Book Reviews by Eunjeong Choi
This edited volume presents ways that drama can be integrated into second language teaching and l... more This edited volume presents ways that drama can be integrated into second language teaching and learning. The contributors are practitioners from diverse teaching contexts who share their practical case studies and classroom practices. Although the practices target students in primary and secondary schools, drama conventions and strategies presented in the book are readily adaptable to different learner groups and teaching contexts. Therefore, the intended audience appears to be any practitioners and teacher educators willing to integrate engaging and motivating teaching techniques into second language teaching.
Papers by Eunjeong Choi
ELT Journal
In the article "EFL teachers' self-efficacy and teaching practices," the gender data in Table 1 w... more In the article "EFL teachers' self-efficacy and teaching practices," the gender data in Table 1 was mislabeled and has been amended. We apologize for the error.
Computers in Human Behavior, 2016
This study extends the research on uniqueness-seeking theory (Snyder & Fromkin, 1980) to expl... more This study extends the research on uniqueness-seeking theory (Snyder & Fromkin, 1980) to explore how students with different needs for uniqueness participated in online classroom discussion and to examine their collaborative interaction in the dialogic process of the discussion. Eight focal participants with low, moderate, and more than moderate uniqueness-seeking levels were selected from a graduate-level course with face-to-face and computer-mediated discussion at each meeting. Data included beginning- and end-of-semester surveys adapted from Lynn and Harris' uniquenessseeking scale (1997), students' reflections on their discussion experiences each time, and the online discussion transcripts. To analyze students' discourse moves quantitatively and qualitatively, we adapted a coding scheme from Garrison, Anderson, and Archer's (2000) community of inquiry model. Results showed the participants engaged in online discussion with different amounts of social and cognitive presence, and with some exceptions within their grouping of uniqueness-seeking levels, were either more cognitive than social in their moves or made equal use of these moves. The dynamic nature of online discussion entailed that more factors than simply uniqueness-seeking needs seemed involved in explaining students' contributions.
This paper examines the occurrence and role of personal and professional stories, called small st... more This paper examines the occurrence and role of personal and professional stories, called small stories or narratives-in-interaction, shared among seven bilingual preservice teachers in nine online classroom discussions in a teacher preparation course. Grounded in qualitative and discourse analytic methods, findings indicated that narratives-in-interaction helped the participants make sense of becoming
bilingual educators. Small stories acted to connect academic knowledge to teaching experiences, inviting diverse aspects of the participants’ teaching self across time and personal and professional lives. Affordances of the online platform encouraged the use of small stories as a social practice for professional development as bilingual educators.
Target language proficiency and pedagogical capabilities are considered to be the two main teache... more Target language proficiency and pedagogical capabilities are considered to be the two main teacher attributes necessary for second/foreign language teaching. Drawing on this notion, two hypotheses were tested: (a) minimum threshold levels of language proficiency and pedagogical capabilities exist and (b) teachers' language proficiency and pedagogical capabilities are interdependent. A total of 167 Korean secondary school English as a foreign language teachers self-reported their English proficiency, teaching efficacy, and frequency of English use in their English instruction. A sequential multiple regression with interaction was employed to investigate the relationship between these two teacher attributes and their contributions to English use as an outcome behavior. The results supported both hypotheses. Only teachers above the minimum threshold levels of both attributes showed positive associations among the two competences and English use. Above the minimum levels, language proficiency and self-efficacy were interdependent, magnifying each other's impact on the teaching behavior. The results pointed to the beneficial potential of continuous development of linguistic and pedagogical competences even after teachers possess the minimum levels. Given that previous research has assumed nonnative teachers as one homogenous group and explored language proficiency and self-efficacy separately, this study addresses important theoretical, methodological, and practical gaps.
Access to learning resources and opportunities shapes the landscape of education, and thus, it is... more Access to learning resources and opportunities shapes the landscape of education, and thus, it is critical to regularly monitor the changes and trends in foreign language course offerings for educational research and planning. This article investigates the current course offering situation in Korean as a Foreign Language in American K–16 schools within the larger landscape of foreign language education in the United States. The analysis additionally reveals pronounced institutional and regional variations in educational opportunities for the Korean language in public schools, with course offerings concentrated in the Pacific Coast and Northeast regions. However, rapid increases in the number of schools and classes teaching Korean in recent years have led to a change in the landscape. That is, the disparity of learning availability between regions and grade levels has decreased. The analysis extends to the class offerings in Korean community schools to discover their supplementary role in providing more and sustained learning opportunities in place of K–16 education. Suggestions are discussed for collaboration between the local community and the public school systems and for standardized and consistent reporting on enrollments and course offerings of Korean across all levels and across public and community schools.
This study explores the patterns of heritage language use among a nationally representative cohor... more This study explores the patterns of heritage language use among a nationally representative cohort of young adults in the United States. It analyzes a subset of data from the Education Longitudinal Study of 2002. The analyses lead to an understanding of how often these students speak the heritage language with their family members and friends and how the frequency of its use diners according to ethnic groups, interlocutors, and generational status.
Uploads
Book Reviews by Eunjeong Choi
Papers by Eunjeong Choi
bilingual educators. Small stories acted to connect academic knowledge to teaching experiences, inviting diverse aspects of the participants’ teaching self across time and personal and professional lives. Affordances of the online platform encouraged the use of small stories as a social practice for professional development as bilingual educators.
bilingual educators. Small stories acted to connect academic knowledge to teaching experiences, inviting diverse aspects of the participants’ teaching self across time and personal and professional lives. Affordances of the online platform encouraged the use of small stories as a social practice for professional development as bilingual educators.