My research interests center around critical pedagogy in English language teaching, particularly in teaching English as a foreign language. In pursuit of this, I am primarily exploring the potential of (1) translanguaging, (2) project-based learning, and (3) artificial intelligence. I hold a Diploma in TESOL and an MEd in TESOL from the University of Manchester, UK. Additionally, under Prof. Ilana Snyder's supervision, I earned a PhD in TESOL from Monash University, Australia.
This study proposes a robust student-centered inquiry approach to learning: Project-Based Learnin... more This study proposes a robust student-centered inquiry approach to learning: Project-Based Learning (PBL). In PBL, this study further integrates language practices for language education (Stoller, 1997), the principles of critical pedagogy for problem-posing (Nixon-Ponder, 1995), and AI technology-based learning tools as translingual practices (Garcia et al., 2017; Vogel et al., 2018). Text and audio-based AIs (machine translation and grammar checker) are used. To this end, this study aims to develop a six-week PBL framework embedded into general English learning and to understand the learning experiences associated with it. The 20 participating students engaged in research activities, including 19 questionnaires, 20 reflection notes, and 4 sets of group journals. The results are as follows. Positive learning outcomes included knowledge construction and reflective thinking. Meanwhile, negative learning outcomes involved the technical challenges of AI and the overuse of AI. The study concludes with some pedagogical implications, such as the use of text-based generative AI to understand the feedback by grammar checker and comprehensive in-class lessons on English speaking and writing.
[Abstract] In accordance with the prevalent neoliberalsim (eg, free trade markets) and the emerge... more [Abstract] In accordance with the prevalent neoliberalsim (eg, free trade markets) and the emergence of English as an international language (EIL), the 2008 Revised Korea's National Curriculum adopted the concept of EIL and the goal of teaching English is now to help Korean learners to become intercultural speakers of English. This was to bring a paradigm shift into overall English language teaching (ELT) in Korea but there is a large gap between the curriculum rhetoric and the reality inside and outside the English classroom. The purpose of this paper is to overview the past and current ELT in Korea and to project its future from an EIL perspective. First, it describes the characteristics of ELT in Korea, addressing its major issues, concerns, and resolutions. Second, it discusses the government policy based on native-speakerism, Korean teachers and learners' perception and attitude of EIL, English varieties and multiculturalism represented in English textbooks and other ELT materials used in Korea, and English language and culture teaching materials and classroom activities. Last, educational implications and suggestions are provided on how to narrow the gap between the curriculum rhetoric and the educational reality.
Korean Journal of English Language and Linguistics, 2023
This is an open-access article distributed under the terms of the Creative Commons License, which... more 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.
This study aims to develop and implement a PBL framework using AI technology-based learning tools... more This study aims to develop and implement a PBL framework using AI technology-based learning tools, namely, Naver Papago, Google Translate, and Grammarly. The six-week framework was embedded into a General English course at a university, and a total of 20 students participated in the study. After collecting 19 students’ questionnaires and 4 sets of group journals in which 20 students participated in four groups, the data were analyzed in order to investigate the students’ English learning experiences through the General English course. The findings are as follows. The students had positive English learning experiences in terms of cognitive factors, affective factors, satisfaction, linguistic factors, knowledge construction, and reflective practices. On the other hand, the students had negative learning experiences in relation to the inadequate quality of AI technology-based tools and the rather over-reliance on the tools. The study concludes with some pedagogical implications: the inclusion of a student-initiated grammar session involving feedback provided by Grammarly, and English language practices involving speaking and writing, both of which should serve to lower the over-reliance of the technology-based tools
Journal of Research in Curriculum & Instruction, 2021
In line with the increasing importance of cultural understanding for the sake of communication, t... more In line with the increasing importance of cultural understanding for the sake of communication, this study aims to implement Cultural Learning (CL) through project work in pre-service secondary English teacher education. This study implemented a framework of CL by modifing Stoller's (1997) Project-Based Learning (PBL) model into a model of eleven steps for eight weeks into the a CL class. The study used three data sources from 11 students: (1) weekly project journals, (2) web-based projects, and (3) post-project reflection notes. The results are as follows. First, the study identified three perceived PBL's benefits: intercultural knowledge construction, English language practice, and critical thinking skills development. Second, PBL's challenges included many time-consuming tasks. The study concludes with two suggestions for pedagogical methods: simplification of tasks and modeling.
Journal of Learner-Centered Curriculum and Instruction, 2021
Objectives The purpose of this study is to explore the potential of Project-Based Learning as a ... more Objectives The purpose of this study is to explore the potential of Project-Based Learning as a student-centered teaching approach so as to develop English language skills as well as creativity in a General English course at a Korean university. Methods The four-week framework was embedded into an undergraduate General English class. A total of 24 students participated in the study. After collecting the portfolio including the first draft, the revised draft, and the final draft of group journals and Social Network Service (SNS) messages, the data were analyzed to investigate the students’ perception on the course. Results Its findings are as follows: First, the students developed positive attitudes towards the course, in terms of knowledge construction and English development; cooperative problem-solving; and critical thinking skills. Second, the participants challenged the project-based English course in which communication in an asynchronous online class, and low level of English proficiency limited the inquiry process. Conclusions The study concludes with two pedagogical implications: the use of explicit modeling, and the inclusion of SNS as a communication tool.
The Journal of Humanities and Social Science 21, 2021
This study aims to explore project-based learning using English newspapers in an English class. T... more This study aims to explore project-based learning using English newspapers in an English class. The four-week PBL was embedded in a university during Semester 1, 2021. A total of 16 students participated in the study. The data collected from the group journals were analyzed to investigate the students' perceptions on the project-based English course. The findings are as follows: (1) meaningful English skills development, (2) cooperative knowledge construction, and (3) collaborative critical and reflective thinking skills. Meanwhile, the students challenged limited discussion in an asynchronous online class. Two pedagogical implications are the use of machine translation and modeling. The future research can explore project work within asynchronous online classrooms.
The purpose of this study is to develop and explore a framework of problem-posing education throu... more The purpose of this study is to develop and explore a framework of problem-posing education through Project-Based Learning (PBL) in an English writing course. The four-week framework was embedded into an English composition class. A total of 17 students participated in the study. After collecting the group journals, the data were analyzed to investigate the students’ perception on the course. Its findings are as follows: First, the participant students developed positive attitudes towards the course, in terms of constructing knowledge through practicing critical thinking; improving English writing skills by developing their views; engaging group activity; and negotiating with group members. Second, the students challenged the nature of this foreign student-centered approach, and their relatively low level of English limited the inquiry process. The study concludes with two pedagogical implications: the use of detailed and explicit modeling, and the inclusion of individual tasks.
Kim, Mi Kyong. (2019). Reflective practice in project-based culture learning: Content and quality... more Kim, Mi Kyong. (2019). Reflective practice in project-based culture learning: Content and quality of reflection. English Language Teaching, 31(4), 67-94. Culture learning (CL) needs alternatives beyond traditional teacher-transmitted approaches for reflective practice and intercultural development. This study explored the potential of project-based learning (PBL) as an alternative CL to practice reflection through student-driven inquiry. Specifically, the study examined content and quality of reflection, adapting two conceptual frameworks: focusing areas of reflection-public theory, private theory, feelings, action plan, and feedback (Bain, Ballantyne, Packer, & Mills, 1999) and reflective indicators-'additional perspectives'; 'own values'; and 'larger contexts' (Jay & Johnson, 2002). The study used three data sources from eleven students: journals, written reflections, and interviews. The results showed as follows. First, PBL helped the students focus on four contents of reflection other than public theory (i.e., non-reflection): private theory particularly while problematizing cultural topics; feelings about student-centered inquiry toward knowledge construction and insights into cultural content; action plans to pursue deeper cultural knowledge, overall language proficiency, and plans of PBL classes in future classrooms; and communication with teacher such as seeking views on cultural issues. Second, the student-driven inquiry approach helped the students gain 'additional perspectives' on learning about three areas: cultural content, English and presentation skills, and PBL as a teaching approach. Similarly, the approach fostered the students to apply their 'own values' in learning about the above three areas. The inquiry approach also promoted the students to examine their learning about primarily culture content in 'larger contexts.' (228 words)
In accordance with the changing scope of culture learning (CL), i.e., intercultural knowledge dev... more In accordance with the changing scope of culture learning (CL), i.e., intercultural knowledge development, since the 1990s onwards, this study intends to explore the potential of CL through project work concerning intercultural knowledge construction and its experiences within a pre-service English teacher education. In other words, the research employs project-based learning (PBL) as a tool to incorporate the principles of constructivism and experiential education. This study modified Stoller's (1997) PBL model into a seven-step sequence, which was embedded in the midst of a CL course for eight weeks. The study used three data sources collected from eleven participants: group projects, weekly journals, and post-project written reflections. The results are as follows. First, students showed intercultural knowledge construction by: 1) producing four projects, each for a cultural topic of Korean, American, and other international cultures; and 2) expressing they built deep intercultural knowledge, understood the interwoven nature of culture, and developed genuine interest in the cultures. Second, the study identified four perceived PBL's benefits: metacognitive skills practice, language practice, student-centered active learning, and integration of PBL theory and practice. Finally, PBL's challenges were identified: many time-consuming tasks, insufficient language competence, unfamiliar cultural topics, and being unaccustomed to student-centeredness.
This paper aims to explore the content of Korean EFL pre-service teachers' reflection through pra... more This paper aims to explore the content of Korean EFL pre-service teachers' reflection through practicum weekly logs during their practicum at Korean middle schools. The study has two main foci: finding the focus of pre-service teachers' reflection, and their perceptions of journal writing activities through practicum logs. The pre-service teachers in the study were 18 students at a Korean university. Data were collected via three sources: journal entries during the practicum, and interviews and questionnaires after the practicum. First, in order to understand the pre-service teachers' reflections, their journal entries were analyzed. At the same time, in order to see how they perceived of their journal writing activities, the data of journal entries, interviews and questionnaires were examined. As a categorization framework of focusing areas, Bain, Ballantyne, Packer & Mills's (1999) four areas of pre-service teacher reflection on journals in the practicum were employed: focus on teaching, self, professional issues, and students or class. The results showed that entries focusing teaching and self were prevalent. Of "focus on teaching", teaching demonstration and classroom observation were considerably discussed. Of "focus on self", feelings and learning teaching skills were frequently dealt with. The results also revealed that journaling writing had positive potentials: promoting reflective practice, further conceptualizing own views on the application of knowledge, and improving the English language skills.
Kim, Mi Kyong. (2018). Reflective practice in pre-service teacher education through journal writi... more Kim, Mi Kyong. (2018). Reflective practice in pre-service teacher education through journal writing in a writing course. English Language Teaching, 30(3), 55-76. Studies in pre-service teacher education use journal writing to promote reflective practice. However, most focus on reflection in classroom teaching rather than in other course subjects. This study investigates pre-service teachers' reflective journal writing in an English writing course: content and quality of reflection, and perceived journal writing experiences. The study employed a framework with applicable focusing areas of reflection: public theory, private theory, feelings, action plans, and student-teacher communication. All except public theory (non-reflection) are reflective focusing areas. For quality of reflection, the study used a framework with a simplified holistic view of reflection, by seeking three reflective indicators: practicing additional perspectives on learning; applying their beliefs while evaluating learning; and identifying key elements of learning within broad context. Lastly, the study explored perceived benefits and challenges of reflective journal writing. The data were collected from nineteen participants via entries, interviews and questionnaires. First, most journal segments showed the students primarily explored reflective focusing areas. Second, the entries indicated the students developed their reflexivity of learning by adding additional perspectives on their learning, applying their previous experiences and values to their learned knowledge, and examining their learning socially and culturally. Lastly, despite some initial confusions journal writing was favorably received. (201 words)
This paper uses the introduction of critical pedagogy to an English as a Foreign Language class i... more This paper uses the introduction of critical pedagogy to an English as a Foreign Language class in the Republic of Korea as a case study for a “modest critical pedagogy” (Tinning 2002). Focusing on the stress and resistances experienced during the introduction, we suggest a modest critical pedagogy that 1) makes the paradigm itself an explicit part of the curriculum, 2) redefines the emancipatory aspect of critical pedagogy to focus on “what we expect students to do and what we as educators do” (Gore 1993, 154) and, 3) re-examines the facilitator role of teachers. We use the work of Michel Foucault (1983) to suggest a critical pedagogy that asks students and educators to examine previous experiences of education and the effects of these experiences upon a sense of self, that explores the limits of critical pedagogy in terms of a sense of self and that experiments with the possibility of going beyond these limits to develop a different sense of self. This shift to an examination of the effects of critical pedagogy re-defines its emancipatory potential.
Kim, Mi Kyong. (2015). Students' and teacher's reflections on project-oriented learning: A critic... more Kim, Mi Kyong. (2015). Students' and teacher's reflections on project-oriented learning: A critical pedagogy for Korean ELT. English Teaching, 70(3), 73-98. This paper explores students' and teacher's experiences with project-oriented learning, as a form of critical pedagogy for Korean English language teaching. The teacher in this study developed and implemented a model of project-based instruction into a Korean tertiary context. The data set consisted of learner journals, teacher journals, and interviews. Six findings were ascertained: (1) The project approach created resistance from both the students and the teacher; (2) Communication between the teacher and the students eased the students' frustrations; (3) The goal-oriented nature of project work encouraged students to construct linguistic and topic-related knowledge; (4) Group work promoted independent and collaborative learning; (5) The teacher's role as a facilitator continued to confuse the teacher; and (6) Plagiarism seemed to limit student learning. Based on the findings, two pedagogical implications were drawn: Student-centered approaches in large low-level classes would require some degree of teacher-centeredness in order to respond to language demands; and learner and teacher journals can serve as an indicator of a need for teacher-centered methods.
2024 KATE SIG (Special Interest Groups) Conference, 2024
In a world marked by inequality, language is closely linked to power. According to Bourdieu (1986... more In a world marked by inequality, language is closely linked to power. According to Bourdieu (1986), symbolic capital such as language functions as a source of power when combined with cultural capital. The political nature of language is intertwined with the politics of language education, such as English education. Research exploring the potential of translanguaging pedagogies, which encourage the use of linguistic and symbolic resources to challenge and change the reproduction of social structural inequality, is being conducted. For example, research is being conducted in contexts such as English as a Second Language (ESL) settings like in the United States (Shepard-Carey, 2022) and English as a Foreign Language (EFL) settings such as English education in Korea (Kim, 2023).
Shepard-Carey (2022) investigated the impact of classroom language practices that implement translanguaging pedagogies on the sensemaking of multilingual learners in English reading classrooms in US elementary schools through critical discourse analysis. This presentation seeks to understand teacher translanguaging discourse occurring in classrooms based on Leah Shepard-Carey's (2022) research. Specifically, it delves into (1) teacher translingual practices within the classroom and (2) dialogic classroom language.
This study proposes a robust student-centered inquiry approach to learning: Project-Based Learnin... more This study proposes a robust student-centered inquiry approach to learning: Project-Based Learning (PBL). In PBL, this study further integrates language practices for language education (Stoller, 1997), the principles of critical pedagogy for problem-posing (Nixon-Ponder, 1995), and AI technology-based learning tools as translingual practices (Garcia et al., 2017; Vogel et al., 2018). Text and audio-based AIs (machine translation and grammar checker) are used. To this end, this study aims to develop a six-week PBL framework embedded into general English learning and to understand the learning experiences associated with it. The 20 participating students engaged in research activities, including 19 questionnaires, 20 reflection notes, and 4 sets of group journals. The results are as follows. Positive learning outcomes included knowledge construction and reflective thinking. Meanwhile, negative learning outcomes involved the technical challenges of AI and the overuse of AI. The study concludes with some pedagogical implications, such as the use of text-based generative AI to understand the feedback by grammar checker and comprehensive in-class lessons on English speaking and writing.
[Abstract] In accordance with the prevalent neoliberalsim (eg, free trade markets) and the emerge... more [Abstract] In accordance with the prevalent neoliberalsim (eg, free trade markets) and the emergence of English as an international language (EIL), the 2008 Revised Korea's National Curriculum adopted the concept of EIL and the goal of teaching English is now to help Korean learners to become intercultural speakers of English. This was to bring a paradigm shift into overall English language teaching (ELT) in Korea but there is a large gap between the curriculum rhetoric and the reality inside and outside the English classroom. The purpose of this paper is to overview the past and current ELT in Korea and to project its future from an EIL perspective. First, it describes the characteristics of ELT in Korea, addressing its major issues, concerns, and resolutions. Second, it discusses the government policy based on native-speakerism, Korean teachers and learners' perception and attitude of EIL, English varieties and multiculturalism represented in English textbooks and other ELT materials used in Korea, and English language and culture teaching materials and classroom activities. Last, educational implications and suggestions are provided on how to narrow the gap between the curriculum rhetoric and the educational reality.
Korean Journal of English Language and Linguistics, 2023
This is an open-access article distributed under the terms of the Creative Commons License, which... more 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.
This study aims to develop and implement a PBL framework using AI technology-based learning tools... more This study aims to develop and implement a PBL framework using AI technology-based learning tools, namely, Naver Papago, Google Translate, and Grammarly. The six-week framework was embedded into a General English course at a university, and a total of 20 students participated in the study. After collecting 19 students’ questionnaires and 4 sets of group journals in which 20 students participated in four groups, the data were analyzed in order to investigate the students’ English learning experiences through the General English course. The findings are as follows. The students had positive English learning experiences in terms of cognitive factors, affective factors, satisfaction, linguistic factors, knowledge construction, and reflective practices. On the other hand, the students had negative learning experiences in relation to the inadequate quality of AI technology-based tools and the rather over-reliance on the tools. The study concludes with some pedagogical implications: the inclusion of a student-initiated grammar session involving feedback provided by Grammarly, and English language practices involving speaking and writing, both of which should serve to lower the over-reliance of the technology-based tools
Journal of Research in Curriculum & Instruction, 2021
In line with the increasing importance of cultural understanding for the sake of communication, t... more In line with the increasing importance of cultural understanding for the sake of communication, this study aims to implement Cultural Learning (CL) through project work in pre-service secondary English teacher education. This study implemented a framework of CL by modifing Stoller's (1997) Project-Based Learning (PBL) model into a model of eleven steps for eight weeks into the a CL class. The study used three data sources from 11 students: (1) weekly project journals, (2) web-based projects, and (3) post-project reflection notes. The results are as follows. First, the study identified three perceived PBL's benefits: intercultural knowledge construction, English language practice, and critical thinking skills development. Second, PBL's challenges included many time-consuming tasks. The study concludes with two suggestions for pedagogical methods: simplification of tasks and modeling.
Journal of Learner-Centered Curriculum and Instruction, 2021
Objectives The purpose of this study is to explore the potential of Project-Based Learning as a ... more Objectives The purpose of this study is to explore the potential of Project-Based Learning as a student-centered teaching approach so as to develop English language skills as well as creativity in a General English course at a Korean university. Methods The four-week framework was embedded into an undergraduate General English class. A total of 24 students participated in the study. After collecting the portfolio including the first draft, the revised draft, and the final draft of group journals and Social Network Service (SNS) messages, the data were analyzed to investigate the students’ perception on the course. Results Its findings are as follows: First, the students developed positive attitudes towards the course, in terms of knowledge construction and English development; cooperative problem-solving; and critical thinking skills. Second, the participants challenged the project-based English course in which communication in an asynchronous online class, and low level of English proficiency limited the inquiry process. Conclusions The study concludes with two pedagogical implications: the use of explicit modeling, and the inclusion of SNS as a communication tool.
The Journal of Humanities and Social Science 21, 2021
This study aims to explore project-based learning using English newspapers in an English class. T... more This study aims to explore project-based learning using English newspapers in an English class. The four-week PBL was embedded in a university during Semester 1, 2021. A total of 16 students participated in the study. The data collected from the group journals were analyzed to investigate the students' perceptions on the project-based English course. The findings are as follows: (1) meaningful English skills development, (2) cooperative knowledge construction, and (3) collaborative critical and reflective thinking skills. Meanwhile, the students challenged limited discussion in an asynchronous online class. Two pedagogical implications are the use of machine translation and modeling. The future research can explore project work within asynchronous online classrooms.
The purpose of this study is to develop and explore a framework of problem-posing education throu... more The purpose of this study is to develop and explore a framework of problem-posing education through Project-Based Learning (PBL) in an English writing course. The four-week framework was embedded into an English composition class. A total of 17 students participated in the study. After collecting the group journals, the data were analyzed to investigate the students’ perception on the course. Its findings are as follows: First, the participant students developed positive attitudes towards the course, in terms of constructing knowledge through practicing critical thinking; improving English writing skills by developing their views; engaging group activity; and negotiating with group members. Second, the students challenged the nature of this foreign student-centered approach, and their relatively low level of English limited the inquiry process. The study concludes with two pedagogical implications: the use of detailed and explicit modeling, and the inclusion of individual tasks.
Kim, Mi Kyong. (2019). Reflective practice in project-based culture learning: Content and quality... more Kim, Mi Kyong. (2019). Reflective practice in project-based culture learning: Content and quality of reflection. English Language Teaching, 31(4), 67-94. Culture learning (CL) needs alternatives beyond traditional teacher-transmitted approaches for reflective practice and intercultural development. This study explored the potential of project-based learning (PBL) as an alternative CL to practice reflection through student-driven inquiry. Specifically, the study examined content and quality of reflection, adapting two conceptual frameworks: focusing areas of reflection-public theory, private theory, feelings, action plan, and feedback (Bain, Ballantyne, Packer, & Mills, 1999) and reflective indicators-'additional perspectives'; 'own values'; and 'larger contexts' (Jay & Johnson, 2002). The study used three data sources from eleven students: journals, written reflections, and interviews. The results showed as follows. First, PBL helped the students focus on four contents of reflection other than public theory (i.e., non-reflection): private theory particularly while problematizing cultural topics; feelings about student-centered inquiry toward knowledge construction and insights into cultural content; action plans to pursue deeper cultural knowledge, overall language proficiency, and plans of PBL classes in future classrooms; and communication with teacher such as seeking views on cultural issues. Second, the student-driven inquiry approach helped the students gain 'additional perspectives' on learning about three areas: cultural content, English and presentation skills, and PBL as a teaching approach. Similarly, the approach fostered the students to apply their 'own values' in learning about the above three areas. The inquiry approach also promoted the students to examine their learning about primarily culture content in 'larger contexts.' (228 words)
In accordance with the changing scope of culture learning (CL), i.e., intercultural knowledge dev... more In accordance with the changing scope of culture learning (CL), i.e., intercultural knowledge development, since the 1990s onwards, this study intends to explore the potential of CL through project work concerning intercultural knowledge construction and its experiences within a pre-service English teacher education. In other words, the research employs project-based learning (PBL) as a tool to incorporate the principles of constructivism and experiential education. This study modified Stoller's (1997) PBL model into a seven-step sequence, which was embedded in the midst of a CL course for eight weeks. The study used three data sources collected from eleven participants: group projects, weekly journals, and post-project written reflections. The results are as follows. First, students showed intercultural knowledge construction by: 1) producing four projects, each for a cultural topic of Korean, American, and other international cultures; and 2) expressing they built deep intercultural knowledge, understood the interwoven nature of culture, and developed genuine interest in the cultures. Second, the study identified four perceived PBL's benefits: metacognitive skills practice, language practice, student-centered active learning, and integration of PBL theory and practice. Finally, PBL's challenges were identified: many time-consuming tasks, insufficient language competence, unfamiliar cultural topics, and being unaccustomed to student-centeredness.
This paper aims to explore the content of Korean EFL pre-service teachers' reflection through pra... more This paper aims to explore the content of Korean EFL pre-service teachers' reflection through practicum weekly logs during their practicum at Korean middle schools. The study has two main foci: finding the focus of pre-service teachers' reflection, and their perceptions of journal writing activities through practicum logs. The pre-service teachers in the study were 18 students at a Korean university. Data were collected via three sources: journal entries during the practicum, and interviews and questionnaires after the practicum. First, in order to understand the pre-service teachers' reflections, their journal entries were analyzed. At the same time, in order to see how they perceived of their journal writing activities, the data of journal entries, interviews and questionnaires were examined. As a categorization framework of focusing areas, Bain, Ballantyne, Packer & Mills's (1999) four areas of pre-service teacher reflection on journals in the practicum were employed: focus on teaching, self, professional issues, and students or class. The results showed that entries focusing teaching and self were prevalent. Of "focus on teaching", teaching demonstration and classroom observation were considerably discussed. Of "focus on self", feelings and learning teaching skills were frequently dealt with. The results also revealed that journaling writing had positive potentials: promoting reflective practice, further conceptualizing own views on the application of knowledge, and improving the English language skills.
Kim, Mi Kyong. (2018). Reflective practice in pre-service teacher education through journal writi... more Kim, Mi Kyong. (2018). Reflective practice in pre-service teacher education through journal writing in a writing course. English Language Teaching, 30(3), 55-76. Studies in pre-service teacher education use journal writing to promote reflective practice. However, most focus on reflection in classroom teaching rather than in other course subjects. This study investigates pre-service teachers' reflective journal writing in an English writing course: content and quality of reflection, and perceived journal writing experiences. The study employed a framework with applicable focusing areas of reflection: public theory, private theory, feelings, action plans, and student-teacher communication. All except public theory (non-reflection) are reflective focusing areas. For quality of reflection, the study used a framework with a simplified holistic view of reflection, by seeking three reflective indicators: practicing additional perspectives on learning; applying their beliefs while evaluating learning; and identifying key elements of learning within broad context. Lastly, the study explored perceived benefits and challenges of reflective journal writing. The data were collected from nineteen participants via entries, interviews and questionnaires. First, most journal segments showed the students primarily explored reflective focusing areas. Second, the entries indicated the students developed their reflexivity of learning by adding additional perspectives on their learning, applying their previous experiences and values to their learned knowledge, and examining their learning socially and culturally. Lastly, despite some initial confusions journal writing was favorably received. (201 words)
This paper uses the introduction of critical pedagogy to an English as a Foreign Language class i... more This paper uses the introduction of critical pedagogy to an English as a Foreign Language class in the Republic of Korea as a case study for a “modest critical pedagogy” (Tinning 2002). Focusing on the stress and resistances experienced during the introduction, we suggest a modest critical pedagogy that 1) makes the paradigm itself an explicit part of the curriculum, 2) redefines the emancipatory aspect of critical pedagogy to focus on “what we expect students to do and what we as educators do” (Gore 1993, 154) and, 3) re-examines the facilitator role of teachers. We use the work of Michel Foucault (1983) to suggest a critical pedagogy that asks students and educators to examine previous experiences of education and the effects of these experiences upon a sense of self, that explores the limits of critical pedagogy in terms of a sense of self and that experiments with the possibility of going beyond these limits to develop a different sense of self. This shift to an examination of the effects of critical pedagogy re-defines its emancipatory potential.
Kim, Mi Kyong. (2015). Students' and teacher's reflections on project-oriented learning: A critic... more Kim, Mi Kyong. (2015). Students' and teacher's reflections on project-oriented learning: A critical pedagogy for Korean ELT. English Teaching, 70(3), 73-98. This paper explores students' and teacher's experiences with project-oriented learning, as a form of critical pedagogy for Korean English language teaching. The teacher in this study developed and implemented a model of project-based instruction into a Korean tertiary context. The data set consisted of learner journals, teacher journals, and interviews. Six findings were ascertained: (1) The project approach created resistance from both the students and the teacher; (2) Communication between the teacher and the students eased the students' frustrations; (3) The goal-oriented nature of project work encouraged students to construct linguistic and topic-related knowledge; (4) Group work promoted independent and collaborative learning; (5) The teacher's role as a facilitator continued to confuse the teacher; and (6) Plagiarism seemed to limit student learning. Based on the findings, two pedagogical implications were drawn: Student-centered approaches in large low-level classes would require some degree of teacher-centeredness in order to respond to language demands; and learner and teacher journals can serve as an indicator of a need for teacher-centered methods.
2024 KATE SIG (Special Interest Groups) Conference, 2024
In a world marked by inequality, language is closely linked to power. According to Bourdieu (1986... more In a world marked by inequality, language is closely linked to power. According to Bourdieu (1986), symbolic capital such as language functions as a source of power when combined with cultural capital. The political nature of language is intertwined with the politics of language education, such as English education. Research exploring the potential of translanguaging pedagogies, which encourage the use of linguistic and symbolic resources to challenge and change the reproduction of social structural inequality, is being conducted. For example, research is being conducted in contexts such as English as a Second Language (ESL) settings like in the United States (Shepard-Carey, 2022) and English as a Foreign Language (EFL) settings such as English education in Korea (Kim, 2023).
Shepard-Carey (2022) investigated the impact of classroom language practices that implement translanguaging pedagogies on the sensemaking of multilingual learners in English reading classrooms in US elementary schools through critical discourse analysis. This presentation seeks to understand teacher translanguaging discourse occurring in classrooms based on Leah Shepard-Carey's (2022) research. Specifically, it delves into (1) teacher translingual practices within the classroom and (2) dialogic classroom language.
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Papago, Google Translate, and Grammarly. The six-week framework was embedded into a General English course at a university,
and a total of 20 students participated in the study. After collecting 19 students’ questionnaires and 4 sets of group journals
in which 20 students participated in four groups, the data were analyzed in order to investigate the students’ English learning
experiences through the General English course. The findings are as follows. The students had positive English learning
experiences in terms of cognitive factors, affective factors, satisfaction, linguistic factors, knowledge construction, and reflective
practices. On the other hand, the students had negative learning experiences in relation to the inadequate quality of AI
technology-based tools and the rather over-reliance on the tools. The study concludes with some pedagogical implications:
the inclusion of a student-initiated grammar session involving feedback provided by Grammarly, and English language practices
involving speaking and writing, both of which should serve to lower the over-reliance of the technology-based tools
Methods The four-week framework was embedded into an undergraduate General English class. A total of 24 students participated in the study. After collecting the portfolio including the first draft, the revised draft, and the final draft of group journals and Social Network Service (SNS) messages, the data were analyzed to investigate the students’ perception on the course.
Results Its findings are as follows: First, the students developed positive attitudes towards the course, in terms of knowledge construction and English development; cooperative problem-solving; and critical thinking skills. Second, the participants challenged the project-based English course in which communication in an asynchronous online class, and low level of English proficiency limited the inquiry process.
Conclusions The study concludes with two pedagogical implications: the use of explicit modeling, and the inclusion of SNS as a communication tool.
curriculum, 2) redefines the emancipatory aspect of critical pedagogy to focus on “what we expect students to do and what we as educators do” (Gore 1993, 154) and, 3) re-examines the facilitator role of teachers. We use the work of Michel Foucault (1983) to suggest a critical pedagogy that asks students and educators to examine previous experiences of
education and the effects of these experiences upon a sense of self, that explores the limits of critical pedagogy in terms of a sense of self and that experiments with the possibility of going beyond these limits to develop a different sense of self. This shift to an examination of
the effects of critical pedagogy re-defines its emancipatory potential.
Conference Presentations by Mi Kyong Kim
Shepard-Carey (2022) investigated the impact of classroom language practices that implement translanguaging pedagogies on the sensemaking of multilingual learners in English reading classrooms in US elementary schools through critical discourse analysis. This presentation seeks to understand teacher translanguaging discourse occurring in classrooms based on Leah Shepard-Carey's (2022) research. Specifically, it delves into (1) teacher translingual practices within the classroom and (2) dialogic classroom language.
Papago, Google Translate, and Grammarly. The six-week framework was embedded into a General English course at a university,
and a total of 20 students participated in the study. After collecting 19 students’ questionnaires and 4 sets of group journals
in which 20 students participated in four groups, the data were analyzed in order to investigate the students’ English learning
experiences through the General English course. The findings are as follows. The students had positive English learning
experiences in terms of cognitive factors, affective factors, satisfaction, linguistic factors, knowledge construction, and reflective
practices. On the other hand, the students had negative learning experiences in relation to the inadequate quality of AI
technology-based tools and the rather over-reliance on the tools. The study concludes with some pedagogical implications:
the inclusion of a student-initiated grammar session involving feedback provided by Grammarly, and English language practices
involving speaking and writing, both of which should serve to lower the over-reliance of the technology-based tools
Methods The four-week framework was embedded into an undergraduate General English class. A total of 24 students participated in the study. After collecting the portfolio including the first draft, the revised draft, and the final draft of group journals and Social Network Service (SNS) messages, the data were analyzed to investigate the students’ perception on the course.
Results Its findings are as follows: First, the students developed positive attitudes towards the course, in terms of knowledge construction and English development; cooperative problem-solving; and critical thinking skills. Second, the participants challenged the project-based English course in which communication in an asynchronous online class, and low level of English proficiency limited the inquiry process.
Conclusions The study concludes with two pedagogical implications: the use of explicit modeling, and the inclusion of SNS as a communication tool.
curriculum, 2) redefines the emancipatory aspect of critical pedagogy to focus on “what we expect students to do and what we as educators do” (Gore 1993, 154) and, 3) re-examines the facilitator role of teachers. We use the work of Michel Foucault (1983) to suggest a critical pedagogy that asks students and educators to examine previous experiences of
education and the effects of these experiences upon a sense of self, that explores the limits of critical pedagogy in terms of a sense of self and that experiments with the possibility of going beyond these limits to develop a different sense of self. This shift to an examination of
the effects of critical pedagogy re-defines its emancipatory potential.
Shepard-Carey (2022) investigated the impact of classroom language practices that implement translanguaging pedagogies on the sensemaking of multilingual learners in English reading classrooms in US elementary schools through critical discourse analysis. This presentation seeks to understand teacher translanguaging discourse occurring in classrooms based on Leah Shepard-Carey's (2022) research. Specifically, it delves into (1) teacher translingual practices within the classroom and (2) dialogic classroom language.