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The effect of back-translation on Korean high school students’ English learning

  • Modern English Education
  • Abbr : MEESO
  • 2020, 21(3), pp.58-78
  • DOI : 10.18095/meeso.2020.21.3.58
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching
  • Received : June 17, 2020
  • Accepted : August 14, 2020
  • Published : August 31, 2020

Cheon, Nahyeon 1 Hwang, Myunghwan 2

1송도고등학교
2연세대학교 인지과학연구소

Accredited

ABSTRACT

The purpose of this study is to examine the effect of back-translation (BT) on high school English learners' vocabulary learning, writing and grammar skills as well as learners’ perception on BT. To conduct the study, a one-group pretest-posttest quasi-experiment was designed, the experiment lasted for approximately 2 months and 21 Korean high school students participated in the study. The results of this study are as follows. First, BT had a positive effect on participants short- and long-term vocabulary retention. Second, back-translation was found to be effective in learners’ writing improvement on content, organization, vocabulary use, and grammar though no effect was on mechanics. Third, error analysis, which was conducted as part of further investing development of students’ grammar skills, displayed that BT made a contribution to improving students’ grammar skills. Fourth, both positive and negative perceptions to BT and its learning effect were ascertained among participants. More pedagogical implications are suggested in this study.

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