibition are two egocentric factors which play important roles in foreign language learning. Three sociocultural variables. cultural factors, introversion / extroversion, and aggression may be keys to understanding the social nature of second language learning. And the emerging of cognition and affect in "cognitive styles", which vary within and among individuals, might account for varying degree of success in learning a second language. In the process of learning English. the students new to foreign language come to face the language barrier. though they express the deep interest and feel excited at the beginning stage. Of course, the several reasons can explain this fact. but more specially they can be explained in terms of such personal affective factors as age, aptitude, personality, and first of all, motivation. Also the socicultural factors between language and culture can be considered to the learner's aptitude toward the language. Affective factors of students are involved in personality. and personality and affective factors affect English learning. Affective variables of students affect the will to take part in English learning, and the rate of participation in English learning affect the fluency. If students feel inconvenience in English class, it is rarely that they run a risk. Students who do not run a risk in English class are short of spontaneous participation Consequently, it may have negative influence on the accuracy and the fluency of English. Therefore, teachers must be more influential in motivating students and specially attentive so that the students may not make the negative and inhibitive language learning attitude.

• English Language & Literature Teaching
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• v.7 no.2
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• pp.103-114
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• 2002

Language plays a central role in everyday communication activities. Therefore, an individual need to be able to use language to communicate with confidence and without fear. One of the major fears that people have is the fear of communication. This fear is most of the time due to a lack of confidence in communicating in a particular language or due to poor proficiency in the language. In some cases it can also be due to attitudinal problems. In the context of teaching and learning English as a second or foreign language, students can have a great fear of using English with confidence. This fear can be an acute one and thus students may avoid using English to communicate. However, non native speakers of English need to be highly competent in the use of the English language for a variety of communicative purposes particularly in meeting the challenges of globalisation and that of the digital age. This article presents some insights on language apprehension found among communication undergraduates who are non native speakers of English.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.71-90
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• 2003

The purpose of this study was to analyze the improvement of students' interest and general proficiency of English through cultural understanding. To achieve this purpose, two classes of the 2nd grade in the informational high school were divided into the experimental class and the control class. The Grammar-Translation Method was used for the control class and a cultural learning - compare and contrast Korean culture and American culture - was taken for the experimental. After various cultural differences were studied, surveys of students' attitude and reading and listening test were taken. The results from this study were as follows: Firstly, students' interest in English was improved through learning the American culture that was related to the content of each lesson. Secondly, English reading and communicative skills were improved by learning about cultural aspects. Therefore, it can be said that teaching culture stimulates students' interest and motivation for learning English and helps students retain such affective attitudes. And English communicative skills were improved as well.

• English Language & Literature Teaching
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• v.12 no.3
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• pp.167-186
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• 2006

We live in a global village that requires a language with a genuinely global status as a means of communication. During the twentieth century, English has clearly emerged as the lingua franca owing to both past British political imperialism and the more recent superpower status of the United States. Further contributing to world domination of the English language is the fact that the computer and Internet sprang from the US. Whether you like it or not, you are destined to learn English at least to some extent in order to live in this global village. For the last two decades, one of the most mistaken ideas a number of Korean English teachers have had is that speaking and listening are the primary forms of language, while reading and writing are secondary. In fact, reading is regarded as a skill of much consequence to us since it provides us with access to a huge quantity of information on the Internet, of which at least 80% is written in English. Writing, too, deserves a great deal of attention because we are increasingly called upon to use standard English expressions. As diligent learners of English, we had better not forget the place accorded to language not only as a medium for exchange and constructing information but as a tool for thinking. So we should try to think in English to the point where we have thinking-in-English as a habit, thereby leading to increased familiarity with the language. Such familiarity entails, above all, possessing a command of English.

• Journal of Digital Contents Society
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• v.12 no.1
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• pp.123-131
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• 2011

The purpose of this study is to discover if the use of computer technologies in computer-assisted language learning, in the aspect of vocabulary learning, is both effective and useful. The technique of using multimedia lessons, using the computer, offers a variety of language learning tasks in relation to the four basic language learning skills. Korean students have been accustomed to a cramming style of education, and they utilize rote memorization for learning vocabulary. This study consisted of surveys and experiments, using specific multimedia language learning courseware exercises on three different age groups. The study explores the issues and problems that followed, and how teachers could effectively apply or enhance their vocabulary teaching through computer-assisted multimedia which is suited for a variety of levels versus the classroom off-line vocabulary learning application which is suited to one level.

• English Language & Literature Teaching
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• v.12 no.1
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• pp.239-256
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• 2006

With the rapid development in computer hardware and software in recent years, the contents and methods of teaching English have been altered greatly. The use of multimedia and the Internet as a means of language teaching is increasing as information technology accelerates. Using multimedia and the Internet in language teaching allows teachers to have more time to devote to interacting with their students. Above all, it arouses in students the motivation for learning and enables each student to study with the speed commensurate to his/her own ability. Both teachers and students can choose their own style that is most efficient for their classes. When students are efficiently stimulated through visual and auditory materials, they can be more easily motivated to utilize and develop creative techniques by using multimedia and the Internet. Thus, in the information age, it would be desirable to innovate the existing concepts of lineal education and allow more student-centered lessons to more readily expose students to contents and experiences according to their own demands.