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This study extended the merit found in a previous study of mine (Thongrin, 2018b), in which the Scholarly Writing Builder (SWB) model, the explicit instruction, was explored to assist research assistants in sciences to write for scholarly publication. The research benefits found in sciences were then transferred to help the research counterparts in humanities and social sciences, targeting novice researchers enrolled as graduate students at a leading university, called ELF apprentice scholars in this study. The Disciplinary Writing Expertise (DWE), the model created in the study, was aimed to advance the ELF novice scholars’ publication skills, in which the quality of research and expertise in publication was in focus. Conducted through a Research-and-Development design, the study consisted of two major phases—exploration with problems and needs through a survey, and the DWE model constructed and tested with its effective use through a pseudo experiment design. The exploration phase, Phase One of the study, was conducted during 2015 to 2016 to examine the problems and needs of the participants, 41 graduate students in humanities and social sciences. Prior to this exploration, a pre-study interview was conducted with three informants, novice researchers in the targeted fields, so the data derived could shape the focus of Phase-One Research more clearly. The data explored in Phase One revealed that the participants, though working in English-oriented professions, indicated problems in all elements of scholarly writing, including skills in writing with advanced sentences and clauses, paragraphs, essays, and research articles, with elements of authorial voice. Also, they revealed their needs for a scholarly-publication training in relation to these problems. Third, the participants were quite exposed to writing-related activities, which could be related to skills needed in scholarly publication. The exploration-phase findings shaped how the DWE model would be constructed in Phase Two of the research, conducted in 2017, in which 20 ELF apprentice scholars in humanities and social sciences participated in the 48-hr explicit instruction, actual practice on a college level, taught by the DWE model, which incorporates both research quality and writing expertise with some modified elements of the SWB model derived from Thongrin (2018b). Through a mixed method analysis, the data indicated more advanced skills the participants, to a greater degree, demonstrated with respect to abilities in designing research with quality and skills in writing all five sections of research articles—each of which requires different communicative purposes. This also indicated their positive attitudes toward learning to write for scholarly publication through the instructional model constructed. To derive more insightful data regarding the participants’ transformational abilities and skills from novices to experiences apprentices, a follow-up investigation was conducted during 2017/2018 with respect to their experiences characterized by the DWE model elements. The positive findings were found. Given that the participants were trained to conduct research with high research rigor or quality and to write based on academic discourse communities that require achievement in relation to rhetorical conventions and linguistic features of all sections of research articles in the fields of humanities and social sciences, their publication skills were advanced after all in terms of research quality and expertise in writing required for academic discourse communities. The findings suggest that the Disciplinary Writing Expertise (DWE) model expanded from the SWB model helps advance Thai/ELF apprentice scholars’ abilities in doing quality research and expertise in writing research articles to serve academic discourse communities of humanities and social sciences more and more, and the DWE model extensively offers research merits related to actual practices including regular curricular and scholarly publication training for Thai/ELF apprentice scholars in humanities and social sciences.

This study attempts to explore pre-service teachers’ perceptions of English teaching practices and the challenges of being nonnative English-speaking teachers in their microteaching experiences. Twenty- two pre-service EFL teachers at a university in South Korea participated in a microteaching process in which they created lesson plans, conducted and video-recorded their lessons, watched their microteaching performances, and wrote reflective journal reports on their experiences to obtain the perceptions of their lesson planning and microteaching experiences. The thematic analysis of the data was conducted, and three main themes emerged: 1) struggles in creating a lesson plan based on the communicative approach, 2) challenges of being a nonnative speaker aspiring to be a qualified English teacher, and 3) strategies to deal with unexpected situations in the classroom due to a lack of pedagogical experience. The results suggest that pre-service teachers should be given enough teaching opportunities to become accustomed to classroom situations. The findings of this study imply the significant role of practicum programs and teaching opportunities in helping pre-service teachers bridge the gaps between their beliefs and classroom performances in improving teachers’ professional development.

PCK(Pedagogical Content Knowledge), which is based on teachers' practical knowledge, contributes to solving the gap between the theory and actual practice of teachers as the practical knowledge of the subject matter applied to classrooms. The results of English PCK study based on teachers' teaching experience can be reapplied to the field of education and improved on revision and complementary process. For improvement and development of English PCK study, it is necessary to analyze how the existing English PCK studies in Korea are researched. Accordingly, this study analyzes the contents of English PCK study in Korea to identify the research trends and draw the direction of future research. Therefore, this study analyzes the research trends of PCK in the subject matter of English in Korea from 2007 to 2020 across 4 masters/doctoral theses and 8 articles from journals, thereby providing the future direction of English PCK studies. The purpose of this study is to suggest the direction of future English PCK studies by analyzing the results of existing English PCK study in Korea. The direction of English PCK studies is expected to contribute to the establishment of EFL English PCK through the qualitative and quantitative activation of English PCK study.

The use of literary texts has a long history in English language education. They provide abundant information related to the target language including not only linguistic input but also cultural issues (Collie & Slater, 1987). Especially, poems could be effective teaching materials for developing learners' language ability, creative thinking, and self-confidence in that they provide a framework for meaningful expressions and repetitive rhymes (Finch, 2003). In accordance with the advantages, many studies have examined the effects of poems on language classrooms in Korea, but the results are rarely comprehensive. This presentation tries to synthesize experimental and quasi-experimental research on English language instruction using poems in the Korean EFL context. There are two types of experimental research: within-group designs, which compare results between the pre-test and the post-test, and between-group designs, which compare results between a control group and an experimental group in this analysis. This analysis aims to explore the overall effect of poems on Korean EFL learners’ English ability and affective domain through meta-analysis. To select samples, the five databases are utilized such as DBpia, KISS (Korean-studies Information Service System), Kyobo Scholar, RISS (Research Information Sharing Service), and National Assembly Digital Library with key words. The current study focuses on research on all school levels from 2000 to 2020. An open-source software R version 4.0.1 is used to analyze selected samples statistically and calculate effect sizes. Detailed findings and pedagogical implications will be discussed.

Active learning refers to a pedagogical approach that engages students actively in the process of learning (Bonwell & Eison, 1991). One central principle of active learning is that teaching action should focus on what students are doing, not teachers. In this sense, main components of extensive reading (ER) seem to share the basis of active learning as ER also intends to provide students with an opportunity to read for themselves at their own rate within their own levels. However, although ER is compatible with active learning, research on ER in the literature is often limited to its effects on the improvement of various language-related areas. Little investigation has been done into whether ER is effective for enhancing learners’ engagement in their own learning process, which is the core of active learning. Acknowledging this paucity, the current study incorporated an extensive reading (ER) program to active learning for reading classes, aiming to examine how students engaged in the ER program and how the participants perceived the program. To this end, students’ book reading reports over eight sessions of the ER program and post-task interviews were qualitatively analyzed. The data analysis suggests: first, students eagerly engaged in their learning processes during the ER program; second, in return, their confidence and motivation in reading English texts improved; third, during the ER the students were responsible for their own learning and were autonomous learners.

This study proposes that language learners significantly understand and improve what they learn through the process of self-monitoring and giving self-feedback by recording or making videos of themselves. Subjects are supposed to choose what they want to learn from diverse English materials and make videos of their practicing the content. Based on the subjects’ journals and recordings, the learners become aware of their own progress during the period of their exercise, which leads learners to improve their four skills simultaneously.

The present study compared the effects of isolated and integrated form-focused instruction (FFI, hereafter) on the learning of vocabulary in reading passages. Their effects were also compared to those of incidental exposure on vocabulary learning. It further investigated whether such effects would differ depending on the types of vocabulary assessments. To this end, 80 college students in reading-oriented classes received either isolated or integrated FFI treatments over four 50-minute sessions. They also took the pretest and posttest designed to measure their vocabulary learning prior to and after the treatments, respectively. The vocabulary tests consisted of two assessment types: one without contexts and the other provided with contexts. The results showed that the learners remembered the words instructed through isolated or integrated FFI better than those through incidental exposure while reading. However, no significant differences were observed between the two different types of FFI in learning target vocabulary, although the types of vocabulary tests were found to relate to the effects of isolated and integrated FFI. Some advantages were found for isolated FFI on the vocabulary test provided without contexts and for integrated FFI on the vocabulary test provided with context.

The purpose of this presentation is to introduce 3 English learning motivation inventories for Korean adult learners. To this end, 946 students at a local university participated in the questionnaire survey. The validation process incorporated, firstly personality factors of Big Five Inventory, secondly other personality aspects in light of academic failure tolerance, and finally learners’ perception of needs, into the measuring framework as the main subjective feature of motivational orientation that lead to the learning outcome. Validation went through content experts panel, exploratory factor analysis, confirmatory factor analysis, and the use of reference scale. Considering the English learning experience of Korean adults, conscientiousness, openness, and neuroticism were presumed to be important constructs of Korean adult ELLs’ motivation and this results of validation formulated the CAPS inventory model with 4 sub-categories and 23 items. In the second element of academic failure tolerance, the Academic Failure Tolerance Scale for English Learning Motivation as an adapted version of the Standardized Student Motivation Scale by Kim (2002) was validated, reflecting the domain-specific presence of anxiety and avoidance in the settings of Korean EFL learning. In the research of learners’ perception of their needs, the needs for job-seeking as a short-term goal was separately identified and the category of career needs was subdivided into career and employment categories. The needs of English for staying in overseas countries was found to belong not to daily life needs but career needs category.

Peer feedback which is believed to have the potential to develop students’ writing skills has been recognized as an essential component in EFL as well as ESL writing classes. With its growing application to writing classrooms, an increasing number of studies have conducted from different perspectives to investigate mainly its effects on student writers’ writing skills. However, relatively little research has tackled on what and how the feedback givers and receivers perform during the course of giving and receiving peer feedback. The purpose of the present study is to broaden our understanding of peer feedback in EFL writing settings by closely examining what and how Korean EFL students at different proficiency levels perform, and respond to, peer feedback. Twenty-two low- and 22 high-intermediate university students (44 students in total) participated in the study. This study adapted both quantitative and qualitative approaches. First, the students’ feedback on the essays was analyzed in two aspects: global aspect (e.g., content and organization) and local aspect (e.g., word choice, grammar, and punctuations). Second, the students’ revisions based on peer feedback were scrutinized to appreciate how feedback effected the subsequent revision of the essay. Finally, interviews were also implemented to understand the receivers’ judgement on peer feedback. The findings of the study will offer some pedagogical implications.

Recent studies have shown that collocation knowledge may be a strong determiner of L2 speaking proficiency (Kyle & Crossley, 2015). Considering the significance of collocations, this research investigated the effects of context and productive learning methods in English collocation acquisition and retention. Context can provide specific information about the situation in which target collocations are used, which may help learners better remember them. The surroundings of a word can carry pertinent information, and facilitate learner’s gain in depth vocabulary knowledge. Productive vocabulary knowledge can be defined as the ability to produce the word according to its L1 equivalent (Webb, 2009) and receptive vocabulary knowledge is often defined as the ability to perceive its meaning (Webb, 2008) or provide translation in a learner's first language (Webb, 2009). 204 Korean middle school students participated in this study. They were divided into 4 groups according to the learning method (productive and receptive), and context. To measure the acquisition and retention of collocations, three types of tests were conducted four times at intervals. The results of one-way ANOVA revealed that the group who productively learned collocations without context scored higher on the tests. When comparing the two groups who learned receptively, the context group got a higher score than the other group. Findings suggest that context may impose a cognitive burden on learners in productive learning, but context also enables learners to gain more collocation knowledge when learning receptively. The implication of this study is that “how” to present learning materials can affect learners' acquisition and retention.

This research aims to examine the possibility of collocation learning in an English as a foreign language (EFL) class. During the entire pedagogical process based on a lexical approach (Lewis, 1997; 1999; 2000), the study examines this method’s practical application in an EFL context, from selecting appropriate collocations to assessing students’ collocational learning after instruction. EFL students face difficulties learning collocations due to their arbitrary nature as many of them cannot be semantically inferred from students’ L1 knowledge. The collocations in this study were thus selected and taught through literary texts where the story’s grammar provides students with a unified and meaningful frame. The research process was as follows: first, researchers examined the process of selecting collocation through a corpus-driven approach including a parallel corpus of an English source text and a Korean target text as well as key words in the target and reference corpus. Second, the researchers discussed students’ performance in collocation learning through a comparative analysis of their responses, including mis-collocations, evaluating students’ awareness of the story based on the result of correlation test. Finally, students’ attitudes in collocation learning were discussed based on a survey. Through both quantitative and qualitative measures along with professional experience, I conclude that there is a possibility of collocation learning and emphasize the necessity of repetitive exposure to collocations in a meaningful and consistent context, discuss the limitations of the study, and provide further suggestions better suited to EFL language class.

The aim of this study is to identify the differences of complex beginnings in two different writing genres, argumentative essays and Introduction section of research proposals, written by advanced Korean EFL learners in an ESP writing class. To do this, 35 first draft of argumentative essays and 35 first draft of research proposals by 35 students were analyzed in terms of quality and quantity of the two writing genres. Of a total of 862 sentences in 13,945 words of the 35 first drafts of argumentative writing, 47.3% (408 sentences) of them included adverbials in sentence-initial (SI) position. In case of a total of 411 sentences in 8,577 words of the 35 first drafts of Introduction section of a research proposal, adverbials were found 46.7% of the sentences in SI position. Of the adverbials in SI positions, 5.6% and 5.1% respectively were complex beginnings composed of two adverbials. In order to identify complex beginnings composed of two adverbials in SI position, frequency and preference of conjunctive adverbials suggested in taxonomy types by Quirk, Greenbaum, Leech, and Svartvik (1985) were investigated. In addition, five types of complex beginnings such as stepwise orientations, compound orientation, grounded orientations, complex orientations and composite orientations suggested by Smits (2002) were distinguished. The findings will shed light on the use of adverbials by Korean EFL learners to develop coherent and cohesive relationship among sentences and maintain them throughout the contexts in two different genres.

Both teacher feedback and peer feedback have been important pedagogical activities in second language writing classroom. This study is to examine L2 writers’ perceptions of the experience in both peer feedback and teacher feedback. For this study, 50 college students participated. Two survey questionnaires after peer and teacher feedback were used to compare and examine the students’ perceptions about both feedback process. Writing samples through peer and teacher feedback were collected to evaluate students’ revisions and improvements from both their first drafts marked by peer feedback and teacher feedback and their revised drafts. The results show that students were enjoyable for both peer and teacher feedback experience and they admitted to revise their first drafts as much as they can. Because of the lack and uncertainty in terms of vocabulary, grammar, structure, and expression ability in the process of peer feedback, students prefer receiving the teacher’s feedback. Therefore, the revision rate from the teacher’s feedback was higher.

The move structure, a foundational unit of genre analysis (Swales, 1990), provides a useful methodological framework to analyze oral- and written- communication discourse. A move is a basic unit that divides the meaning and function of a text (Dudley-Evans, 1995). By analyzing the type and order of the move or by examining vocabulary items and expressions used in each stage of the move, we can explore the characteristics of the discourse. Although the genre-analysis has positive implications for ESP education (Hyon, 2018), there is a dearth of studies on investigating discursive characteristics of oral communications (e.g., negotiation, presentation, dialogue, question, and answer, etc.) across various occupational fields. The present study, therefore, sought to explore genre characteristics of oral communications that take place on the job field in the MICE (meeting, incentive trip, conference, and exhibition) industry, which has recently been increasing global interest. To accomplish the present study purpose, text data of oral conversation in MICE industry-related textbooks were first constructed, and then move structures of each conversation were analyzed. Based on the study findings, educational implications for ESP curriculum construction and ideas of the effective instructional methods were discussed.

Due to the COVID-19 global crisis, the authors moved their traditional face-to-face ESL classes, approximately 400 students in total, to a fully online learning environment that utilized Edmodo, a free Learning Management System (LMS). The purpose of the study was to determine the effectiveness and usability of Edmodo for teaching ESL at a Korean university. Based on the results of a student survey, with a nearly 100 percent response rate, as well as a usability analysis of Edmodo, the authors found this LMS to be an effective tool for teaching ESL. In particular, the authors found that Edmodo was an effective tool for communicating with students; furthermore, they concluded that Edmodo should be integrated with other technologies to promote differentiation. With these findings in mind, the authors provided recommendations to educators in using Edmodo along with other online learning technologies.

Recently the use of language learning apps such as Rosetta Stone and Duolingo has gained popularity among foreign language learners, especially for those who want to learn foreign languages for general purposes. In this presentation, the presenters are going to report the results of 10 graduate students who used various language learning apps using their mobile over a period of ten weeks. The study aims to investigate learners’ attitudes toward foreign language learning apps and examine whether there is any significant difference in their attitudes depending on various factors. For the data collection, the questionnaire survey was administered to the participants and they were also asked to submit their progress reports (Weeks 2, 6, and 11). Then, their reports were analyzed using the NVivo (version 12). Due to the small sample size and short length of the participants’ use of the apps, the results may be preliminary in drawing any substantial conclusive findings, but will still give us some insights as to what we can do to help these language learners in the future

The purpose of this research study is to look into the factors that affect the second language learning of the six multicultural children from three families whose birth mother came from the Philippines. All the mothers can speak three languages like Tagalog (Philippine's heritage language), English, and Korean. The fathers of the multicultural children are all Korean men and can only speak their native language. The mothers were the first to participate in the interview followed by the two children. Parent interviews and children interviews, as well as child observations, are included in the data collection. Qualitative data analysis has the following results: (1) The critical period for second language learning of multicultural children is vital especially on their pronunciation and communication skills; (2) Filipino mother's role as a second language input provider during childhood is very effective but becomes weaker if not done in continuum; (3) financial stability can be one of the reasons why mothers cannot pay attention to their children's learning and they cannot attend academies particularly when they reach middle school or high school that cause them difficulties in learning and analyzing English grammar. The results emphasize that Filipino mothers need to be informed and aware of the advantages they have on steadily teaching their children their native language. At the same time, Korean society also has the responsibility to support them on this issue.

Foreign exchange programs, whether as guest or as host, have several benefits. Obvious linguistic benefits for the guest include improving language accuracy and fluency. For the host, linguistic benefits are usually related to a greater consciousness of how they use their L1, and how it is perceived by non-L1 speakers. However, there are other types of benefits besides the merely linguistic. These include re-framing of cultural preconceptions of the guest and host cultures, increased intrinsic motivation to learn a language, reduction of inhibition to use an L2, and improved self-confidence in general situations. The presentation shares experiences and insights of exchange program participants to help facilitate both linguistic and non-linguistic effects of future exchange programs and also language classrooms. Data was collected from informal interviews with a variety of people who have experienced foreign exchanges, as a guest visiting another country, as a host of an exchange student, and in a few instances people who have done both. Their answers shed light on the various types of linguistic and non-linguistic benefits mentioned above, and also point to some drawbacks or problems experienced during the foreign exchange. The data provides insights that may help better prepare future exchange participants, and also ways that the exchange experience can be leveraged in the language classroom to improve engagement and performance.

As of today (15th of August), QSR international have released a computer based software handling numerous, unorganized data such as interviews, pictures, sounds, audio files. These various types of data need to be organized to be analyzed. Regardless of numbers of participants, diverse data need to be managed economically to draw valid results. At this point, working with computer assisted qualitative data is an obligation not an option. This presentation focuses on critical elements of NVivo R1 in terms of ameliorating the qualitative data analysis as well as writing up. In line with QSR’s claim, functions introduced in this presentation will be connected with the previous research work in an effort to link between theory and practice of computer assisted qualitative data analysis. Specifically, studies on written corrective feedback using NVivo will be addressed, and the direction for future research will be sought.

Communication skill is one of the critical elements to establish interactive linkage among other countries around the world in this global era. Communication strategies are defined as linguistic approaches or devices that language learners can readily employ to reach particular communicative goals and to overcome linguistic deficiencies or problems in interlanguage communication (Sukirlan, 2014). Willingness to communicate regards as “the probability of engaging communication when free to choose to do so” (MacIntyre et al., 2014), with attributes including communication apprehension, perceived communication competence, introversion-extraversion, self-esteem, and so forth. The purpose of this research was to investigate the effect of communication strategy on tertiary EFL students’ willingness to communicate (WTC) and their strategy use. The experimental group (n=51) received 7-week communication strategy-based instruction. Both quantitative and qualitative data including self-report questionnaires on communication strategy and WTC, transcription of think-aloud protocols, strategy diary, and short memos were collected. Pre-and post- oral communication tasks are given to examine their actual use of CS. The eight strategies, such as code-switching, appeal for assistance, non-verbal, word coinage, avoidance, exemplification, approximation and circumlocution were introduced through the strategy-based instruction in a college language classroom setting. The results showed that SBI of communication strategy had a positive impact on their WTC and strategy use. Specifically, there is a significant increase in the use of three coping strategies to overcome EFL speakers’ linguistic deficiency including approximation, word-coinage, and code-switching after 7 weeks of CS training. On the other hand, there is no statistical difference in the use of avoidance, exemplification, and literal translation. This session will provide pedagogical implication as well.

There have been many heated debates about the definitions of some near- synonyms. In particular, it is very difficult for English non-native speakers to distinguish among English synonyms and use them in appropriate contexts even if we look up the meanings in an English dictionary, which are sometimes more confusing. The objective of this study is to explore the distinctions between Destiny and Fate by means of ‘Binary Opposition(BO) Strategies’ proposed by Kim(2015). The basic idea of BO is that in order to distinguish sharply and effectively between a pair of near-synonyms, it is necessary to focus on a pair of (contextual) BO features, such as [actual vs. non-actual], [cause vs. effect], [controllable vs. uncontrollable] and [changeable vs. unchangeable] ect., and identify the critical differences between them. This demonstrates that in the case of non-interchangeable uses, ‘destiny’ and ‘fate’ are distinguished in the context by BO features like 1)[+divine vs. -divine](which means destiny can be influenced by man’s actions, whereas fate is seen as divinely planned), 2)[+controllable vs. -controllable](which means destiny is like an appointment you can make or change, whereas fate is like death you cannot avoid), 3)[+changeable vs. -changeable](which means while destiny is something we can actively shape and change. whereas fate is based on the notion that there is a natural order in the Universe which cannot be changed, no matter how hard we try, and 4)[future vs. past](which means destiny relates to the probable to almost certain future, whereas fate relates to events of the past).

In English, the meaning of concessivity in conditionals is usually expressed by using the focus particle even with the antecedent of the conditional which is headed by if, as shown in (1): (1) Even if John is a doctor, I will not trust him. Guerzoni and Lim (2007) claim that even in conditionals, which is responsible for concessivity, is the same even that we can find in examples like (2): that is, even in even if is a focus particle (Rooth 1985, a.o.) which is associated with a focus and introduces projective content (Tonhauser et al. 2013, a.o.) which I will call presuppositions just for simplicity. Furthermore, Guerzoni and Lim show that we can explain the difference in meaning between two types of concessive conditionals, standing-if (3a) and introduced-if (3b) (which are distinguished with respect to whether the factivity of the consequent is guaranteed or not, as indicated below: see Pollock 1976 and Bennett 1982, a.o.) in a compositional way, depending on the position of focus associated with even. (2) Even [John]f can lift the table. (3) a. Standing-if: Even if John drank [one ounce]f of whiskey, she would fire him. ~> If John did not drink whiskey at all she would not fire him. b. Introduced-if: Even if the bridge were standing I wouldn’t cross. ~> I wouldn’t cross the bridge, anyway. Based on this, in this presentation I first show that, in English, there are conditionals which express concessivity even though there is no overt even. To do so, I use Sejong English-Korean Parallel Corpus, from which I find some examples of English conditionals whose Korean counterparts can be understood as expressing concessivity, as in (4), given that Korean tends to express concessivity more explicitly: (4) a. If not considered to be good manners in Korea, individualism is frowned upon in Russia as well. b. 한국처럼 심하지는 않지만 러시아에도 개인주의가 좋지 않은 시선을 받는다. (RB0421) After showing that in English there are concessive conditionals without even, I try to generalize the notion of concessivity in conditionals in terms of the unlikelihood of the causal relation between the antecedent and the consequent (cf. see König 1986), and explain this kind of conditionals in a compositional way by assuming a covert focus particle corresponding to overt even (see also Heim 1984 and Guerzoni 2004, where minimizers such as lift a finger are analyzed in terms of covert even).