This paper evaluates the use of Factor Analysis (FA) in English education research in Korea and suggests improvements in methodology. A detailed coding protocol was used to review 179 FA cases from 12 major English education journals (2014-2023). The review identified several key issues, including small sample sizes and lenient criteria for sample…

This study compared Korean adult learners' English speech in dialogic and monologic tasks, measuring 57 college students' oral proficiency in terms of holistic and analytic grades. The statistical analyses were focused on two questions: (1) how much do the holistic grades of oral proficiency and analytic grades of the four linguistic features…

This paper examined factors affecting Korean EFL learners' word association types in their L2 mental lexicon. Specifically, vocabulary size of the learners was examined to see if it had any significant relationship with word association types. To this end, experiment procedures that included vocabulary size test and the lexical decision task as…

Many empirical findings of previous studies have suggested a connection between motivational factors and L2 writing. Nonetheless, the impact of motivational factors on the genre-based L2 writing has not gained much attention. The present study explored the extent to which the characteristics of two writing tasks involving different genres interact…

This study explored the role of written languaging (WL) in response to automated written corrective feedback (AWCF) in L2 accuracy improvement in English classrooms at a university in China. A total of 254 freshmen enrolled in intermediate composition classes participated, and they wrote 4 essays and received AWCF. A half of them engaged in WL…

Usage-based approaches to language acquisition explain language development as a gradual process of generalizing constructions through language experience. This study investigated second language learners' development of constructional knowledge from the perspective of usage-based language development. A total of 169 Korean EFL students at five…

The present study aimed at investigating the effects of the two types of teacher feedback--direct corrective feedback (DCF) and metalinguistic explanation (ME)--on the development of EFL learners' knowledge of the English indefinite article and on their use of it in writing. For this study, 58 college students classified into three groups (two…

This study investigated whether recasts provided during communicative interaction may improve Korean EFL learners' accuracy with regard to regular and irregular English past tense forms, and whether individual differences in working memory capacity may intervene in the effects of recasts. To this end, forty-two Korean university students were…

This study examined how key factors of FFI (degree of explicitness, L1 similarity, proficiency level, and grammar type) influence the accuracy of production. A total of 22 experimental studies, all of which had Korean participants and productive assessments of speech or writing, were selected for analysis. Results revealed that explicit grammar…

This article reports on a classroom-based study that examined the effects of direct focused and unfocused written corrective feedback (WCF) on the accuracy development of the past hypothetical conditional (e.g., "If I had had money, I would have bought a new computer.") and the indefinite article (a/an). The study employed a…

This study investigated how Korean EFL learners' attentional allocation changes during task repetition with or without self-reflection and how this change affects their task performance. A total of 30 Korean high school students were divided into a task repetition only group, a task repetition with self-reflection group, and a comparison group.…

This study investigated the appropriate ways in offering immediate automated writing feedback within the framework of process-based writing pedagogy by comparing relative effects of two different automated writing evaluation (AWE) system application types on improving writing performance. The experiment took an initiative step in elucidating at…

This study investigated whether task complexity may affect L2 speaking performance as predicted by the Cognition Hypothesis (Robinson, 2011), and whether the effect of task complexity may interact with individual differences in working memory capacity. A total of twenty Korean advanced-level EFL learners performed two separate picture description…

This study investigates whether a natural order exists for non-native acquisition in the production of English syllable coda obstruents by Korean and Chinese adult native speakers. We recorded L2 English monosyllabic words produced by 66 Chinese and 51 Korean native speakers. The recorded speech was then evaluated by 11 native-speaker listeners of…