The Korean Association for the Study of English Language and Linguistics

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Korean Journal of English Language and Linguistics - Vol. 22

[ Article ]
Korea Journal of English Language and Linguistics - Vol. 22, No. 0, pp. 320-335
Abbreviation: KASELL
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2022
Received 25 Jan 2022 Revised 18 Mar 2022 Accepted 29 Mar 2022
DOI: https://doi.org/10.15738/kjell.22..202203.320

짝 활동 유형에 따른 초등 영어 학습자의 어휘 성취도와 정의적 반응 비교 연구
Mi Kyung Yu ; Kyoung Rang Lee
(1st author) Teacher, Yongjuk Elementary School, Tel: (031) 639-9677 (mocha2d@korea.kr)
(corresponding author) Professor, Department of English Language and Literature, Sejong University, Tel: (02) 3408-3118 (kranglee@sejong.ac.kr)

The effects of pair types on Korean elementary English learners’ vocabulary learning performance and affective factors

© 2022 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.

Abstract

This study was planned to compare the effects of two different pair types, finding their own learning buddies (favorite-pair) and being paired based on their proficiency gap (ZPD-pair), on their vocabulary learning performance and emotional responses. Thirty-six Korean elementary English learners in a suburban area participated, 18 for favorite-pairs and 18 for ZPD-pairs. To make ZPD-pairs, the teacher paired the students having the same proficiency gap (the first-ranked student with the tenth, the second one with the eleventh, etc.). The vocabulary learning performance between the two groups after the pairwork did not show any difference, except for the beginner groups. The significantly lower scores of the beginners at the ZPD-pair group than those at the favorite-pair group before the intervention were offset after the pairwork, which the previous studies had reported to be mutually beneficial both to the advanced and the beginners in the pairs. In contrast, the favorite-pair group liked the pairwork significantly more than the ZPD-pair group. This implies that the students’ emotional responses might not directly related to their vocabulary learning performances. Also, the results may be different with different age groups. Detailed results and discussions with related implications were given.


Keywords: pair types, vocabulary learning performance, affective factors, favorite-pair, ZPD-pair, elementary English learners

Acknowledgments

This article is based on a part of the first author’s doctoral dissertation from Sejong University.


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