Jin Woo-ah

Journal Article The Electronic Dictionary for Writing: A Solution or a Problem? Get access Y. V. Chon Y. V. Chon Korea Institute for Curriculum and Evaluation (vylee52@kice.re.kr) Search for other works by this author on: Oxford Academic Google Scholar International Journal of Lexicography, Volume 22, Issue 1, March 2009, Pages 23–54, https://doi.org/10.1093/ijl/ecn034 Published: 11 September 2008

While learners may have access to reference tools during second language (L2) writing, the latest developments in machine translation (MT), such as Google Translate requires examination as to how using the tool may factor into the second language learners’ writing products. To this end, the purpose of this study was to examine how MT may have an effect on L2 learners’ writing products relative to when writers wrote directly in L2, or translated a text to English from Korean. EFL university learn

This study examines how English as a Foreign Language (EFL) teachers’ motivational practice affects learners based on a motivational design for learning and performance, the Attention, Relevance, Confidence, Satisfaction (ARCS) model of motivation. There was also an examination of how learners’ perceptions of teachers’ motivational practices were contributing to learners’ L2 proficiency. A total of 242 high school EFL learners completed questionnaires on their teachers’ motivational practice, an

The researchers’ experiential knowledge demonstrates that the task of predicting and controlling the difficulty level of the multiple-choice items of the College Scholastic Ability Test (CSAT) for English is substantially left to the subjective judgment of experienced item writers. The present study accordingly recognizes a need to identify item difficulty predictors and build an item difficulty prediction model to handle this pertinent issue. While taking separate interest in constructing a mod

While less research has been conducted on the relationship between L2 collocational knowledge and L2 writing proficiency, the purpose of the present study was to examine the relationship between L2 learners’ collocational knowledge and L2 writing ability. Areceptive collocation test, counterbalanced for incongruent and congruent collocations, and adjective-noun (AN) and verb-noun (VN)collocations, was developed by matchingnormalized frequencies of the collocation items from the Corpus of Contemp

While learners may have access to reference tools during second language (L2) writing, the latest developments in machine translation (MT), such as Google Translate requires examination as to how using the tool may factor into the second language learners’ writing products. To this end, the purpose of this study was to examine how MT may have an effect on L2 learners’ writing products relative to when writers wrote directly in L2, or translated a text to English from Korean. EFL university learn

Single word items have usually been the unit of analysis for measuring L2 learners’ vocabulary size, for designing word lists and for estimating word coverage of reading texts. However, what is lost in these estimates is the consideration of multiword expressions, such as idioms. To empirically test the assertion that the knowledge of single word items will not lead to automatic comprehension of multiword items, a two-part test was conducted on 124 Korean middle school learners of English: One w

In spite of the domineering influence of the Korean College Scholastic Ability Test (CSAT) on learners who aim to enter universities, as yet there is lack of interest in separately examining the lexical aspects of university learners’ English proficiency. The gap led us to assess Korean EFL university learners’ vocabulary size at 10 word bands, and conduct multiple regression to analyze the learners’ background variables in relation to vocabulary sizes. Participants of the study were 403 freshme

Although productive skills such as writing is being continually emphasized in the area of English teaching, studies on the writing process of students learning English as a foreign language (EFL) have been overlooked in the Korean context. Also, there is scarcity of studies that systematically examine the process of writing with respect to performance-based lexical (PBL) problems, which require the use of strategies for writers to retrieve lexical knowledge to produce target words. As such, this

Lexical knowledge is an important predictor of second language learning. The present study focuses on aspects of lexical knowledge of Korean elementary (6th grade) and middle school learners (9th grade) in connection to learning strategies,that is, with regard to vocabulary learning and by investigating the learners’preferred English medium of interest. The learners were asked to complete questionnaires for information on vocabulary learning strategies, and were tested with receptive and product

The potential role of the dictionary as an aid for solving lexical problems is usually not questioned by teachers and learners. When L2 learners are writing, the dictionary may help writers access unknown L2 words, check on an aspect of a retrieved L2 word or provide alternative equivalents to their intended meaning. However, words presented in the dictionary entry pose new problems when L2 writers have to decide whether to use any of the words. To obtain data on L2 writers’ problem-oriented pro

The retrieval and efficient use of vocabulary is known to be crucial in academic writing tasks since mastery of formulaic language, such as, collocations can help second language learners come across as nativelike. However, the connection between the writers use of collocations and the perception of writing scores is largely unexplored. This study investigates the extent to how salient markings of collocations were in the mind when assigning analytic scores to students compositions. A corpus con