2017, Vol.18, No.1

Modern English Education 2023 KCI Impact Factor : 1.55

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

This study proposes a new model to measure learners’ vocabulary retention, namely the Tracing Measure of Retention (TMR), as opposed to the conventional method, named as the Simple Comparison of Scores (SCS) in this study. The SCS has been mostly based on a fixed group of target words, which does not properly reflect participants’ individual differences. Moreover, the delayed-test scores may possibly include the words that are not subject to retention. This study attempts to justify the newly proposed model as a solution to these issues by applying both models to an authentic learning activity and comparing the two sets of outcomes. Seventy eight university students participated in an in-class reading activity which was designed to boost incidental vocabulary learning, and the vocabulary tests accompanied. The two measurement models yielded different results, which were compared by means of participants’ proficiency levels as a verification tool. The Pearson correlation analysis and ANOVA tests were carried out to check for statistical significance. The results supported the TMR as a more accurate and practical measure of retention, which would serve more insightful research.

Teaching listening skills including listening strategies has attracted a large number of researchers in the last decades. Recently, using portfolios in teaching a language has been implemented as a new attempt. The current study has explored how the combination of teaching listening strategies and portfolio engagement affected college students’ listening strategy use and listening comprehension along with their perception on such a new method to learn listening skills. A total number of 54 college students participated in this study. Both quantitative and qualitative data were collected: students’ listening strategy questionnaires, listening comprehension tests, and reflection on both portfolios and listening strategy use. Based on the analysis using SPSS t-tests and QSR NVivo 10, the results indicate that their listening comprehension as well as their listening strategy use enhanced numerically after the instruction. Particularly, students’ metacognitive strategy use increased most. Most of the participants appeared to be satisfied with portfolio-combined listening strategy instruction employed in this study. Pedagogical implications and suggestions are also discussed.

This study investigates the effects of different voice-chat conditions on Korean EFL learners’ topic negotiation according to proficiency levels. Participants consisted of 123 EFL learners who enrolled in Speaking English I at a Korean university. They were divided into three proficiency levels: beginning, intermediate, and advanced. Then, they were further classified into two experimental groups: human-to-human voice-chat and human-to-robot voice-chat. During the experiment, participants practiced speaking with two different voice-chat conditions. Chat scripts were chosen at random and analyzed by counting the number of topic negotiation moves. With the descriptive statistics, paired samples t-tests and independent t-tests were administered. Major findings are as follows: Beginning learners in human-to-robot voice-chat initiated more topics, and avoided the topics less often, as time went by. Intermediate and advanced learners in both voice-chat conditions stayed on the topic more often, over time. Intermediate learners became less likely to avoid the topic in human-to-robot voicechat, while advanced learners did in human-to-human voice-chat. In an interview, participants in both experimental groups revealed positive reactions to voice-chat experience. Based on these findings, pedagogical suggestions are provided for the effective implementation of voice-chat in EFL contexts.