2016, Vol.17, No.2

Modern English Education 2023 KCI Impact Factor : 1.55

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

Although automatic text analysis tools are available, little research has been conducted on the application of such tools in reading assessments. When the ratio of academic vocabulary and transitions are computed automatically and used in test development, the text selection-revision procedure can be fast and transparent by complementing test developers’ expertise. To obtain empirical evidence for the utility of automatic text complexity features, this study attempted to explore the role of automatically-derived text complexity features in an intensive English program (IEP) reading assessment. Based on previous literature and the testing context, a total of 11 text complexity features as lexical, syntactic, and semantic variables were chosen, and their accountability for the IEP reading item difficulty was automatically measured by using three text analysis tools—Lexile, the Compleat Lexical Tutor, and Coh-Metrix. Results showed that seven complexity features significantly correlated with the reading item difficulty. Stepwise multiple regressions showed that a set of four lexical and semantic text complexity features (i.e., word length, total word counts, Lexical Semantic Analysis (LSA), connectives) explained about 45% of the variance in the reading item difficulty. The results and findings of this study are discussed with regard to limitations and implications for both reading assessments and instruction.

Many studies have reported on the effects of listening instruction in the Korean context, but the reported results are not conclusive. Therefore, this study aims to investigate the overall effect of listening instruction for Korean L2 learners. This study also aims to examine the effects of listening instruction dependent on the different listening approaches, listening types, and individual activities across school levels. Through a comprehensive search on multiple electronic data bases, 138 primary studies were selected and 153 samples were coded into CMA software to calculate effect sizes by computing Hedge’s g. The results of this meta-analysis showed a medium effect on listening instruction for Korean L2 learners (ES = .594). Both the top-down and the bottom-up approaches have medium effects on listening instruction for Korean L2 learners. All types of listening (extensive, intensive, reactive, and selective listening) also have medium effects on listening instruction. The most effective activity of listening instruction in Korean context was found to be a shadowing activity. Detailed findings and pedagogical suggestions are also discussed.

The shared book reading experience is hailed as a cornerstone for children’s language development and academic success in their later years. However, relatively little research has been done in Korean preschoolers’ English book reading. This study aimed to investigate Korean mothers’ communication behaviors and their use of questioning when they share books with their children in home settings. Seventeen mothers and their 4- to 6-year-old (Korean age) children from middle income families participated in the study. They shared one Korean and one English book and audio-recorded their readings, followed by an online questionnaire. Their recordings were transcribed verbatim into the CHILDES program and then analyzed into 13 communication behaviors. A paired samples t-test revealed that the Korean mothers used evaluation more often when they read the Korean book than they did with the English book, while they used translation and directives more often in reading the English book. As for questioning, the mothers preferred to use recall prompts the most, asking about aspects of the story on average; however, the question types did not make any differences in both language readings. Some pedagogical discussions are addressed for the parents and educators who teach English through book reading.