DIGITAL LEARNING OF ENGLISH BEYOND CLASSROOM: EFL LEARNERS’ PERCEPTION AND TEACHING ACTIVITIES

The shift of language learning from face-to-face classroom interaction to online learning beyond classroom amidst global pandemic of Covid-19 has changed how teachers and students deal with teaching and learning activities. To address the issue, the present study sheds some light on 71 EFL learners’ perception toward digital learning of English beyond classroom and a range of English learning activities in social distancing measures. Drawing on the data from a web-based survey and Focus Group Discussion, the results indicated that the students positively perceived the use of digital technology as a means of language learning amidst the global pandemic. It was also revealed that digital learning of English beyond classroom could potentially be conducted by means of available social networking sites such as Youtube, WhatsApp, Instagram, Google classroom, and Facebook. Some activities using digital learning of English beyond classroom are clearly highlighted. The results of this study contribute to the realm of language teaching in offering some insights for designing beyond classroom activities by augmenting the accessible social networking sites

Exploring how digital media technologies can foster Saudi EFL students' English language learning

Digital Media Technologies (DMTs) has been inspiring people, especially younger generations, for decades. In education, DMTs usage has been investigated as a learning tool. In recent years, studies have been conducted to examine the affordances of DMTs in the context of learning English as a foreign language (EFL). Research has shown that there is a relationship between DMTs usage and intentional learning, as the latter has been argued to be an important aspect of learning. This study aims to understand high-school students’ use of DMTs for fostering EFL intentional learning, especially outside the classroom in the Saudi context. To achieve this goal, a mixed-method research approach was applied. The quantitative data was collected through an online survey that was distributed to Year 12 Saudi male students (n= 350). The qualitative data was collected with students through two phases: the first phase consisted of semi-structured focus group interviews (n= 24) while the second was an online journal (n= 6). The results have shown that Saudi high-school students were highly engaged with DMTs and intentionally use several types of DMTs for learning purposes

한국 고등학생 영어학습자를 위한 과정중심 쓰기 수업과 수행평가의 통합

학위논문(석사)--서울대학교 대학원 :사범대학 외국어교육과(영어전공),2019. 8. 김진완.듣기, 말하기, 읽기, 쓰기 네 가지 언어 능력 중 쓰기가 고등사고능력을 요구하는 기술로 여겨져 쓰기 능력의 중요성이 부각되고 있다. 선행 연구들을 살펴보면, 다양한 측면에서 모국어 쓰기와 외국어 쓰기가 다르다는 점이 밝혀졌고, 외국어 학습자들이 능숙하게 영어로 쓰기를 하기 위해서는 영어로 글쓰는 방법을 배우는 것이 필수적이라는 사실을 알 수 있다. 역사적으로 쓰기를 가르치는 초기 방법은 결과중심 쓰기 접근법이었으며 과정중심 쓰기 접근법으로 옮겨가다가 이후에는 결과중심 쓰기 접근법과 과정중심 쓰기 접근법을 적절하게 혼합하여 적용하는 글쓰기 수업들이 등장하였다. 본 연구는 과정중심 쓰기 교수법을 수행평가와 통합하였을 때 한국 고등학생 영어학습자들에게 어떤 영향을 끼치는지에 대해 탐구했다. 영작문 수행평가는 학생들의 쓰기 능력을 평가하는 것이기 때문에 쓰기 과정뿐만 아니라 최종 쓰기 결과물에도 초점을 맞추어야 한다. 한국의 교육 시스템은 평가에 민감하게 반응하는 구조여서 과정중심 쓰기 수업을 영작문 수행평가와 통합하는 것이 학생들의 쓰기 수업 참여를 촉진할 것이고, 결과적으로 쓰기 능력을 향상시킬 것으로 기대되었다. 62명의 한국 고등학교 영어 학습자들을 대상으로 과정중심 쓰기 수업을 영작문 수행평가와 통합하여 10주 동안 쓰기 수업을 실시한 결과물과 학생들의 사전·사후 설문지, 그리고 교수자의 관찰 노트를 바탕으로 양적·질적 연구를 실시하였다. 연구 결과, 학생들은 쓰기 과정과 쓰기 결과물 모두에서 통계적으로 유의미한 발전을 보였다. 먼저 쓰기 결과물의 향상을 조사하기 위해 학생들이 실험 첫 주에 작성한 글과 마지막 주에 작성한 최종 쓰기 결과물을 비교했다. 학생들의 글이 길이가 길어지고 내용도 풍부해졌으며 유기적으로 구조화되었음을 확인할 수 있었다. 또한 다양한 표현을 통한 표현력 향상과 언어 사용의 측면도 발전을 보였다. 다음으로 쓰기 과정에서 학생들은 계획적인 글쓰기를 통해서 완성도 높은 1차 쓰기를 했고, 학생들 간 피드백을 통해 서로 간에 자율적인 학습이 있었으며 과정중심 쓰기 수업 속에서 지속적인 고쳐 쓰기를 하면서 스스로 글을 수정하는 능력을 길렀다. 쓰기 과정은 쓰기 결과물과 밀접하게 연관되어 있기 때문에 학생들은 최종 영작문 수행평가에서 더 높은 점수를 받을 수 있었다. 통계적인 결과에서는 하위 수준 그룹의 쓰기 결과물만이 향상된 것으로 나타났지만 쓰기 과정 속에서 나타난 쓰기 결과물들을 질적으로 분석해보니 상위 수준과 하위 수준 모두에게서 쓰기 능력 향상이 확인되었다. 특히 쓰기 유창성과 자기 수정 능력은 상위 수준 학습자 그룹이 하위 수준 학습자 그룹보다 눈에 띄는 발전을 보였다. 본 연구는 한국의 평가 중심 교육 시스템 속에서 학생들을 쓰기 수업에 더욱 적극적으로 참여시키기 위해서는 수업과 영작문 수행평가를 통합하는 것이 필수적이며 효과적인 쓰기 과정을 통한 쓰기 결과물 향상을 위해서는 과정중심 쓰기 수업이 필요하다는 것을 시사한다. 이러한 수업과 평가의 통합은 당대의 교육 정책에도 부합하는 것이라 할 수 있다. 결국 이번 연구는 다양하고 실행 가능한 쓰기 수업과 쓰기 평가의 통합적인 방법들이 논의되어야 할 필요성을 제기하는 것에 의의가 있다 하겠다.The importance of writing ability is highlighted, because among four language skills – listening, speaking, reading, and writing – writing skill is known to require higher order thinking. However, previous literatures have proved that L2 writing is different from L1 writing in many aspects, so it is essential for EFL learners to learn how to write in English in order to become proficient writers. Historically, product-oriented writing approach was the initial step to teach the way to write, moved to process-oriented writing approach, and then mixed them in some ways. With regard to the trend of writing approach, this exploratory study explored the influence of process-oriented writing instruction integrated with performance assessment on Korean high school EFL learners. Since performance assessment evaluates students writing ability, it should focus on not only writing process but also final writing product. Also, Korea is in the examination-driven education system, so it was expected that integrating process-oriented writing instruction with performance assessment would facilitate students involvement in writing, which results in development of writing ability. Sixty two Korean high school EFL learners writing products during 10 weeks writing classes, self-report pre- and post-questionnaire surveys, and instructors observation notes were collected and analyzed quantitatively and qualitatively. Results revealed that students have developed their writing in terms of both writing process and writing product. In order to investigate development in the aspect of writing product, students final writing written in the last week was compared with the first writing written in the first week. Statistically, they wrote significantly longer, with more thorough and substantive content, and organized their ideas more effectively. Through qualitative analyses, it was also proved that they used a variety of expressions and vocabulary, and better managed language use through process-oriented writing instruction integrated with performance assessment. In the aspect of writing process, students planned more, completed the first draft based on planning, learned from others during peer feedback, and built self-revising ability during repeated revising in the process-oriented writing instruction. Writing process linked closely to writing product, and thus students could end up gaining better scores in the final performance assessment. However, there was discrepancy according to proficiency levels, high and low. Although statistical results proved development in writing product for low proficiency group only, qualitative analyses on writing products through process-oriented writing demonstrated writing development for both high and low proficiency groups. Moreover, especially high proficiency group students displayed outstanding self-revising ability with better writing fluency. The present study suggests that process-oriented writing instruction be necessary for Korean high school EFL students to develop writing product during effective writing process. In order to encourage students involvement in the writing instruction, integrating instruction with performance assessment is essential in the examination-driven education system of Korea, and the integration of instruction and assessment corresponds to the contemporary educational policy. Consequently, this urges EFL writing practitioners to begin discussing various feasible methods to integrate writing instruction with writing assessment into educational practice.CHAPTER 1. INTRODUCTION 1 1.1. The Need and Purpose of the study 1 1.2. Research Questions 9 1.3. Organization of the Thesis 10 CHAPTER 2. LITERATURE REVIEW 12 2.1. L2 Writing Approaches 12 2.1.1. Product-Oriented Writing Approach 13 2.1.2. Process-Oriented Writing Approach 16 2.2. Integrating Product and Process Approach 19 2.3. Studies on Process-Oriented Writing Assessment 22 2.3.1. Process-Oriented Writing Assessment in ESL Context 22 2.3.2. Process-Oriented Writing Assessment in EFL Context 24 CHAPTER 3. METHODOLOGY 31 3.1. Participants 31 3.2. Materials 33 3.2.1. Pre-Questionnaire and Post-Questionnaire 33 3.2.2. Writing Prompt 35 3.3. Procedures 36 3.4. Data Analysis 41 Chapter 4. RESULTS AND DISCUSSION 45 4.1. Development in Writing Product through PIPA 45 4.1.1. Development in Overall Writing Quality 46 4.1.2. Development in Writing Product 50 4.1.2.1. Writing Development in Fluency 50 4.1.2.2. Writing Development in Content and Organization 52 4.1.2.3. Writing Development in Vocabulary and Language Use 66 4.2. Development in Writing Process through PIPA 75 4.2.1. Development in the First Process-Oriented Writing 75 4.2.2. Development in the Second Process-Oriented Writing as Performance Assessment 81 4.2.2.1. From Planning to the Second Draft 82 4.2.2.2. From the Second Draft to the Third Draft 94 4.3. Different Writing Development according to Proficiency Groups 102 4.3.1. Different Development in Writing Product according to Proficiency Groups 102 4.3.1.1. High Proficiency Group 104 4.3.1.2. Low Proficiency Group 106 4.3.1.3. Comparison between Proficiency Groups 108 4.3.2. Different Development in Writing Process according to Proficiency Groups 114 4.3.2.1. High Proficiency Group 114 4.3.2.2. Low Proficiency Group 122 4.3.2.3. Comparison between Proficiency Groups 132 CHAPTER 5. CONCLUSION 138 5.1. Summary of Major findings 138 5.2. Pedagogical Implications 142 5.3. Limitations and Suggestions 145 REFERENCES 148 APPENDICES 156 Appendix A: A Sample of Class Observation Notes 156 Appendix B: Preliminary Questionnaire 157 Appendix C: Post Questionnaire 160 Appendix D: Diagnostic Assessment (First Writing) 163 Appendix E: Writing Worksheets during Process-Oriented Writing Instruction 164 Appendix F: Performance Assessment (Final Writing) 168 Appendix G: Performance Assessment Criteria 169 Appendix H: Scoring Rubric 171 ABSTRACT IN KOREAN 173Maste

LEARNING ENGLISH VOCABULARY USING MOBILE PHONES: SAUDI ARABIAN EFL TEACHERS IN FOCUS

As mobile connectedness continues to sweep across the landscape, the value of deploying mobile technology at the service of learning and teaching appears to be both self-evident and unavoidable. To this end, this study explores the effectiveness of using mobiles in teaching vocabulary in EFL (English as a Foreign Language) classes in Saudi Arabia. The main objective of this study is to find out the possibility of enhancing the students’ understanding of English vocabulary through mobile phone interface and to help them in using vocabulary items more precisely. The study examines the viability of the use of mobile phones in the EFL classes for the undergraduate students of the university of Tabuk for improving their English vocabulary. The subsidiary objectives are to determine whether the students and teachers find it comfortable and convenient to use mobile phones for educational purposes inside and outside the classrooms at the university. The required data were gathered by distributing a questionnaire to all the teachers engaged in EFL classes. The responses are analyzed by the qualitative interpretive method and the results are put for discussions with the aim of using the outcomes in constructing the course materials for future EFL studies and for providing the teachers with proper recommendations in preparing materials and in choosing relevant methods for their languages classes