The Efficacy of Basic Sentence Pattern Approach for EFL Learners in Writing

Abstract

As a fundamental component of language, writing has been identified as the least proficient domain in acquiring a new language. Due to this universal idea, this research has been designed to find a more effective method to improve the writing skills of EFL learners and makes an attempt to investigate the effectiveness of a basic sentence pattern (BSP) drill through film corpus-based activities. To do this, as a pre-test, EFL learners were asked to make questionnaires with basic sentence patterns that translate Korean sentences into English to determine how much basic knowledge they had. For the questionnaires and the basic sentence pattern drill, the script of the American television series Modern Family (Lloyd & Levitan, 2014) was collected and categorized into five basic sentence patterns. Then, the learners were taught about the 5th basic sentence pattern, the most difficult pattern and were trained to practice this sentence pattern, repetitively, for a month. As a final step, they took a post-test after another month’s training. The results show the overall score was enhanced significantly from pre-test to post-test. This finding demonstrates that basic sentence patterns can enable EFL learners to develop their sentence accuracy in writing.

An Analysis of ChatGPT’s Language Translation Based on the Korean Film Minari

“…In this present point, teachers hold a highly significant position as facilitators in foreign language instruction. It is essential for teachers to recognize that reducing the learners' cognitive load not only captures their attention and stimulates their interest but also significantly amplifies their motivation to attain their ultimate objective of mastering English (Koh, 2020). In this age of technological advancement, the role of foreign language teachers and instructors is crucial in teaching how to use AI conversation tools like ChatGPT effectively and efficiently.…”

Teaching Phrasal Verbs and Idiomatic Expressions Through Multimodal Flashcards

“…While general vocabulary acquisition is crucial in second language learning and EFL proficiency, there has been a growing focus on acquiring multiword vocabulary units alongside single words in recent years (e.g., Boers, 2021;Crowley et al, 2023;Wolter, 2020). Learning vocabulary in formulaic chunks-sequences of commonly used words, which may or may not carry idiomatic meanings when combined-has been proposed to improve contextual vocabulary acquisition, leading to enhanced fluency and more precise language production (e.g., Boers, 2021;Haugh & Takeuchi, 2023;Koh, 2020;Simpson-Vlach & Ellis, 2010). However, distinctions have been made between general collocations of words that co-occur without creating new and unexpected meanings from the individual parts (e.g., "relate to," "show a trend"), and units of individual words that combine to produce meanings beyond their literal interpretations, such as phrasal verbs (e.g., "look around," "throw away") and idiomatic expressions (e.g., "kick the bucket," "be in someone's shoes"; Crowley et al, 2023;Sag et al, 2002).…”

“…However, in the context of learning a foreign language, learners frequently encounter vocabulary in reading and writing situations, primarily because these skills are often taught using textbooks, and in the Asian EFL context, many learners often attempt to memorize vocabulary through paper-based word-lists such as vocabulary books (e.g., Yoshitomi et al, 2006). To give students more access to auditory and oral vocabulary practice, there has been a push from EFL practitioners to incorporate videos, audio, and other multimedia resources into learning curriculums and teaching practices (e.g., Kaku, 2018;Kim, 2019;Koh, 2020;Spring, 2019, etc.). Theoretically, this is very important to compliment the more traditional reading and writing focus often found in Asian EFL contexts.…”

“…Therefore, it is uncertain how effective incidental vocabulary learning is for different types of multiword vocabulary units. Other studies suggest the importance of explicit vocabulary learning, which can be done through purposeful lessons and prepared materials (e.g., Kim, 2019;Koh, 2020;Seo, 2014) or vocabulary learning tools such as flashcards (e.g., Kaku, 2018;Nakata, 2020) or gap-fill activities (e.g., Strong & Boers, 2019;Strong & Leeming, 2024). However, most of the aforementioned vocabulary learning methods suggested tend to be single-mode tools, whereas more recent studies have suggested that online flashcards can be created to be multimodal, containing multiple choice questions (e.g., Takeda, 2023), writing exercises (e.g., Strong & Leeming, 2024), speaking and listening exercises (e.g., Spring & Takeda, 2023), and even video examples (e.g., Hamagami et al, 2024).…”

Two Tenses for All Sixteen Tenses: A Constructivist Approach

“…Second, another significant challenge in learning English tenses is understanding their appropriate usage in different contexts (Koh, 2021). English tenses convey not only time but also various shades of meaning, such as certainty, probability, and conditionality.…”