The Korean Association for the Study of English Language and Linguistics

Korean Journal of English Language and Linguistics - Vol. 24
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Korea Journal of English Language and Linguistics - Vol. 24, No. 0, pp. 277-304
Abbreviation: KASELL
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2024
Received 21 Feb 2024 Revised 10 Mar 2024 Accepted 31 Mar 2024
DOI: https://doi.org/10.15738/kjell.24..202404.277

텍스트마이닝을 활용한 초등학생의 영어 낭독극에 대한 인식 분석
김솔 ; 권순보
효행초등학교
한국교원대학교

Exploring primary EFL students’ perspectives on reader’s theater using text mining
Sol Kim ; Soonbo Kwon
(First author) Teacher, Hyohaeng Elementary School (solkim@hyohaeng.es.kr)
(Corresponding Author) Lecturer, Dept. of Education, Korea National University of Education (sbkwon@knue.ac.kr)

© 2024 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

The present study investigates the perspectives of primary EFL learners following their engagement in reader’s theater activities. It utilizes text mining and Latent Dirichlet Allocation (LDA) topic modeling analysis to analyze learning logs written by the students. A total of 196 Korean elementary school students participated in this year-long study. The students participated in six reader’s theater topics, each consisting of several practice periods. The scripts were two pages long of movie scripts. The researchers categorized the data using word frequency, network analysis, bigram analysis, and LDA analysis. The findings revealed three main topics: practice and changes, peer recognition, and realistic expression. The study discusses how students perceive the importance of iterating accurate pronunciation, reading challenging vocabulary, and expressing nonverbal cues. It also highlights the pedagogical benefits of reader’s theater, providing indirect exposure to various conversation contexts. Furthermore, it underscores the reflective effects of learning logs on fostering self-directed learning attitudes.

Keywords: text mining, topic modeling, LDA, learning journal, learning log, reader’s theater, EFL
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