The Efficacy of Videoconferencing on the Development of L2 Korean Learners’ Reading and Listening Skills
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This study examined the progress on language learners’ proficiency in receptive skills of the L2 Korean language within classroom-based videoconferencing (VC) modes. Although direct attention has been given to VC learning environments for less commonly taught languages like Korean, many synchronous CMC studies have focused on the development of L2 productive skills of Romance-type languages. To address this research gap, this study reported the findings of native English speakers’ proficiency attainment regarding interpretive skills of their L2 Korean using videoconferencing technology. In this study, 18 intermediate and advanced L2 learners participated in Korean listening and reading proficiency tests after they completed Korean refresher courses in which instructors taught Korean via videoconferencing in real-time. The pre-and-post scores of the standardized listening and reading proficiency tests were compared to investigate the extent to which the learners would improve interpretive skills within videoconferencing contexts. The research results indicated that both intermediate and advanced learners demonstrated significant increases in reading skills, and the intermediate learners also showed such progress in listening skills. These findings suggested the potential efficacy of VC multimodal language instruction to promote L2 interpretive skills of Korean-type languages, which may not be easily accessible to corresponding language learners locally.
Abstract
This study examined the progress on language learners’ proficiency in receptive skills of the L2 Korean language within classroom-based videoconferencing (VC) modes. Although direct attention has been given to VC learning environments for less commonly taught languages like Korean, many synchronous CMC studies have focused on the development of L2 productive skills of Romance-type languages. To address this research gap, this study reported the findings of native English speakers’ proficiency attainment regarding interpretive skills of their L2 Korean using videoconferencing technology. In this study, 18 intermediate and advanced L2 learners participated in Korean listening and reading proficiency tests after they completed Korean refresher courses in which instructors taught Korean via videoconferencing in real-time. The pre-and-post scores of the standardized listening and reading proficiency tests were compared to investigate the extent to which the learners would improve interpretive skills within videoconferencing contexts. The research results indicated that both intermediate and advanced learners demonstrated significant increases in reading skills, and the intermediate learners also showed such progress in listening skills. These findings suggested the potential efficacy of VC multimodal language instruction to promote L2 interpretive skills of Korean-type languages, which may not be easily accessible to corresponding language learners locally.
참고문헌 (56)
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