The Korean Association for the Study of English Language and Linguistics

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Korean Journal of English Language and Linguistics - Vol. 21

[ Article ]
Korea Journal of English Language and Linguistics - Vol. 21, No. 0, pp.110-131
Abbreviation: KASELL
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Received 21 Jan 2021 Revised 14 Feb 2021 Accepted 25 Feb 2021
DOI: https://doi.org/10.15738/kjell.21..202102.110

영어 문답 연습 컴퓨터 프로그램이 중학교 영어 학습자의 성취도 및 오류에 미치는 영향 연구
Kyoung Rang Lee ; Soonil Kwon
(1st author) Professor, Sejong Univ, Tel: 02-3408-3118 (kranglee@sdjong.ac.kr)
(co-author) Professor, Sejong Univ, Tel: 02-3408-3847 (skwon@sejong.edu)

Effects of a computer program to practice answering English questions on Korean middle school English learners’ performance scores and errors

© 2021 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Funding Information ▼

Abstract

This study was planned to explore the effects of a computer program to practice answering English questions on Korean middle school English learners’ performance scores and errors. Including negative questions that Korean students consider most difficult (1,182 questions, more than 8,000 possible answers, and various feedback), five levels of yes-no questions with different verbs were set with 17 stages in total. With a computer expert’s collaboration, the questioning program was carefully developed. The English performance scores of 108 middle school English learners were compared as well as the types and numbers of errors produced while practicing with the program. First, practicing answering English questions using the program seemed to be most effective for the intermediate students; the beginners were also improved while the advanced were not. No gender differences in scores were found. Also, the program was effective for diagnosing the students’ errors. The beginners committed significantly more types of errors more often than the others. A few gender differences in terms of errors were observed. Using a pre-planned, well-designed questioning program with immediate feedback, this study hopes to provide a firm basis for future studies about helping English learners interact with a more advanced computer program. This will also help teachers diagnose their students’ abilities to answer in English effectively and suggest a new way to research on adapting ourselves to new environments caused by the COVID-19.


Keywords: English questions and answers, computer program, English performance scores, types of errors, immediate feedback

Acknowledgments

This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2017S1A5A2A01027326).


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