A Study of the Effect of a Medium of Instruction on the East Asian Students’ Writing Development
0
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
In the field of teaching English as a Second or Foreign Language, researchers have addressed the importance of teachers’ language use on the premise that English as a medium of instruction will accelerate students’ language acquisition process as well as product. One of the symbolic examples which reflect on this popular belief could be English Medium Instruction (EMI). However, the efficacy of this instructional strategy still needs to be further scrutinized to provide solid empirical evidence. With the combination of EMI and written corrective feedback in writing, this study used quantitative approach to test the efficacy of these combined instructional strategies and qualitative approaches to depict how EMI and Korean-led students' acquisition paths are similar or different in terms of the acquisition of global errors. The results of the study indicate that EMI students outperformed Korean-led students in short and long term period of writing tasks. As to acquisition paths, when global errors are a primary concern, EMI exposed students also show less errors at the final stage of the instruction which differentiates them from Korean-led students. This study provides empirical evidence supporting the positive role of medium of instruction in second language writers’ writing development. Based upon the findings of the study, suggestions on what to teach first and next to a specific group of learners, for this case 69 out of 100 score, are provided.
Abstract
In the field of teaching English as a Second or Foreign Language, researchers have addressed the importance of teachers’ language use on the premise that English as a medium of instruction will accelerate students’ language acquisition process as well as product. One of the symbolic examples which reflect on this popular belief could be English Medium Instruction (EMI). However, the efficacy of this instructional strategy still needs to be further scrutinized to provide solid empirical evidence. With the combination of EMI and written corrective feedback in writing, this study used quantitative approach to test the efficacy of these combined instructional strategies and qualitative approaches to depict how EMI and Korean-led students' acquisition paths are similar or different in terms of the acquisition of global errors. The results of the study indicate that EMI students outperformed Korean-led students in short and long term period of writing tasks. As to acquisition paths, when global errors are a primary concern, EMI exposed students also show less errors at the final stage of the instruction which differentiates them from Korean-led students. This study provides empirical evidence supporting the positive role of medium of instruction in second language writers’ writing development. Based upon the findings of the study, suggestions on what to teach first and next to a specific group of learners, for this case 69 out of 100 score, are provided.
참고문헌 (40)
- Andrew, A., "English Medium Instructions on English Language Proficiency", Asian Research Journal of Arts & Social Sciences, 4(4), pp.1~10 (2017)
- John Bitchener, "Evidence in support of written corrective feedback", Journal of Second Language Writing, 17(2), pp.102~118 (2008), Elsevier BV[DOI]
- John Bitchener, "The value of written corrective feedback for migrant and international students", Language Teaching Research, 12(3), pp.409~431 (2008), SAGE Publications[DOI]
- Bitchener, J., "The contribution of written corrective feedback to language development", Applied Linguistics, 31(2), pp.193~214 (2009)
- John Bitchener, "The effect of different types of corrective feedback on ESL student writing", Journal of Second Language Writing, 14(3), pp.191~205 (2005), Elsevier BV[DOI]
- Chou, I. -C., "Exploring Taiwanese students' perceptions of active explicit vocabularly instruction : A case study in an English medium course", International Journal of Education and Literacy Studies, 6(1), pp.1~15 (2018)
- Ellis, R., "Analyzing learner language" (2005), Oxford University Press
- Ellis, R., "The effects of focused and unfocused written corrective feedback in an English as a foreign language context", System, 36(3), pp.353~371 (2008)
- Norman W. Evans, "The efficacy of dynamic written corrective feedback for university-matriculated ESL learners", System, 39(2), pp.229~239 (2011), Elsevier BV[DOI]
- Gopang, A. S., "Determining the efficacy of mother tongue as medium of instruction at elementary level", Grassroots, 51(2), pp.207~219 (2017)
- Hartshorn, K. J., "The effects of dynamic written corrective feedback : A 30-Week study", Journal of Response to Writing, 1(2), pp.6~34 (2015)
- Hu, J., "Self-regulated strategic writing for academic studies in an English-medium-instruction context", Language and Education, 33, pp.1~20 (2018)
- Jung, Y. S., "Student needs analysis on the English medium instruction of a national university of education and suggestions for its improvement", Journal of the Korea English Education Society, 6(2), pp.83~109 (2007)
- Kang, K. I., "English-Medium Instruction policies in South Korean higher education", Working Papers in Educational Linguistics (WPEL), 33(1), pp.31~52 (2018)
- Eun Gyong (E.G.) Kim, "Korean Science and Engineering Students’ Perceptions of English-Medium Instruction and Korean-Medium Instruction", Journal of Language, Identity & Education, 17(3), pp.182~197 (2018), Informa UK Limited[DOI]
- 김현옥, "독해 전략 강화 훈련을 통한 전략 사용의 변화", Foreign Languages Education, 13(4), pp.193~217 (2006), 한국외국어교육학회
- 김재혁, "영어로 진행하는 초등영어 수업에 대한 예비 교사들의 신념", 영상영어교육, 8(1), pp.187~211 (2007), 영상영어교육학회[DOI]
- 김미형, "원어수업이 학업성취도와 정의적 태도에 미치는 영향 : 초등학교 4학년을 대상으로", 초등영어교육, 13(2), pp.143~166 (2007), 한국초등영어교육학회
- Kim Sungtae, "On Teaching English through English and Some Variables in it", Journal of the Korean English Education Society, 4(2), pp.27~49 (2005)
- 김성연, "Five Years of Teaching English Through English: Responses from Teachers and Prospects for Learners", 영어교육, 63(1), pp.51~70 (2008), 한국영어교육학회[DOI]
- 김성연, "교육대학교 원어민 영어 교수 제도에 대한 평가", 초등영어교육, 12(1), pp.35~62 (2006), 한국초등영어교육학회
- 김윤정, "A Study of Korean EFL College Students’ Perceptions on Teaching English through English", 영어어문교육, 20(1), pp.113~132 (2014), 한국영어어문교육학회
- 고정민, "교수방법과 TETE 수업을 중심으로 살펴본 중학교 영어교육", Foreign Languages Education, 15(1), pp.383~407 (2008), 한국외국어교육학회
- Kurzer, K., "Dynamic written corrective feedback in developmental multilingual writing classes", TESOL Quarterly, 52(1), pp.1~29 (2018)
- 이은표, "A Comparative Study on Two Types of English Classes: TETE and TETE&K", 영어어문교육, 16(2), pp.93~111 (2010), 한국영어어문교육학회
- 이진화, "Where to Start Teaching English Through English:Based on Perceived Effectiveness of Teachers’ English Use", 영어교육, 62(4), pp.335~354 (2007), 한국영어교육학회[DOI]
- Kent Lee, "Korean graduate students’ self-perceptions of English skills and needs in an English-medium instruction context", Journal of Multilingual and Multicultural Development, 39(8), pp.715~728 (2018), Informa UK Limited[DOI]
- Lee, S. Y., "The efficacy of dynamic written corrective feedback on intermediate-high ESL learners' writing accuracy", MA, pp.2009
- Macaro, E., "A systematic review of English medium instruction in higher education", Language Teaching, 51(1), pp.36~76 (2018)
- Madileng, M. M., "English as a medium of instruction: The relationship between motivation and English second language proficiency", MASTER, pp.2007
- 오희정, "영어강의에 대한 대학생의 태도와 영어강의의 효과", 영어교육연구, 22(4), pp.211~229 (2010), 팬코리아영어교육학회[DOI]
- 박종원, "Effects of Blended Design on Students' Revision and Writing Development", 현대영어교육, 13(1), pp.1~17 (2012), 현대영어교육학회
- 박지영, "Effects of Learning Environment Differences (On and Offline vs. Offline) on Intermediate Level Learners’ Writing Development", 영상영어교육, 19(2), pp.169~193 (2018), 영상영어교육학회[DOI]
- Park, S. -H., "A study on the influential factors for internationalization of Korean universities", pp.2011
- 박윤화, "A Study of University Students' Perceptions on TETE", 영어교육연구, 17(1), pp.59~82 (2005), 팬코리아영어교육학회
- 표경현, "The Relationship between Students’ Perceptions of Teaching English through English and Their Achievement", 영어교육, 64(1), pp.95~108 (2009), 한국영어교육학회[DOI]
- Rogier, D., "The effects of English-medium instruction on language proficiency of students enrolled in higher education in the UAE", Ph. D., pp.2012
- Savage, A., "Trio writing 2" (2018), Oxford University Press
- Sheen, Y., "The effect of focused written corrective feedback and language aptitude on ESL learners' acquisition of articles", TESOL Quarterly, 41, pp.255~283 (2007)
- Natsuko Shintani, "The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article", Journal of Second Language Writing, 22(3), pp.286~306 (2013), Elsevier BV[DOI]