2022, Vol.23, No.3

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 was to investigate the impacts of engaging in critical race discussion, after watching the movie Hidden Figures on pre-service English teachers’ multicultural awareness. Data consisted of students’ self-reflection papers and critical race talk in classrooms, and were analyzed using content analysis. Results indicate that movie watching was effective in providing pre-service English teachers with a space to discuss race and gender issues. Also, it was perceived as an effective strategy for promoting students’ critical thinking and multicultural awareness in English class, resulting in attitudinal growth regarding openness to other cultures and different people in various situations. Finally, race talk based on the movie expanded the pre-service English teachers’ knowledge about, and perspectives on, multiculturalism and diversity, which enabled development of classroom activities to raise students’ cultural awareness in their future English language classes. This study supports the use of movies in teacher education programs as an accessible and enjoyable way to promote learners’ intercultural competence and expand their perspectives on race and gender issues, the essence of critical pedagogy.

As a follow-up study to J. Y. Chang (2022), the purpose of this study was to examine the text types of 250 English reading passages in the 2013-2022 College Scholastic Ability Tests (CSAT) based on Biber’s (1989) typology. The computer software Multidimensional Analysis Tagger (MAT, Version 1.3.2) (Nini, 2019) was applied to identify the text type of each passage with its dimension scores. Text types were then compared between the norm-referenced (2013-2017) and criterion-referenced (2018-2022) assessment periods. Results show that the most frequently occurring text type was involved persuasion followed by general narrative exposition, scientific exposition, and learned exposition. In particular, involved persuasion, scientific exposition, and learned exposition together accounted for 64% of the total reading passages. Between the two assessment periods, there was no significant difference in the overall distribution of the text types. However, the proportions of scientific exposition, involved persuasion, and learned exposition increased in the latter period. These results suggest that there was a tendency in the CSAT English reading passages to reflect the text types that students experience at college and measure their preparedness as college students.

The purpose of this study was to analyze the perception of learners who performed group activities through the Metaverse platform, and to explore teaching strategies for effective group project-based classes through the Metaverse platform. The perception of English education majors on performing group activities through Gather.town was conducted by analyzing text mining, extracting related contexts, and designing strategies based on instructors’ self-report. The main results are as follow. Regarding the group activities of the class project performed on the Metaverse platform, the learners recognized that the interaction was active, and that participation and class performance were high. Also, based on the analysis of instructors’ self-report, the instructor should redesign the class as a class optimized for the Metaverse environment, and should play the role of facilitator to enable interaction and participation. It is expected that the specific strategies in this study will be useful to teachers, wanting to use the Metaverse platform to improve the class performance.