Earticle

Z세대는 모바일 기기의 사용이 일상화되어 있고, 이러한 경향은 특히 스마트폰을 통한 학습 도구의 활용 가능성을 높이고 있다. 본 연구는 인공지능(AI) 기반의 모바일 애플리케이션이 한국어를 사용하는 영어 학습자(KSL)의 언어 학습 동기와 언어발달에 미치는 영향을 조사하였다. 실험은 한국인 대학생 74명을 통제 집단(25명); 4주간 한국인 발화의 영어(KoE)에 대한 강의를 들은 형태 중심 집단(25명); 4주간 KoE 강의와 함께 모바일 애플리케이션을 활용한 발음 훈련을 실시한 AI 앱 처치 집단(24명)으로 구분하여 진행하였다. 준실험적 설계를 통해 사전, 사후, 지연된 사후 듣기 실험을 실시하여 명료도를 평가하였으며, 10주 간격으로 사전 및 사후의 학습 동기와 태도에 관한 설문(Gardner, 1985)을 수행하였다. 연구 결과에 따르면, AI 앱을 이용한 발음 연습이 L2 듣기 능력(언어적 수준)과 동기 수준(정서적 영역)을 향상시켰다. 특히, 자음을 구별하는 능력에서 학습 용이성이 높은 결과가 확인되었다. 본 연구의 결과는 L2 교육 및 학습애서 AI 앱을 이용한 발음 연습의 활용도를 제고하기 위한 향후 연구에 기여할 것으로 기대된다.

This study investigated an artificial intelligence (AI)-assisted mobile application’s effects on both motivation and development in Korean-speaking English learners (KSLs). We addressed three research questions: whether implementing AI apps, such as Google Assistant in L2 pronunciation training (1) enhances L2 listening proficiency, (2) increases L2 learning motivation, and (3) enhances extracting learnable phonological features. Three intact classes of KSLs (N = 74) were assigned to three groups: control (N = 25); a form-focused group that received a four-week explanation of Korean-accented English (KoE) (N = 25); and an AI app treatment group that received four weeks of mobile application pronunciation training in addition to the KoE explanation (N = 24). We conducted a quasi-experimental design with pre-, post-, and delayed post- listening tests on speech perception. In addition, we administered two questionnaires adopted from the Attitude and Motivation Test Battery (Gardner, 1985) ten weeks apart using a pre- and post-test design. Our results indicated that the mobile-assisted pronunciation practice improved L2 listening proficiency (linguistic level) and motivational level (affective domain). The findings confirmed that the ability to distinguish between consonant related features is readily learnable, suggesting that pronunciation practice using AI apps should be encouraged in L2 teaching and learning.

하이퍼텍스트는 학습자와 기기 간 상호작용을 통해 다양한 정보에 접근하게 해 주는 학습 보조 도구로서, 최근의 컴퓨터 활용 학습 환경에서 중요한 역할을 하고 있다. 그러나 초등학교 학생들이 영어 읽기 과정에서 온라인 하이퍼텍스트 자료를 활용하는 방식에 대한 연구는 부족한 상황이다. 이에 본 연구는 세 명의 초등학생이 영어 지문을 읽을 때 네이버 영어사전, 네이버 백과사전, 유튜브와 같은 하이퍼텍스트를 사용하는 과정을 질적연구 방법을 통해 살펴보았다. 총 16회의 읽기 세션이 진행되었으며, 각 세션 후에는 인터뷰를 통해 학생들이 어떤 하이퍼텍스트 자료를 무슨 목적을 위해 사용하는지 조사했다. 연구 결과, 학생들은 주로 영어 읽기 과정에서 어려운 어휘의 의미를 확인하고 부족한 배경지식을 채우기 위해 하이퍼텍스트 자료를 활용했으며, 연구 진행 기간 동안 최적의 하이퍼텍스트 유형을 선택하여 필요한 정보를 효율적으로 찾는 능력이 신장되었음을 확인할 수 있었다. 특히, 하이퍼텍스트 자료와의 성공적인 상호작용을 통해 학생들의 영어 읽기 자신감과 자아 효능감이 높아졌다. 본 연구는 한국 초등학생들이 영어 읽기 과정에서 하이퍼텍스트를 활용하는 방식을 조명함으로써, 어린 학습자의 연령에 적합한 온라인 하이퍼텍스트 자료의 활용이 제2 언어 영어 읽기 능력 발달에 기여할 수 있다는 교육적 시사점을 제공한다.

Hypertext plays an important role in modern computer-assisted learning environments by providing interactive navigation to diverse information resources. However, limited research has explored how young readers use hyperlinked online resources in English reading contexts. This study aims to fill this gap by qualitatively investigating the usage patterns of hyperlinked online resources among Korean elementary school students. Three 6th-grade students participated in sixteen sessions, engaging with English expository texts supplemented by three online resources: Naver English Dictionary, Naver Encyclopedia, and YouTube. Post-reading interviews were conducted to explore the students’ purposes for using hyperlinked resources during reading. The findings reveal that students primarily used these resources to address cognitive challenges in English reading, particularly lexical difficulties and limited background knowledge. Furthermore, they developed strategies to navigate and select the most appropriate information resources according to their specific needs. Importantly, successful interactions with hyperlinked online resources fostered positive emotions and increased self-confidence in reading. This study provides insights into how young learners engage with hypertext, offering pedagogical implications for enhancing L2 English reading development through age-appropriate hyperlinked online resources.

이 연구의 목적은 한국의 한 고등학교에서 AWE 프로그램을 사용하는 것이 교사의 피드백과 학습자의 글쓰기 수행에 미치는 영향을 조사하는 것입니다. 26명의 학생들은 AWE 프로그램과 교사로부터 통합적인 피드백을 받는 그룹과 교사로부터 통합적인 피드백을 받는 그룹으로 나뉘었습니다. 그 결과 AWE 프로그램을 사용하면 교사가 제공하는 피드백의 양이 줄어들어 피드백에 소요되는 시간과 노력이 감소하는 것으로 나타났습니다. 구체적으로, 하위 수준의 피드백을 제공하는 데 있어 교사의 부담이 상당히 완화되었습니다. AWE 프로그램은 문법과 철자 오류를 수정하는 데 탁월했고, 교사는 상황별 문제에 초점을 맞추었습니다. 다섯 가지 분석적 글쓰기 특징에 대한 학생들의 에세이를 분석한 결과, 통합적 피드백 그룹은 전체 분석적인 쓰기 점수에 유의미한 차이가 없었지만 어휘와 표기법에서 유의미한 향상을 보였고 교사 전용 그룹은 조직에서 유의미한 향상을 보였습니다. 그 결과를 바탕으로 추가적인 교육학적 제안과 시사점을 논의합니다.

The purpose of this study is to investigate the impact of using an Automated Writing Evaluation (AWE) program in a Korean high school on both teacher feedback and learner writing performance. Twenty-six students were divided into two groups: one receiving integrated feedback from the AWE program and the teacher, and the other receiving feedback solely from the teacher. Results indicated that using the AWE program reduced the quantity of feedback provided by the teacher, thus decreasing the time and effort required for feedback. Specifically, the teacher’s burden in providing lower-level feedback was significantly alleviated. The AWE program excelled in correcting grammar and spelling errors, while the teacher focused on context-specific issues. Analysis of students’ essays on five analytic writing features revealed that, although there were no significant differences in overall analytic writing scores between groups, the integrated feedback group showed significant improvement in vocabulary and mechanics, whereas the teacher-only group improved in organization. Further pedagogical suggestions and implications are discussed based on the results.

This study investigated the influences of teacher support on English as a Foreign Language (EFL) learners’ engagement. 567 Chinese undergraduates were recruited and completed a battery of questionnaires. The quantitative results showed that the participants reported medium to high levels of perceived teacher support and English learning engagement. No significant gender differences were found in the participants’ perceived teacher support and engagement. The structural equation modeling results revealed that informational support positively predicted behavioral, emotional, and cognitive engagement; appraisal support imposed positive predictive effects on behavioral engagement. These findings indicate the significance of providing appropriate support to EFL students and offer insights to enhance students’ learning engagement.

本研究调查了教师支持对英语作为外语（EFL）学习者参与度的影响。研究招募了567名中国本科生，他们填写了一系列问卷。定量结果显示，参与者报告了中等到较高水平的教师支持感知和英语学习参与度。研究发现，参与者在教师支持和学习参与度方面没有显著的性别差异。结构方程模型结果揭示，信息支持对行为、情感和认知参与有正向预测作用；而评估支持对行为参与具有正向预测效应。这些发现表明了EFL学生提供适当支持的重要性，并为提升学生的学习参与度提供了启示。

This study investigates the effect of vocabulary learning strategies on vocabulary knowledge, considering learners' proficiency levels, cognitive style, and language aptitude. A total of 84 Japanese learners completed a questionnaire on vocabulary learning strategies, a language aptitude test, a modified group embedded figures test, and a vocabulary knowledge test. The findings indicate that variations in vocabulary acquisition techniques are impacted by learners' proficiency levels, cognitive style, and language aptitudes. High-proficiency learners used indirect strategies more frequently, while low-proficiency learners' vocabulary knowledge was more strongly associated with direct strategies. Cognitive style had a negative effect on the use of indirect strategies, and field-dependence indirectly influenced vocabulary knowledge through indirect strategies in high-proficiency learners. Language aptitude had a positive effect on the use of direct strategies, which indirectly impacted vocabulary knowledge in low-proficiency learners. The study suggests that vocabulary learning strategies and knowledge are significantly influenced by learners' proficiency, cognitive style, and language aptitude. These findings highlight the importance of considering individual differences in shaping vocabulary learning strategies and their relationship to proficiency. To ensure effective vocabulary learning, it is crucial for educators to teach a variety of strategies accounting for learners' proficiency, cognitive style, and language aptitude.

本研究は、学習者の習熟度、認知スタイル、言語適性を考慮し、語彙学習方略が語彙知識に及ぼす影響を調査することを目的とする。84名の日本人学習者を対象に、語彙学習方略に関する質問紙調査、言語適性テスト、集団埋没図形テスト、語彙知識テストを実施した。その結果、学習者の習熟度、認知スタイル、言語適性によって用いる語彙学習方略が異なることが明らかになった。習熟度が高い学習者は間接的ストラテジーをより頻繁に使用し、習熟度が低い学習者は直接的ストラテジーを多用していた。また、場依存型の認知スタイルは間接的ストラテジーを介して語彙知識に影響を及ぼした。さらに、習熟度が低い学習者の場合は、言語適性が直接的ストラテジーの使用に正の影響を与え、間接的に語彙知識に影響を及ぼすことが示された。本研究の結果は、語彙学習方略と語彙知識が学習者の習熟度、認知スタイル、言語適性によって大きく左右されることを示唆しており、語彙学習方略の形成と習熟度との関係において個人差を考慮する重要性を強調している。効果的な語彙学習を促進するためには、教師が学習者の習熟度、認知スタイル、言語適性を考慮した多様なストラテジーを教えることが極めて重要である。

Recent studies have validated the effect of shadowing on the improvement of the second language (L2) listening skills, particularly regarding bottom-up processing. However, the optimal number of repetitions for successful shadowing training has not been revealed. The aim of the study was to reveal whether more than five repetitions could be the optimal number for shadowing. To achieve this, the present study conducted shadowing-based lessons and collected the following data: listening and sorting tests, records of shadowing repetitions inside and outside the classroom, and the shadowing strategy questionnaire. The participants were 72 Japanese university students majoring in nursing. Accordingly, learners who performed a higher number of repetitions achieved higher accuracy in the post listening test. Furthermore, as the number of lessons increased, learners with more repetitions gradually began to pay attention to meaning during shadowing. Pedagogically, the research findings suggest that increasing training volume may be necessary to effectively improve L2 listening skills through shadowing.

近年の研究において、シャドーイングが第二言語（L2）のリスニングスキル、特にボトムアップ処理スキルの改善に効果があることが検証されている。しかし、シャドーイングトレーニングにおける最適な反復回数は依然として明らかにされていない。本研究の目的は、5回以上の反復がシャドーイングの最適な回数であるかどうかを明らかにすることであった。この目的を達成するため、本研究はシャドーイングに基づく授業を実施し、リスニングテスト、並び替えテスト、教室内外でのシャドーイング反復回数の記録、そしてシャドーイング方略に関するアンケートを実施した。参加者は、看護学を専攻する日本語母語の大学生72名であった。結果、反復回数が多い学習者は、事後リスニングテストにおいて高い正答率を記録する傾向にあった。また、授業回数が増えるにつれて、反復回数の多い学習者は徐々にシャドーイング中に意味に注意を払うようになることが明らかになった。教育的示唆として、L2リスニングスキルを効果的に向上させるために、より多くのシャドーイングの繰り返しが必要である可能性を示唆した。

One of the overlooked reasons behind the low performance in English for Saudi learners has been linked to feelings of anxiety that are often prevalent in English classes. This study delves into the complexities of Foreign Language Classroom Anxiety (FLCA) among Saudi university students which includes assessing its prevalence, underlying components, and the influence of gender and year level within the Saudi educational context. The research investigates FLCA using a widely utilized tool, providing a revisit to the components’ structure using EFA and CFA approaches to better capture underlying structure of FLCA experienced by Saudi EFL students. The investigation involved male and female university students, unveiling a moderate overall FLCA level, as indicated by an average mean of μ = 3.07. The primary component eliciting Foreign Language (FL) anxiety among Saudi students appears to be ‘performance anxiety.’ The research also highlights gender differences, indicating higher anxiety levels among females. Despite these differences, no significant differences in overall anxiety between genders is observed. The results, however, showed statistically significant differences in overall FLCA scores among the four levels where second-year students exhibit the highest anxiety levels. An analysis of FLCA sub-dimensions reveals a significant difference in Speech Anxiety factor between second-year students and other year levels. This study contributes to the understanding of FLCA among Saudi university students, shedding light on key anxiety components and highlighting the influence of gender and year level on FLCA. It offers insights into cultural and educational implications within Saudi Arabia's academic landscape such as incorporating activities like peer reviews, collaborative group work, scaffolding and peer mentoring program and anonymous feedback sessions to help alleviate students' anxiety.

اًبلاغ يتلا قلقلا رعاشمب طبترت نییدوعسلا نیملعتملا نیب ةیزیلجنلإا ةغللا يف ءادلأا فعض ءارو اھنع يضاغتلا مت يتلا بابسلأا ىدحإ ملعت قلق تادیقعت يف ةساردلا هذھ قمعتت .ةیزیلجنلإا ةغللا لوصف يف دوست امةیبنجلأا ةغللا (FLCA) ،نییدوعسلا تاعماجلا بلاط نیب يف ةساردلا ثحبت .يدوعسلا يمیلعتلا قایسلا نمض ةیساردلا ةنسلاو سنجلا ریثأتو ،ةیساسلأا ھتانوكم ،هراشتنا ىدم مییقت ىلع لمشتودختساب لماوعلا ةینب ةسارد ةداعإ عم ،عساو قاطن ىلع ةدمتعم ةادأ مادختساب ةیبنجلأا ةغللا ملعت نع جتانلا قلقلا يلماعلا لیلحتلا بیلاسأ مايفاشكتسلاا (EFA) يدیكوتلا يلماعلا لیلحتلاو (CFA) ةیبنجأ ةغلك ةیزیلجنلإا ةغللا بلاط ھھجاوی يذلا قلقلل يساسلأا لكیھلا مھفل (EFL) وتسم نع تفشكو ،تاعماجلا نم تابلاطو اًبلاط ةساردلا تلمش ثیح .لضفأ لكشب ةیدوعسلا يف غلب ثیح ،لدتعم ماع قلق ىطسوتملا μ = 3.07 قلق" وھ ةیبنجلأا ةغللا ملعت يف نییدوعسلا بلاطلا ىدل قلقلا ریثی يذلا يساسلأا نوكملا نأ ةساردلا تدجو دقل . ،قورفلا هذھ نم مغرلا ىلع .قلقلا نم ىلعأ تایوتسم ثانلإا ترھظأ ثیح ،نیسنجلا نیب قورفلا ىلع ءوضلا ةساردلا طلست امك ."ءادلأا ًایئاصحإ ةلاد قورف ظحلاُت مل تاجرد يف ةیئاصحإ ةللاد تاذ قورف دوجو جئاتنلا ترھظأ ،كلذ ىلا ةفاضإ .نیسنجلا نیب ماعلا قلقلا يفعبلأا لیلحت فشكی ثیح .قلقلا تایوتسم ىلعأ ةیناثلا ةنسلا بلاط رھظأ ثیح ،ةعبرلأا ةیساردلا تاونسلا نیب ةیبنجلأا ةغللا ملعت قلق دا نمكت .ةیساردلا تاونسلا ةیقبو ةیناثلا ةنسلا بلاط نیب "ثدحتلا قلق" لماع يف ریبك قرف دوجو نع ةیبنجلأا ةغللا ملعت قلقل ةیعرفلا تانوكم ىلع ءوضلا طلستو ،نییدوعسلا تاعماجلا بلاط نیب ةیبنجلأا ةغللا ملعت قلق مھف يف ةساردلا هذھ مھست :يلی امب ةساردلا ةیمھأا قلقلا ةساردلا مدقت امك .قلقلا اذھ ىلع ةیساردلا ةنسلاو سنجلا ریثأت زربتو ةیسیئرل يمیداكلأا دھشملا يف ةیفاقثو ةیوبرت تاساكعنا ةفاضلإاب ،نارقلأا نیب داشرلإا جماربو ،يجیردتلا معدلا ،ينواعتلا يعامجلا لمعلاو ،نارقلأا نیب تاعجارملا ةطشنأ جمد لثم ،يدوعسلا تلا تاسلج ىلإبلاطلا

Learner autonomy is a multidimensional and complex concept that has attracted immense research attention in both Western and Asian contexts. The majority of this research focused on privileged environments neglecting underprivileged contexts, where learner autonomy has been recognised as a rescue strategy. Simultaneously, most research addressed either student or teacher perceptions on learner autonomy development in a single study. This study addressed the aforementioned gaps, by investigating EFL teachers’ and students’ perceptions about the prospects and barriers in the promotion of learner autonomy in disadvantaged Indonesian secondary schools. It adopted a phenomenological qualitative approach comprising 32 interviews with EFL teachers and focus groups with 30 EFL learners. Findings revealed that both teacher and student participants identified socioeconomic factors as the most prominent hindrance comprising limited access to learning resources and limited time to conduct autonomous learning. Moreover, a notable disparity emerged in the teachers’ and students’ perceptions of the enabling factors for promoting autonomy. The students were more optimistic about the feasibility of developing learner autonomy, acknowledging several enabling factors compared to their teachers. The study provides practical implications for designing appropriate teacher training to address the needs of many similar underresourced teaching environments.

Otonomi pebelajar adalah konsep multidimensi dan kompleks yang telah menarik perhatian banyak penelitian di konteks Barat dan Asia. Mayoritas penelitian ini berfokus pada konteks lingkungan yang maju dan memiliki hak istimewa namun mengabaikan konteks yang kurang mampu, di mana otonomi pebelajar telah diakui sebagai strategi penyelamatan. Secara bersamaan, sebagian besar penelitian membahas persepsi siswa atau guru saja dalam satu studi tentang pengembangan otonomi pebelajar. Penelitian ini merujuk pada kesenjangan yang disebutkan di atas, dengan mengeksplorasi persepsi guru dan siswa yang yang mempelajari Bahasa Inggris sebagai bahasa asing tentang prospek dan hambatan dalam meningkatkan otonomi pebelajar di sekolah menengah tertinggal di Indonesia. Penelitian ini mengadopsi pendekatan kualitatif fenomenologis yang terdiri dari 32 wawancara dengan guru Bahasa Inggris dan wawancara kelompok dengan 30 pelajar. Temuan menunjukkan bahwa baik guru maupun siswa mengidentifikasi faktor sosial ekonomi sebagai hambatan terbesar yang terdiri dari terbatasnya akses terhadap sumber belajar dan terbatasnya waktu untuk melakukan pembelajaran mandiri. Namun, kesenjangan yang mencolok muncul pada persepsi kedua kelompok partisipan ini terkait faktor pendukung dalam implementasi otonomi pebelajar. Hal ini terkonfirmasi dalam persepsi kedua kelompok partisipan tersebut mengenai kelayakan implementasi otonomi pebelajar ini. Dalam hal faktor pendukung untuk meningkatkan otonomi, siswa lebih optimis mengenai kemungkinan mengembangkan otonomi pebelajar, dan menyatakan beberapa factor pendukung dibandingkan dengan guru mereka. Studi ini memberikan implikasi praktis untuk pelatihan guru yang sesuai untuk memenuhi kebutuhan banyak lingkungan pengajaran yang kekurangan sumber daya.

본 연구는 영어를 학습하는 초등학생들의 읽기능력에 영향을 미치는 하위 기술들을 평가하였다. 이에는 비단어와 단어 읽기, 독해 능력, 단어 및 문법 지식, 그리고 읽기이해력이 포함되었다. 한국의 여섯 공립 초등학교에서 307명의 6학년 학생이 참여하였으며 프로파일 분석을 사용하여 학생들은 각각 독특한 독해 패턴을 나타내는 다섯 가지 프로파일로 그룹화하였다. 특히 9.1%의 학생으로 이루어진 프로파일 1은 기본 해독 및 이해 능력이 부족한 것으로 나타났다. 이 연구는 성별, 학년, 도시 거주 여부, 사회경제적 지위, 부모 교육 수준, 영어 책 소유 여부, 추가 교육, 영어에 대한 관심과 같은 사회문화적 요인이 읽기능력에 영향을 미친다는 것을 밝혔으며 영어 학습에서 사회문화적 요인과 내재적 동기 부여의 중요한 역할을 시사한다.

This study comprehensively evaluated the subskills contributing to English reading ability of EFL elementary school students, including non-word and word reading, reading fluency, word and grammar knowledge, and reading comprehension. The study's participants were 307 6th graders from six public elementary schools in Korea. Using profile analysis, the study classified students into five distinct groups, each with unique patterns of reading proficiency. Profile 1, the lowest level, included 9.1% of students who lacked fundamental decoding and comprehension skills. The study's findings highlighted the influence of various sociocultural factors in an EFL context, such as gender, grade, metropolitan residence, socioeconomic status, parental education, English book ownership, supplementary education, and interest in English, on reading abilities. These findings also underscored the role of sociocultural factors and learners’ motivation in English learning.