Preparing EFL student teachers with new technologies in the Korean context

Jeong, Kyeong-Ouk

doi:10.1080/09588221.2017.1321554

Cited by 51 publications

(34 citation statements)

References 29 publications

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“…The study outcomes showed that learning summary writing via CAL environment appeared to be more effective, in comparison to the conventional method. In fact, the results appear to concur with those reported in prior investigations (see Chiu, 2015;Jeong, 2017;Wade-Stein & Kintsch, 2004;Wang et al, 2013), wherein CAL environment enhanced and facilitated language learning performance. (Kalyuga, Chandler, Tuovinen, & Sweller, 2001).…”

Section: Effect Of Using Sw-pal On El Of Subjects With Varied Levelsupporting

confidence: 91%

“…Studies concerning CAL have escalated in line with technology advancement so as to enhance summary writing skills among students (Abdi et al, 2016;Chiu, 2015;He, Hui, & Quan, 2009;Idris et al, 2011;Sung et al, 2016;Wade-Stein & Kintsch, 2004). CAL instils confidence amidst teachers and students to develop both pedagogical and technological skills (Jeong, 2017;Wang et al, 2013). In fact, CAL has been proven time and again in its efficacy of promoting enhanced learning performances, especially when compared with conventional methods (Chiu, 2015;Jeong, 2017;Wade-Stein & Kintsch, 2004;Wang et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

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The effects of a theory‐based summary writing tool on students' summary writing

Chew

Idris

Loh

et al. 2019

Computer Assisted Learning

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This paper focuses on the design and evaluation of a theory‐based computer‐assisted summary writing learning environment called Summary Writing‐PAL (SW‐PAL). The SW‐PAL was developed based on four aspects: summarizing strategies, learning theories, prior knowledge, and cognitive load. A quasi‐experiment that involved 58 undergraduates majoring in Computer Science was conducted to examine the effectiveness of SW‐PAL in writing summaries. Two intact classes were selected with 28 and 30 students in control and experimental groups, respectively. The conventional teaching approach was employed in the control group, whereas the SW‐PAL was introduced to the experimental group. Pretest and posttest were administrated to both groups. The findings indicated that SW‐PAL improved students' summary writing performance. A significant variance was noted between intrinsic and extraneous cognitive load among students with varying levels of English proficiency in the experimental group, signifying that the SW‐PAL is more suitable for students with lower language proficiency.

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Section: Effect Of Using Sw-pal On El Of Subjects With Varied Levelsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

The effects of a theory‐based summary writing tool on students' summary writing

Chew

Idris

Loh

et al. 2019

Computer Assisted Learning

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show abstract

“…Koreans' attitudes towards smart devices and integration of such devices in the classroom remains positive, yet Korean classrooms fall behind in such an integration. One study by Jeong (2017) found that in Korean classrooms, technology was only widely used in elementary schools but then dropped after students enter middle school. This is not to say that Korean students do not want to integrate more forms of technology into their education.…”

Section: Korean Culture and The Classroommentioning

confidence: 99%

“…In addition, all students who partook in the research remained very literate and adept in using a variety of technological formats ranging from many functions within the smartphone and the PC. The profile of the students could be equated with Jeong's (2017) definition of a digital native as being someone "who [has] sophisticated digital literacy through abundant exposure to [several kinds of] technologies" (p. 2). All participants were informed before taking the survey and the interview that they did not have to do so if they did not wish.…”

Section: Participantsmentioning

confidence: 99%

Audience Response Systems in a Korean Cultural Context : Poll Everywhere’s Effects on Student Engagement in English Courses

Jones¹

2019

The Journal of AsiaTEFL

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This study sought to examine the use of Poll Everywhere as an Audience Response System (ARS) within the English conversation classroom at a Korean university. The findings of this study addressed student engagement in English conversation courses and the relationship it has with Poll Everywhere. Over the course of two semesters, students were exposed to instruction laced with an ARS in the form of Poll Everywhere to stimulate English conversation. The students were then asked to respond to how it affected their motivation and desire to speak English in class. Students overwhelmingly noted that the use of Poll Everywhere in the classroom enhanced their learning experience, allowed them to be more enthusiastic, interested, and motivated to respond in English, and generally increased their engagement in English instruction. Furthermore, it was noted by the students that factors such as anonymousness, novelty of teaching style, and the ability to aid in the expression of English allowed for them to engage more in English lessons as they produced English language in a classroom setting. The results of the study hypothesized that Korean university students respond positively to Poll Everywhere integration that allowed for enhanced engagement in English conversation classes.

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“…In order to make learning experiences transferable, reliable and supportive teachers foster learner autonomy of their students and are autonomous learners themselves. Numerous research studies (Benson, 2001;Cotteral, 2000;Benson & Huang, 2008;Kyeong-Ouk, 2017;Zadorozhna, 2015 etc) demonstrate the need for developing learner autonomy of pre-serice teachers for they will, in their turn, promote its development in the learners they will work with.…”

Section: Introductionmentioning

confidence: 99%

Development of Pre-Service English Teachers’ Language Skills and Learner Autonomy via Blended Learning

Nikolaeva

Zadorozhna

Datskiv

2019

RREM

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The use of information and communication technology greatly improved foreign languages teaching and learning. Learning management systems, such as Moodle, used to create and deliver courses, facilitate e-learning in different types of educational institutions. Blended learning as a combination of face-to face and e-learning is conducive to deep learning. We designed a new course “Teaching English as a foreign language to learners with special educational needs” to provide students enrolled in a master’s programme – pre-service English teachers, with an opportunity to enhance their language and professional skills as well as to develop their learner autonomy through meaningful learning experiences blending learning can supplement. We considered micro, meso and macro levels of the course implementation and functioning. In this paper we describe the context in which the course is introduced by providing information about the setting, the curriculum, the need for including this course in the master’s programme at the faculty of foreign languages. We also outline the way the course is designed, including its structure, particular tasks and assessment procedures and present students’ feedback about the impact of the course on their foreign language skills and learner autonomy. The results indicate that blended learning is an effective tool for development of pre-service teachers’ English language skills and learner autonomy. The findings of the study can be applied by faculty and administrators involved in the design of courses at tertiary level.

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Preparing EFL student teachers with new technologies in the Korean context

Cited by 51 publications

References 29 publications

The effects of a theory‐based summary writing tool on students' summary writing

The effects of a theory‐based summary writing tool on students' summary writing

Audience Response Systems in a Korean Cultural Context : Poll Everywhere’s Effects on Student Engagement in English Courses

Development of Pre-Service English Teachers’ Language Skills and Learner Autonomy via Blended Learning

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