2016, Vol.17, No.1

Modern English Education 2023 KCI Impact Factor : 1.55

pISSN : 1598-0782 / eISSN : 2586-6141
https://journal.kci.go.kr/meeso

The purpose of this study is to examine the major interactional practices of Korean elementary school English teachers (KESETs) under the circumstances of explaining various pedagogical tasks. To this end, eight in-service KESETs with various teaching experiences were recruited by personal contacts with elementary teachers’ local communities in Seoul and Gyeonggi. Data collection was conducted from mid May to late October, 2013. The sequential analysis was used as a main method for the analysis after detailed transcription. Major findings of the study are as follows: constantly insisting their initiations about the learning objectives; precisely breaking down the sequence of actions needed for learners to play the games; continuously confirming learners’ understanding by eliciting immediate responses from learners; simultaneously organizing learning environment so that learners could concentrate on the ongoing tasks. The findings of the study can be useful in understanding how KESETs perform the various kinds of pedagogical tasks in the course of interacting with their young learners.

Writing performance assessment is gaining momentum in the field of English education in Korea. Writing performance tests, however, are prone to subjective rating that may have adverse effects on the reliability of scores. Previous research recommended reinforced training and clearer scoring criteria. Rater training, however, is costly and demanding in the case of essay tests which require understanding and application of multiple criteria without much guidance on benchmark responses. This study thus sought to examine translation as an alternative writing task that may induce greater score reliability as well as accurate measurement of writing proficiency. Three raters scored the responses of 20 Korean college students to an English to Korean translation test and an English essay test solely based on the rubrics. The results showed that inter-rater reliability was higher for the translation test than for the essay test. In addition, the agreement between two of the raters reached a statistically significant level for the translation test. The implications of these findings are discussed in relation to the viability of implementing translation tests in secondary schools together with suggestions for further study on ways to strengthen the advantages of both essay and translation tests and make up for their weaknesses.

Exploring how a process-oriented approach can be adopted within the English as a foreign language curriculum, this present study examines the impact of process-oriented approach to writing on EFL students’ learning of writing in English. In particular, this qualitative case study delineates the extent to which fifty-seven students change their perceptions of writing and the writing process while participating in a one semester process-oriented English language writing class at a university in Korea. Data was collected through weekly reflective journals, informal interviews and writing portfolios. The process of data analysis was informed by interpretive analysis. Findings show that the process-oriented approach fostered a fuller and more sophisticated understanding of writing. Students were able to develop a sense of audience, an appreciation for feedback, and confidence as an EFL writer. These findings also show that application of new writing approach brought some sites for negotiation between the teacher and students, and call attention to the importance of the sharing of expectations and goals between students and teachers in the course of adopting a process-oriented writing approach.