A study on Korean high school students’use of digital English learning environments: Focusing on the interrelations between language learning strategies and learner variables

Jiyoung, Bae; Kim, Gyoomi

doi:10.20487/kasee.11.1.201802.19

Cited by 4 publications

(3 citation statements)

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“…The questionnaire was originally based on Oxford's (1990) SILL, which consisted of 50 items assessing the use of LLS and was used as the basis for several relevant studies (e.g., Aljuaid, 2010;Chuin & Kaur, 2015;Rachmawati, 2013). Kim and Bae (2020) adapted their questionnaire from SILL by modifying some items and adding others from earlier studies on the learning of English in digital environments (i.e., Bae & Kim, 2018;Lee & Kwon, 2007;Liang, 2009). The final questionnaire consisted of 60 items, all of which were about learning English in digital environments.…”

Section: Instrumentmentioning

confidence: 99%

“…We validated a model for digital English language learning strategies that Kim and Bae (2020) proposed. This model represented an adaptation of Oxford's (1990) Strategy Inventory for Language Learning (SILL) in combination with suggestions from other studies (e.g., Bae & Kim, 2018;Lee & Kwon, 2007;Liang, 2009). Kim and Bae (2020) used their survey to examine the students' perceptions of DLLS while learning English.…”

Section: Introductionmentioning

confidence: 99%

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Teachers' Perceptions of Digital Language Learning Strategies

Salam El-Dakhs,

Ozfidan,

Ibrahim

2023

International Journal of Online Pedagogy and Course Design

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The last four decades witnessed a plethora of research on language learning strategies (LLS) in the English as a foreign language (EFL) classroom. However, there is a paucity of research on the newly developed digital language learning strategies (DLLS), particularly with reference to teachers' perceptions. For this study, the authors examined the perceptions of university teachers of the importance of DLLS for EFL learners. To this end, they collected data using Kim and Bae's 60-item survey from 52 teachers at a private Egyptian university. Using exploratory factor analysis (EFA), they removed 10 items from the survey because they revealed unsatisfactory loading numbers toward other variables. The EFA outcomes extracted six factors that described 54.13% of the total variance. In this context, the teachers perceived several cognitive, metacognitive, memory, compensation, affective, and social strategies as extremely important for students. This study calls for the systematic incorporation of the DLLS in the EFL classroom, particularly through explicit intervention. Additionally, it calls for further research on the DLLS for their great significance in our new digital world.

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Section: Instrumentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teachers' Perceptions of Digital Language Learning Strategies

Salam El-Dakhs,

Ozfidan,

Ibrahim

2023

International Journal of Online Pedagogy and Course Design

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“…Arab World English Journal www.awej.org ISSN: 2229-9327 328 Cognitive techniques for improving learning processes differ from metacognitive strategies for organizing and evaluating learning and socio-emotional strategies for influencing social and affective learning (Kim & Bae, 2020;Sifakis, 2019). In web browsing, learners use various metacognitive techniques such as organizing, planning, and self-monitoring, as well as reading methods such as scanning, skimming, comprehending subjects, and drawing conclusions (Bae, & Kim, 2018;Gunn, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Narratives of Bilingual Parents on the Real-Life Use of English Language: Materials for English Language Teaching Curriculum

Chavez¹

2022

AWEJ

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This study aimed to absorb the narratives from the parents on the using of the English Language in terms of utilizing their stories in the different levels of curriculum development, such as teaching activities and strategies. The study analyzed the narratives on their diverse experiences with the English Language and how these stories can contribute to the development of the English Language Teaching (ELT) curriculum. This study was exploratory research that used narratives of bilingual parents from Zamboanga City, Philippines, as the foundation for real-life application of the English language. Forty (40) bilingual parents, who have children as learners of the English Language, were interviewed extensively to navigate their experiences in their real professional lives to extract important stories where the use of the English Language was important for many purposes. Results revealed that the narratives of the bilingual parents, which included real-life examples of using the English Language, can contribute to a better curriculum design for ELT, relevant and timely production of learning materials, and better training programs for teachers on activities and teaching strategies. These narratives are collaborative materials for the schools to consider in designing the English Language Teaching Curriculum. The real-life applications of the English language increase the authenticity and practical value of specific ELT strategies and other teaching-learning styles

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