2023, Vol.24, No.

Modern English Education 2023 KCI Impact Factor : 1.55

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

This study aimed to discern trends in research related to digital and AI-based English education by examining studies published between 2011 and 2021. We analyzed 337 collected documents using a text-based network analysis method, specifically topic modeling. The findings include: 1) An examination of the year-by-year trend revealed a consistent focus on digital and AI-based English education since 2011, with a noticeable uptick from 2019 and a significant surge starting in 2020. 2) Words appearing with the highest frequency were ‘learning,’ ‘learners,’ ‘online,’ ‘college,’ ‘language,’ ‘program,’ ‘effect,’ ‘activity,’ ‘participant’, and ‘AI’, in that order. 3) Word-network analysis indicated that co-occurrence frequency was highest for word pairs such as ‘learninglanguage,’ ‘college-Korean,’ ‘learning-online,’ ‘learning-teaching,’ ‘learning-model,’ ‘video-lecture,’ and ‘teaching-method’. 4) LDA (Latent Dirichlet Allocation) topic modeling identified six primary themes: ‘instructional models’, ‘AI applications,’ ‘reading strategies and evaluation,’ ‘online course and content,’ ‘writing feedback,’ and ‘factors and effects of individualized learning’. The volume of papers suggests that the most researched topic was the factors and effects of individualized learning. The implications and suggestions derived from these findings are also discussed.

This study investigated the nuanced dynamics of incidental vocabulary learning in L2 instruction, arguing that learning effectiveness may be guided not only by instructional methods but also by learners’ expectations of the methods. To ascertain which group, read-to-comprehend or read-to-produce, excels in incidental development, this study compared two groups of Korean university students, each performing identical reading activities in English reading and writing classes with different objectives. The impact of unknown word quantities on incidental learning was also analyzed. Using the Tracing Measure of Retention (TMR) on customized target words, this study traced the trajectory from immediate learning to retention. Results indicated higher learning gains for the read-to-produce group in both the immediate and delayed posttests, implying deeper processing in the group. Unknown word counts inversely correlated with both immediate and retained learning in the read-to-comprehend group, but not in the readto-produce group. These findings will have implications on L2 instructional design, suggesting ways to optimize learners’ cognitive states for better learning outcomes and the importance of considering learners’ existing vocabulary knowledge during planning. Overall, this study enriches our understanding of incidental vocabulary learning, providing new insights into the roles of instructional methods, cognitive processes, and learner vocabulary knowledge.

This study aimed to investigate effect of self-determination and English self-efficacy on English achievement in a blended class environment. While conducting classroom lessons during the semester, students were encouraged to voluntarily utilize online video lectures according to their individual needs. Survey results of 158 respondents showed that 48.1% of students used the video lectures for exam preparation, review, preparation, or understanding classroom classes. Second, 74% of students said that using video lectures as a supplement was helpful for improving their achievement. Third, students used video lectures according to their English proficiency, class understanding level, and learning style. Fourth, English self-efficacy and English achievement showed a significant positive (+) relationship. Although self-determination also showed a positive (+) correlation with English achievement, it was not statistically significant. Selfdetermination had a significant correlation with English self-efficacy. Fifth, English self-efficacy and English achievement had a significant positive (+) effect. Although self-determination had a negative (-) effect with English achievement, it was not statistically significant. In-depth interviews with four students revealed that English self-efficacy was analyzed differently depending on participants' English proficiency. Of sub-variables of English self-efficacy, only identified regulation was analyzed.