Earticle

본 연구는 개인의 특성을 중심으로 한국 특성화 고등학교 학생들의 제2언어 읽기 능력을 다양한 프로파일로 분류하고, 시간에 따른 전이 양상을 알아보는 데 목적이 있다. 잠재전이분석으로 3개월 동안 온라인 일대일 영어 학습에 참여한 학생들의 영어 읽기 능력이 4개의 개별적인 특성을 기준으로 프로파일을 분류하고 특정 프로파일 집단에 속한 학생들이 어떻게 변화하는지 변화의 양상을 살펴보았다. 연구 결과는 영어 능숙도가 비슷하다고 간주되기 쉬운 학생들의 영어 능력의 이질성을 보여주었으며, 같은 프로파일에 속한 학생들의 변화 양상에서 나타나는 미묘한 차이를 보여주었다. 또한 3개월에 걸친 집중적인 영어 학습을 통해서 상대적으로 낮은 영어 능숙도를 가진 학생들이 의미 있는 수준의 영어 능숙도를 향상시킬 수 있다는 점을 보여주었다. 위와 같은 결과들은 개별화 맞춤형 학습의 중요성과 제 2 언어로 영어교육과 학습에서 개별 변수가 아닌 총체적인 학생 능력 중심의 분석과 증거를 기반으로 중장기 전이의 양상을 살펴볼 필요성을 제시한다.

The primary objectives of the present study were to discern the transitional patterns of L2 reading comprehension abilities exhibited by diverse profiles of EFL Korean vocational high school students, using a person-centered analytical approach. Employing latent transition analysis, four distinct profiles were enumerated, with subsequent exploration focusing on their shifts based on those profiles throughout three months of online one-on-one intervention. The findings unveiled heterogeneity with the group of students ostensibly similar levels of English proficiency. Furthermore, different transitional patterns across the identified profiles served to accentuate the nuanced progress achieved over the intervention duration. This illustrates possible improvements of relatively lower-level students to higher levels within a short period. These results, altogether, highlight the imperative for tailored instruction and more specific and evidence-based standards to guide students and teachers in L2 English learning and pedagogical practices.

This descriptive corpus-based study aimed to investigate EFL students’ use of English lexical collocations in their academic writing. The study included 120 freshmen majoring in English Studies at a state university in the southern region of Vietnam. Corpus-based tools, specifically Sketch Engine and the Corpus of Contemporary American English, were primarily employed to categorize and assess the appropriateness of collocations expressed in the students' essays. Additionally, in order to delve deeper into research-related matters, a Likert scale survey embedded with two open-ended questions was administered to the participants. The findings obtained from both quantitative and qualitative analyses of the collected data indicated that the students most frequently utilized adjective + noun collocations in their academic essays. However, the types of collocations that seemed to pose the most challenges for their usage were noun + noun, adjective + noun, and verb + adverb collocations. This was largely attributed to their limited vocabulary size, lack of collocational knowledge and learning strategies, and L1 negative transfer, which resulted in their misuse and incorrect selection of English collocations. Based on the research outcomes, important pedagogical implications have been further discussed for effective teaching and learning of English collocations to benefit EFL students’ academic writing.

This descriptive corpus-based study aimed to investigate EFL students’ use of English lexical collocations in their academic writing. The study included 120 freshmen majoring in English Studies at a state university in the southern region of Vietnam. Corpus-based tools, specifically Sketch Engine and the Corpus of Contemporary American English, were primarily employed to categorize and assess the appropriateness of collocations expressed in the students' essays. Additionally, in order to delve deeper into research-related matters, a Likert scale survey embedded with two open-ended questions was administered to the participants. The findings obtained from both quantitative and qualitative analyses of the collected data indicated that the students most frequently utilized adjective + noun collocations in their academic essays. However, the types of collocations that seemed to pose the most challenges for their usage were noun + noun, adjective + noun, and verb + adverb collocations. This was largely attributed to their limited vocabulary size, lack of collocational knowledge and learning strategies, and L1 negative transfer, which resulted in their misuse and incorrect selection of English collocations. Based on the research outcomes, important pedagogical implications have been further discussed for effective teaching and learning of English collocations to benefit EFL students’ academic writing.

Scheduling practice sessions to create a spacing effect enhances L2 pronunciation and fluency. Such manipulation of practice sessions is also conducive to better L2 vocabulary and grammar retention. Blocking and interleaving are task manipulation methods widely discussed in recent times as effective methods of L2 teaching. The present study measured the difference in the effect of these two methods on the enhancement of English pronunciation and fluency and on the retention of English vocabulary and grammar by keeping Indian adolescent ESL learners (N=64) under blocked and interleaved conditions during a three-month-long speaking proficiency training program in English. Three tests were conducted during the program to assess the differences in speech performance. Speech samples collected from the participants at different stages of the program were evaluated in pronunciation, fluency, vocabulary, and grammar by four external assessors. The test scores collected in these tests were analyzed using repeated measures ANOVA. Although the blocked group produced oral responses in English that exhibited a bit more flexibility, appropriacy, and complexity in word choice as well as sentence construction and less phonological error and hesitation, the study recorded no statistically significant differences in the effect of these two methods on the English speaking proficiency of the participants.

এটা ব্যৱধান 􀏕ভাৱ সৃ􀎜􀑭 কিৰবৈল অনুশীলন অিধেবশনসমূহৰ সময়সূচী িনধর্াৰণ কিৰেল L2 উ􀐗াৰণ আ􁃋 সাৱলীলতা বৃ􀎝􀐴 পায়। অনুশীলন অিধেবশনৰ এেন েহতািল েখলােটাও উ􀑂ত এল ২ শ􀑏ভা􀐦াৰ আ􁃋 ব্যাকৰণ ধিৰ ৰখাৰ বােব অনুকূল। 􀑓ক আ􁃋 ই􀐻াৰিলিভং ৈহেছ কাযর্্য েহতািল েখলা প􀐴িত িযেবাৰক েশহতীয়াৈক এল ২ পাঠদানৰ ফল􀏕সূ প􀐴িত িহচােপ ব্যাপকভােৱ আেলাচনা কৰা ৈহেছ। ভাৰতীয় িকেশাৰ ই এছ এল িশ􀏠াথ􀎻সকলক (N=64) িতিন- ইংৰাজী ভাষাত মাহেজাৰা বক্তৃতা দ􀏠তা 􀏕িশ􀏠ণ কাযর্সূচী। কাযর্সূচীৰ সময়ত বাক্যৰ 􀏕দশর্নৰ পাথর্ক্য মূল্যায়নৰ বােব িতিনটা পৰী􀏠া কৰা ৈহিছল। কাযর্সূচীৰ িবিভ􀑂 পযর্ায়ত অংশ􀏂হণকাৰীসকলৰ পৰা সং􀏂হ কৰা বক্তৃতাৰ নমুনাসমূহ উ􀐗াৰণ, সাৱলীলতা, শ􀑏ভা􀐦াৰ আ􁃋 ব্যাকৰণৰ ে􀏠􀏏ত চািৰজন বািহ্যক মূল্যায়েক মূল্যায়ন কিৰিছল। এই পৰী􀏠াসমূহত সং􀏂হ কৰা পৰী􀏠াৰ ন􀑗ৰসমূহ পুনৰাবৃি􀐫মূলক পদে􀏠প ANOVA ব্যৱহাৰ কিৰ িবে􀑫ষণ কৰা ৈহিছল। যিদও 􀑓ক কৰা েগাটেটােৱ ইংৰাজী ভাষাত েমৗিখক সঁহািৰ উৎপ􀑂 কিৰিছল িযেয় শ􀑏 বাছিনৰ লগেত বাক্য িনমর্াণৰ ে􀏠􀏏ত অলপ েবিছ নমনীয়তা, উপযু􀐅তা আ􁃋 জ􀎜টলতা 􀏕দশর্ন কিৰিছল আ􁃋 কম 􀐹িনতা􀎝􀏬ক ভ􀎦ল আ􁃋 ি􀐵ধােবাধ, অধ্যয়নেটােৱ এই দুটা প􀐴িতৰ 􀏕ভাৱৰ ে􀏠􀏏ত েকােনা পিৰসংখ্যাগতভােৱ 􁃕􁃋􀐯পূণর্ পাথর্ক্য িলিপব􀐴 কৰা নািছল অংশ􀏂হণকাৰীসকলৰ ইংৰাজী েকাৱাৰ দ􀏠তা।

본 연구는 지금까지 한국의 영어 교육 분야에서 발표된 챗봇 관련 연구들의 주제 동향을 탐색하고, 시간의 흐름에 따라 연구 주제의 변화를 확인하고자 실시되었다. 본 연구의 목표를 달성하기 위해 학술지 논문을 중심으로 관련 문헌을 선별하여 수집하였다. 그 결과 93편의 학술 논문이 최종 분석 대상으로 선정되었다. 아울러, 분석 대상 논문에서 제목과 초록을 추출하였으며, 이를 바탕으로 토픽 모델링 기법을 활용하여 챗봇 관련 연구들의 주제 동향 및 시간에 따른 주제 변화 추이를 관찰하였다. 본 연구 결과를 정리하면 다음과 같다. 첫째, 한국의 영어 교육 분야에서 실시된 챗봇 관련 연구들은 주로 학생들을 대상으로 하고 있으며, 사용된 챗봇 유형은 당시의 기술 동향이 반영되고 있는 것으로 나타났다. 둘째, 토픽 모델링 분석을 통해 "다양한 목적을 위한 챗봇의 다면적 응용(주제 1)", "챗봇 사용의 효과와 사용자 인식 이해(주제 2)", "챗봇 중심 과업, 과업 별 챗봇 개발 및 학습자-챗봇 상호작용(주제 3)"의 세 가지 연구 주제 동향이 관찰되었다. 셋째, 해당 주제들의 시간적 변화 추이를 살펴본 결과, 주제1의 비중은 시간이 지남에 따라 증가하는 추세를 보였고, 주제2는 반대로 감소하는 추세를 보였다. 주제3에서는 시간의 흐름에 상관없이 일관되게 낮은 관찰 빈도가 목격되었다. 본 연구는 한국의 영어 교육 맥락을 바탕으로 수행되었으나, 한국을 포함하여 유사한 외국어 학습 배경을 공유하는 학문 공동체에 역시 영어 교육에서의 효과적인 챗봇 통합을 위해 필요한 향후 연구 주제에 대해 다양한 방향과 지침을 제공해줄 수 있다.

This study aimed to investigate the specific topics of scholarly inquiries related to a chatbot within the domain of English pedagogy in South Korea and to track the changes in these topics over time. To achieve this goal, rigorous criteria were established to screen and gather relevant literature, resulting in the selection of 93 scholarly articles. From these articles, titles and abstracts were extracted and analyzed using topic modeling techniques. The findings of this investigation are as follows: first, it was observed that most chatbot-related scholarly articles in Korea predominantly involved students as subjects, and the types of chatbots used reflect sensitivity to current technological trends. Secondly, the topic modeling analysis identified three main topics: "the multifaceted application of chatbots for various purposes (Topic 1)," "understanding the impacts and perceptions of chatbot use (Topic 2)," and "chatbot-centric tasks, the development of task-specific chatbots, and learner-chatbot interactions (Topic 3)." Lastly, the temporal trajectory of these topics revealed a noticeable increase in the proportion of Topic 1, a decrease in Topic 2, and a consistently low frequency of Topic 3. Despite being limited to the context of South Korean English pedagogy, these insights provide several academic implications. Specifically, the findings can help researchers better understand and identify future research areas within and beyond the South Korean English education context.

본 연구는 대면과 비대면 튜터-튜티 상호작용이 학생들의 작문 수정본과 인식에 미치는 영향을 살펴보고자 한다. 대면 튜터-튜티 상효작용과 이에 대한 학생들의 작문 수정본에 대한 연구들은 많았지만 코로나 19시대 이후, 대면에서 비대면으로의 전환이 빠르게 이루어지고 있는 시점에서 비대면 상호 작용이 대면 상호 작용과 어떤 차이가 있는지를 살펴볼 필요가 있다. 따라서 본 연구는 여덟 개의 대면, 비대면 작문 튜토리얼을 녹음하여 이를 면밀하게 비교 분석한 동시에, 이를 반영한 학생들의 작문 수정본을 그들의 초고와 비교함으로써 튜토리얼에서의 상호작용이 학생들의 작문에 미치는 영향을 살펴보았다. 더불어 학생들에게 인터뷰를 진행하여 대면과 비대면 튜토리얼에 대한 인식 또한 살펴보았다. 그 결과, 대면 튜토리얼이 비대면에 비해 훨씬 다양한 형태의 상호작용을 일으켰으며, 더 많은 피드백을 반영하게 한 것으로 나타났다. 더욱이 튜토리얼의 모드에 상관없이 학생들은 더 많은 참여를 했을 경우 튜터 피드백을 더 많이 반영하는 것으로 나타났다. 그리고 대부분의 학생들은 대면 튜토리얼이 비대면에 비해 더 효과적인 것으로 판단하였다. 이러한 결과는 튜터들이 비대면에서도 학생들이 많이 참여할 수 있도록 독려할 필요가 있음을 시사한다.

This study explores the impact of online and offline tutor-tutee interactions on tutees’ revisions and perceptions. Previous research extensively examined face-to-face tutor-tutee interactions and their impacts on tutees' revisions. However, with the rapid shift away from face-to-face toward online interactions due to the COVID-19 pandemic, it is necessary to explore how online interactions differ from their offline counterparts. Thus, comparing eight online and eight offline tutorials, this study analyzed recordings of four tutors with their two tutees each, conducted both online and offline. This study also scrutinized tutees' first and last drafts to determine how these interactions affected the tutees' revised texts. Finally, exit questionnaires were conducted on the tutees to investigate their perceptions of online and offline tutorials. Findings reveal that offline tutorials exhibit more varied tutee involvement and lead to more incorporation of feedback; more interestingly, tutees were more likely to incorporate feedback when engaged in the tutorials, irrespective of the format. Notably, most tutees evaluated offline tutorials as more beneficial. These findings suggest that tutors should encourage tutee involvement in online tutorials as much as in offline tutorials to facilitate the incorporation of feedback in revisions.

The use of formulaic sequences (FSs) is reported to be an important factor in oral production as it helps speakers come across as fluent. Many studies have looked at the impact of FSs on fluency from a quantitative angle. Such studies focus upon the impact of the frequency of FSs upon fluency. However, less attention has been paid to the qualitative question of which kinds of FSs have particular salience in speaker fluency. In this study, I focus on a sub-category of FS called lexical phrases and report on how some of these have a greater effect on fluency than others. Data were collected from 34 EFL university students in Japan. Every week for five weeks they were asked to read a short passage and summarize it orally. They were also given a lecture on how they could use lexical phrases to improve their summaries. The results showed that it was the use of certain types of lexical phrases such as logical connectors and fluency devices in the form of sentence builders that were most salient in contributing to fluency. The study highlights the importance of teaching certain lexical phrases that contribute most to fluency in FL classrooms.

定型的言語表現（FS）の使用は、流暢に話すために役立つため、スピーキングで重要な要素であると報告されている。多くの研究は、FSが流暢性に与える影響を量的に研究している。そのような研究では、FSの頻度が流暢性に与える影響に焦点が当てられている。しかし、どのような種類のFSが流暢性に最も関係しているかという質的な問題については、あまり注目されてきていない。本研究では、レキシカル・フレイズ（lexical phrase）と呼ばれるFSのサブカテゴリーに焦点を当て、流暢性に特に影響を与えるlexical phrasesについて報告する。データは日本のEFL大学生34人から収集した。協力者は毎週5週間、短い文章を読み、それを口頭で要約した。また、要約を上達させるためlexical phrasesをどのように使えばよいかをレクチャーした。その結果、流暢さの向上に最も貢献したのは、センテンス・ビルダー（sentence builder）の形で使用されるロジカル・コネクター（logical connector）や沈黙を埋めるために使われるfluency deviceの使用であることがわかった。本研究は、FL教室において、流暢性に最も貢献する特定のlexical phrasesを教えることの重要性を示唆する。

Turnover is a long-recognized issue in the field of education, yet there are few studies investigating turnover intentions among language teachers. The aim of this study is to provide a better understanding of the factors associated with occupational and organizational turnover intentions among expat English-language teachers in Asia. 214 teachers participated by completing a survey measuring their occupational well-being, self-efficacy in teaching, intentions to leave their schools, and intentions to quit the profession. The survey also tracked gender, education backgrounds, teaching experience, and the types of workplaces. Multiple regression analysis indicated that well-being, self-efficacy, and demographic factors significantly predicted intentions to leave workplaces and quit the ELT profession. In both models, well-being was the largest factor predicting turnover intentions. With other variables held constant, a one-standard-deviation increase in wellbeing was associated with a 0.59-standard-deviation decrease in intentions to leave a workplace and a 0.52-standard-deviation decrease in intentions to quit the profession. These results lend credence to recent calls for increasing attention on well-being among language teachers.

The study aims at exploring cognitive factors that might have an impact on the effect of the use of ChatGPT as a writing feedback giving tool. Five Form four students in a Band two secondary school in Hong Kong participated in the study. In each meeting session, they were asked to write a writing task and revise it based on the feedback received from ChatGPT. To understand more about the cognitive processes involved when the feedback is processed, a stimulated recall interview was conducted after each revision process. In the fourth meeting, some questions regarding how they feel about the use of this kind of feedback were asked. Two factors were found to be related to the effectiveness of the WCF: (1) whether the feedback could be processed with understanding; (2) whether the learners can pay enough attention to the areas for improvement provided by the feedback the next time they write. Students generally value the use of feedback but admitted that sometimes failing to understand the feedback or pay enough attention to the language items targeted. Further research into the effect of ChatGPT as a writing feedback giving tool with variation can help teachers make pedagogical decisions to maximize the effect of the feedback.

這項研究旨在探討可能影響ChatGPT作為寫作反饋工具效果的認知因素。研究參與者為香港一所第二組別中學的五名中四學生。在每次會面中，他們被要求完成一項寫作任務，並根據從ChatGPT收到的反饋進行修改。為了了解反饋處理過程中涉及的認知過程，在每次修改過程後，學生均參加刺激回憶訪談。在第四次會面中，他們亦被問及對這種反饋使用感受。此項研究發現兩個與寫作反饋效果相關的因素：（1）反饋能否被理解；（2）學習者能否在下次寫作時，對反饋提供的改進方面，給予足夠的關注。學生們普遍重視反饋的使用，但承認有時無法理解反饋或未能足夠關注反饋所針對的語言項目。建議進一步研究ChatGPT作為寫作反饋工具及其不同的應用方法，有助於教師做出教學決策，以最大程度發揮反饋的效果。