David Kent

VoiceThread holds potential to provide students who rarely speak in class a means to create visually-based digital conversations. In light of this, pedagogical affordances of the tool are considered, along with efficacy behind VoiceThread development within English as a Foreign Language contexts. Instructional strategies, supported by examples, are presented. A means for in-service teachers to evaluate language production and learning outcomes emerge, along with techniques essential for monitoring, producing, and guiding effective VoiceThread development through inclusion of specifically developed resources.

Since the turn of the century the learning landscape has come in ever-increasing ways to be reshaped by technology. For English language learners this has ultimately seen changes emerge in relation to the language skills viewed as necessary and important to them, and in the means of how those skills are to be acquired (Goh, 2015). As a result, how teachers, particularly those in the English as foreign language context (Warschauer, 2000), are expected to instruct has also come to change. Keeping this in mind, many teachers today are consistently and continually incorporating technology into their classrooms. However, as new technologies emerge, and are then appropriated, their use needs to come from a base of acceptable and well-established methods and practices that are grounded in learning theory. It is here where the book Technology Enhanced Language Learning: Connecting Theory and Practice (Walker & White, 2013) stands out.

In recent years, studies have emerged highlighting the role of social networking services in the English as a foreign language context of Korea, particularly for teaching and learning, but none examine the role of Facebook in enhancing communities of practice. Therefore, this study undertakes such an endeavor on a Korea-based language teacher organization Facebook group. Social networking analysis came to reveal a group consisting of largely non-engaged members, with several key users successfully bridging the network and promoting engagement and interaction via commenting. Although the most viral posts were disproportionately organizational, professional development clearly emerges as the largest concern for active members. Ultimately, it will be critical for increasing success of the group as a social networking service to establish a means of further engaging all members, including those on the network periphery. To fully meet organizational goals, it will be imperative for key actors to be used increasingly proactively.

This presentation lays the groundwork for establishing a project aimed at providing a means for English language learners to move from standard workbook-based cloze exercises to developing integrated language skills practice by the creation of short animations based on such in-class content. The focus lies in establishing a means to provide integrated language skills practice via scripted conversations that include drama and humor, and use of a simplified grammar which participants are encouraged to change to standard grammar in part or completely. It is envisioned that a learning by creating content type approach, combined with the use of an animation app, will best see this come to fruition. Further, to evaluate and report upon implementation, investigation will be undertaken via reflective practice. This will allow for examination of practitioner notes and student comments formed from the creation of a 'teaching diary', and interpreting these observations in light of any animations created. Project Aims The aim of this project is to see learners develop animations, using the Android/iOS-based application Scratch Jr, to solidify language learning and allow learners to review linguistic content under study. Animations will be based on realia-driven and humor-based scripted conversations from a provided learner workbook, and will be used as follow-up tasks inside the classroom. Development of animations because this is multimodal, and in development allows for the practice and integration of multiple language skills at each learner's pace, while realia-based conversations provide authenticity surrounding topic choice, humor provides engagement and an emotional link to content, and being scripted ensures that a framework for language learning and integrated skill practice is provided. Further, as linguistic development is the goal, the intent is to use animation development as a language learning activity to specifically provide increased content engagement, grammar skill practice, and speaking confidence. Project Rationale Although animation app usage has not been excessively researched in the language-learning context, there is support to show that such tools can help promote the development of literacy skills (Jacobs, 2007), and that usage of these kinds of apps is received positively by learners (Kilickaya & Krakja, 2012). This is particularly due to these apps allowing for: (i) the development of content that can be easily shared; (ii) providing enjoyment of use while engaging with content; and, (iii) integrating well when being used with grammar-based activities (which is the intended use in this project). Keeping this in mind, the use of an animation application was ultimately decided upon as these tools offer a multimodal experience and can assist, albeit indirectly, in looking at developing MCC or multimodal communicative competence among learners (Heberle, 2010). That is to say, when matched with appropriate material and activities, they have the potential to assist English language learners (ELL) in developing knowledge and use of language concerning the visual, audio, and spatial dimensions of communication. This can be achieved by promoting strategies and skills to support learners in producing oral and written texts where there is appropriate use of: (i) language forms (lexis, grammar, syntax), pragmatics, and the negotiation of meaning; (ii) the use of metafunctions that link grammar and functions of language for communication; and (iii) appropriate representation of experience, and the construction of relationships, in the textual and visual organization of a message or dialog. Learning by Creating Content (LCC) Approach An LCC type approach will be used for this project. The Learning by Creating Content approach has its foundations in the belief of the active role of the learner (Ristimaki, Koivulehto, & Viluksela, 2006), it also has links to Kolb's experiential learning theory (Thompson, 2012), and it can be tied to constructivist learning theory as well. Fundamentally, this approach sees learning " arranged around the central task of creating content " (Thompson, 2012, p.108). It has also been recognized by Norris and Soloway (2008) that such an approach can make up for the deficiencies in instructional models developed prior to the emergence of ubiquitous cyber infrastructure.

Portable device use in the EFL (English as a Foreign Language) classroom from cellular phones, or mobiles, right through to iPads can actually save schools money. Such mobile devices can provide the benefit of technological use without any financial outlay by administration. Students generally know how to use their own mobiles, and are aware of their own hardware and phone plan limitations. Educators who then choose to use these machines, either inside or outside the classroom, can focus upon aspects of teaching and learning that can promote learner autonomy while also facilitating anywhere, anytime, any source, any pace technology-based educational initiatives.

As an avenue for incorporating the use of multimedia in language teaching the application and applicability of digital storytelling, as it relates to the teaching and learning of EFL (English as a Foreign Language), will be presented. Focus will center on illustrating suitable digital storytelling types for use in educational contexts, as well as establishing effective means for the evaluation of student implementation of digital storytelling in language learning contexts. Illustration of the digital storytelling developmental process will then come to present a model of best practice that practitioners and learners alike can follow. To reinforce the developmental model, a compilation of useful resources along with a classroom handout to assist with story boarding are available so that students and teachers can begin exploring the potential of digital storytelling in language learning and teaching.

An exploration of the educational value behind mobile, or cellular, phone utilization in English Language Teaching (ELT), and the Second Language Acquisition (SLA) theory behind effective instructional use of such technology is presented. A number of hindrances associated with learning using these devices are uncovered, as are methods of engaging students at the pedagogical level. This establishes a grounded means of employing mobiles as a language learning platform, and results in support for the foundation of a multi-regional synopsis of mobile phone use in ELT. Several pedagogically significant points regarding the employment of mobile devices with learners across eastern Asia, India, the Middle East, and Africa then emerge in analysis. In particular, the considerations necessary for effective future implementation of mobile learning technologies in Afro-Asian contexts. What ultimately arises is the notion that although the concept of m-learning is still largely embryonic it is becoming increasingly embraced, as mobiles are viewed as an enabling technology that can deliver essential learning opportunities. The article closes by outlining several significant areas of pertinence to next-step research.

Pilot Study for Use of Memrise application by Korean junior college students studying EFL vocabulary in a blended learning context. Blended learning, for all of its purported advantages, can present difficulties in terms of student usage of applications outside of the classroom. This pilot study aimed to investigate the use of a free online based learning application (Memrise) employed in a supplementary model of blended learning at a junior college in central South Korea. The study employed mixed methodology, consisting chiefly of collection of behavioral data as a byproduct of application use in order to determine the extent of student elective application use. The central question of the study aimed at determining the extent to which freshmen college students voluntarily utilized a freely accessible multimedia web-based application in a supplemental model blended learning context. Questionnaire and focus group data was collected to explore factors affecting student application use. In the end, student use of the application was diverse, with some using it to a great extent, and others making no use of it. Quantitative and qualitative data shed light on these results, by identifying elements both within and aside from the application which influenced student usage. In particular, the findings suggest that applications used in blended learning would be more successful on mobile rather than desktop platforms.

Blended learning can present difficulties in terms of student usage of applications outside of the classroom. This pilot study aimed to investigate the use of a fre e online based learning application (Memrise) employed in a supplementary model of blended learning at a junior college in central South Korea. The study employed mixed methodology, consisting chiefly of collection of behavioral data asa byproduct of application use in order to determine the extent of student elective application use. The central question of the study aimed at determining the extent to which freshmen college students voluntarily utilized a freely accessible multimedia web-based application in a supplemental model blended learning context. Questionnaire and focus group data was collected to explore factors affecting participant application use. Application use results were diverse, with some using it to a greater extent, and others making no use of it. Quantitative and qualitative data explored these results by identifying elements which influenced application usage. It was found that internet access was not a problem for most participants, and that the application in question could be used with blended learning. The findings suggest that applications use in blended learning would be more successful on mobile than desktop platforms.

In Korea, 47 million people (or 97.2% of the population) own a cell phone (Wireless Federation, 2009), over 80% of elementary school children have one (Shuler, 2009), and smartphone use is on the rise from 1.7% in 2009 to 40% in 2011 (Brian, 2011). While some of our colleagues ban the devices from the classroom due to decidedly non-educational use by learners, others embrace the technology and the pedagogical opportunities they provide. As smartphone ownership increases in popularity, it seems likely that a steadily increasing number of learners will come to use the devices in the classroom. This is something that educators are going to have to deal with, whether they wish to or not, as smartphones are becoming increasingly ideal tools for meeting the changing needs of educational provision in the upcoming era of mobile learning (Chu, 2011).

Using smartphones to create and deliver learner-generated video content for tasks. STEM Journal, 13(3). This descriptive study replicates a previous work that examined the efficacy of utilizing film to lead to language production in L2 learners. In the original study, the productive task included a written movie review and the creation of a movie poster. This study sought to replicate those activities in the Korean context and introduced mobile technology paired with QR codes in order to extend the task in the form of a communicative activity. In the extended task, the participants videotaped their reviews and posted them to the Internet where their peers would then access the videos via QR codes printed on the movie posters. The participants would then complete a QR code delivered task based upon the video reviews they watched. The participants were twelve first-year learners in a non-English major program at a mid-sized technical college in South Korea. The data was collected through survey with initial analysis focusing upon aspects of motivation, pedagogy, technology, accessibility, and desirability. The results show that the students found the use of movies for learning English to be motivating, and that the use of smartphones provided a further enjoyable element to the task. In addition, the participants made clear that they would welcome further use of educational m-learning opportunities in the future.

This paper investigated the viability of using digital storytelling in a South Korean elementary school ECASA (English Club After- School Activity) program. This exploration was undertaken by development of an appropriate multimedia-based teaching initiative, integrated alongside traditional classroom teaching material, as part of normal classroom procedure. To evaluate and report upon this implementation, investigation was undertaken by examining practitioner notes and student comments to form a „teaching diary‟, and interpreting these observations as augmented by video recordings of classroom sessions. Although multimedia and technology use was integrated into classroom teaching in a manner that promoted student learning, a number of practitioner frustrations emerged. These frustrations centered upon time management pressures, infrastructure limitations, and classroom support requirements. However, these were offset by student successes, particularly those associated with engagement, empowerment, digital literacy improvement, linguistic practice, and target language production. Ultimately the implementation of digital storytelling for English language learning at this level shows promise, and this was coupled with some rather exciting but unexpected consequences regarding ECASA program interest. Of further significance, the ECASA program successfully emerges as an arena from which practitioners can enhance their teaching repertoire, while practically trialing and assessing the potential of prospective multimedia-based teaching techniques.

VoiceThread firmly establishes itself as a tool that has the exciting potential to give an actual audible voice to those language students who rarely, or if ever, speak the target language in class, and it does so by providing students with the means to construct visually-based digital conversations. In light of this, the pedagogical affordances provided by the Web 2.0 tool are considered, along with the types of educational VoiceThreads in use today. The efficacy behind VoiceThread development with and for students will then be oriented to the EFL environment. This is followed by a brief overview of VoiceThread the instructional strategies suited to English language learning contexts, supported by example activities and resources. A means of evaluating language production and learning outcomes afforded through use of the tool then follows, along with an overview of the techniques essential for monitoring, producing, and guiding effective VoiceThread development among language learners. A tutorial for getting started with the technology, and developing visually-based digital conversations is also provided. What is VoiceThread? VoiceThread was launched in 2007 as a means of allowing multiple users to work collaboratively on preparing a multimedia slideshow that can house a variety of content from documents, images, and video (VoiceThread, 2007). These VoiceThreads allow for navigation between slides and comment postings in five different ways: using voice (with a microphone or telephone), typing text, uploading an audiofile, or by making a webcam video. Postings can be augmented with the use of a narration drawing tool during the recording process. Any created VoiceThread can then be shared with friends, groups of learners or colleagues, and they in turn can leave comments on the thread or edit it (if granted permissions allow). In other words, VoiceThread is an asynchronous online tool that employs uploaded audio comments, a narrating tool, text balloons, and web-cam video annotation to support the online discussion of media artifacts. These media artifacts can consist of documents, images, presentations or videos. The site allows moderated feedback, which in turn allows both instructors and students to control the dissemination of feedback in terms of monitoring postings for inappropriate content. Most importantly, after creation VoiceThreads are immediately web-accessible and can be embedded into other websites including blogs, wikis, and course management systems like Moodle.

These days there is an increasing desire for foreign language learning in South Korea, particularly for English. With widespread availability of technology in Korea, the computer has come to be regarded by many as an indispensable study aid that, when coupled with access to hi‐speed broadband, provides a wealth of internet‐based learning systems. As cyberspace increasingly becomes a popular way of easily finding and interacting with language learning content, it is important to consider the basic factors of available foreign language learning systems, particularly in light of the advantages and limitations of providing access to these systems via the internet. The potential of one such system, the JungChul cyber English learning program, to provide internet‐based English education was reviewed. It was found that the program was partially useful for studying but that it did have some limitations. Overall, the program provides useful content for listening and pronunciation skill development. However, it was not as efficient in delivering writing or conversation training, and especially for conversation, lacked support for interaction between presenters and learners. So too, for reading and grammar the content is too similar to what can be found provided by off‐line methods of education.

This study is one of the first to examine EFL student multimedia-based online poster project completion using the Glogster application in South Korea. Data was collected through media artifact analysis, language use production, and interview. Analysis sees interesting results emerge for international versus local students, particularly regarding the positive or negative impact of group dynamics. Also, students clearly recognize the importance of pedagogy when using multimedia but still seek escapism from classroom anxiety through its use, and although learners desire to work collaboratively their pre-existing schema shapes expectations of multimedia. Importantly, learners responded well to Glogster, viewing it favorably, as almost all felt they could practice and develop English skills using the application. Ultimately, students were keen to create content that was not only interactive but based on the common interest of group members, with English language use viewed as an essential component of this process. The research also

This presentation will explore the use and applicability of digital storytelling in various educational contexts, but particularly as it relates to EFL/ESL. Several examples specific to EFL/ESL, and Korea, will be introduced. Topics discussed will revolve around the types of digital storytelling that exist, effectiveness of digital storytelling in the classroom, means for evaluating student produced content, and utilization of the required tools, creative procedures, and the necessary resources that must come together to culminate in the development of multimedia literacy in terms of digital story production.

This study explores the potential of utilizing an interactive digital poster publishing tool in the university EFL context. It is the first study to examine EFL student multimedia-based poster project completion using Glogster in South Korea, with data collected through media artifact analysis, language use production, and interview. Initial analysis sees interesting results emerge for international students versus local students, particularly regarding the positive or negative impact of group dynamics. Also, students clearly recognize the importance of pedagogy when using multimedia but still look to it for escapism from classroom anxiety, and although they desire to work collaboratively pre-existing schema impacts on what they expect from multimedia applications. Importantly, learners responded well to the publishing tool, viewing it favorably, as almost all felt they could practice and develop their English skills with it. Ultimately, students were eager to produce content that was not only based on common interests but provided elements of interactivity, with English recognized as necessary and important for doing so. The research also comes to highlight a means for utilizing Glogster poster projects diagnostically, and shows that analyzing learner output produced with the publishing tool can be fruitful. The internet no longer simply allows learners to explore and discover their own learning paths, but it allows learners to construct their own content and add to the online database of resources in the form of multimedia-based UGC (user generated content) built on the premise of sharing and socializing (Craig, 2008). This move, from information collection to information dissemination and production, provides learners with a means of using the internet to combine and collate information with emphasis on collective sharing and community-based creation of data that can generate and sustain authentic learning experiences (see Chen. In this regard, collaborative creation of knowledge, and the sharing and dissemination of that knowledge, should be at the core of the learning process (Lee, 2008; Richardson, 2006). Working cooperatively and communicatively can also lead to the implementation of constructivist learning approaches in the language classroom that are built upon the real life experience of students, and when this occurs stronger connections can be made between learning content and the students' world (Oguz & Ozge Bahar, 2008). Interactive digital poster publishing tools, such as the web-based application Glogster (2008), possess this potential.

The Graduate School of TESOL‐MALL is proud to have established an academic and publishing service for new academics, and students of MA TESOL programs in Korea and around the world (see Bautista, 2007). This continues with the second issue of our e‐ journal Interfaces, and solidifies for Woosong University a link to a research agenda that is an entrenched aspect of the higher education community (Brew & Baud, 1995). Master and doctoral degree students, or recent graduates, are encouraged to submit articles for publication after working with their current supervisors to prepare an article for submission. However, Woosong students are especially encouraged to submit research articles as these will count as a pass for one Comprehensive Examination Paper. Student research articles will also be in the running for an annual ‘Best Student Paper Award’ in the form, for example, of department store gift certificates. (Note: forum articles are acceptable for Woosong masters students seeking a pass towards candidacy, but these are not in the running for the comprehensive examination pass or the student paper award).

Kent, D. B. (2007). Effective multimedia‐based learning in EFL: Comparing two comprehension models. Interfaces, 1(1). Multimedia comprehension models can be essential in helping determine the effective use of various media types in learning and teaching contexts. Keeping this in mind two models are compared, and the major implications for designing multimedia‐based learning content for adult EFL students stemming from these models is presented. Ultimately, three distinct notions emerge that prove central to any development of multimedia for use in the adult EFL context. It is also viewed as important that media use within classes is employed for the purposes of leading to student knowledge gains, and therefore emphasizes learner‐centered design. As a result, instructors need to be aware of paths to follow when constructing learning content, and when evaluating the media resources they apply with students on a day‐to‐day basis.

An empirical project aiming to assess the value and effectiveness of utilizing the English inherent within the native vernacular as a means for developing linguistic competence of students within mandatory EFL courses in a Korean university English program setting is being developed. Along with this the Korean cultural learning style is going to be taken into account, and implications this holds for the implementation of computer-assisted language learning (CALL) considered. Explanation of the software systems to be deployed for the research will be presented.

The study compared the consequences of choosing to use either deterministic or probabilistic data analyses in an experimental investigation. The empirical research from which the data for these analyses was drawn applied computer assisted language learning (CALL) as the treatment in a one-group pretest-posttest design. The empirical investigation concerned the effect of CALL on Korean university students’ ability to correctly identify the meaning of loanwords - native vernacular that originated in non- native languages and is now part of the native vernacular. The empirical investigation is explained and the design of experimental research and analysis of experimental research data are discussed. Stochastic and deterministic measurement models are then examined followed by the application of these models to analyse data from the empirical investigation. Data analyses included a paired sample t-test, one-way analysis of variance (ANOVA) and a Rasch Unidimensional Measurement Model (RUMM) analysis of differential item functioning (DIF). The analyses and their respective results are assayed in terms of capacity to inform hypothesis confirmation. Parametric tests using non-interval data (raw test scores) were shown to be less sensitive than the RUMM DIF analysis of Rasch Model transformed scores when estimating the differences between the pretest and posttest data.

This survey examines factors relating to student dictionary ownership , as well as perceptions concerning dictionary use, and the quality of current dictionaries in light of likeable, dislikable, and desirable features as determined by the survey population. Data collection through the survey-method allowed for a distribution of 270 questionnaires to eight freshman classes, resulting in a return of 244 useable surveys for the study. The focus of this study's questionnaire is threefold , and gathers data concerning the background of the student's dictionary(s), student's use of their dictionary(s), and dictionary characteristics and features of relevance to the Korean EFL student. Analysis of the data allows us to see what kind of dictionary students possess, where and how they most often put their dictionary to use, and what they would like to see in an ideal dictionary. Further, the results suggest that students are active dictionary users who are aware of the shortcomings and virtues of their current dictionaries and, having consciously evaluated these aspects, will take them into consideration when acquiring a future dictionary. A discussion of survey findings culminates with recommendations on dictionary selection for University English Program (UEP) students within Korea.

…For the needs of the much larger society of the nation [a vernacular] is not adequate, and it becomes necessary to supplement its resources to make it into a language. Every vernacular can, at the very least, add words borrowed from other languages. (Pride and Holmes, 1972, p.108) ABSTRACT The impact of Chinglish, Japlish, and Konglish on the vernaculars of Northeast Asia, and in turn the cultural mind-set of the populace, holds great sociolinguistic influence over these nations in the modern era. Not only have the languages of Northeast Asia developed subsets consisting of the use of English, and other European loanwords and pseudo loanwords, but students of EFL in these nations have, rightly or wrongly, come to incorporate this vocabulary into their English conversation. This paper discusses these loanwords, in which the EFL learner is immersed, and how they can be utilized effectively within the modern EFL classroom. The trend of ignoring such native language interference, like Chinglish, Japlish, and Konglish, will be reevaluated. A constructive method for utilizing such learner difficulties, will then be presented with the aim of assisting and promoting solid socio-cultural and linguistic competence in the English language.

Tense Buster 2001 is designed to assist students in mastering grammar concepts through a sequence of specifically tailored presentation, reinforcement, practice, and application units. It is available in a variety of levels to suit a broad range of learners, at any language proficiency, from middle school age onwards. Units and Levels Initially, an introductory point is provided for each section of each unit, where students are shown the language focus, with highlighted examples of target-structures, and grammar functions. This is presented in context within articles, dialogues, explanations, letters, or stories. Using such a range of material reduces boredom for the learners and allows for real-life presentation of grammar points. For practice, and initial target-structure use, learners can open the integrated " scratch pad " to write replies, for example, to type letters that can be printed for correction. The next stage of the program focuses on specifics of a grammar point and provides a screen full of text detailing various examples and explanations of the rule. This is a great idea for refreshing the memory of learners with the basics of the grammar they are studying. Unfortunately, there is no option for users to hear these " grammar rule " texts, and aside from offering reading practice this may prove a tiresome task, as reading a lot of text on a computer screen for an extended period can lead to weariness. The third stage, or grammar section of each unit, contains two to four practice activities with interactive feedback provided. This is an excellent feature of the software that shows students a list of missed and incorrect answers along with misunderstood grammar points. A variety of native-speaker accents are presented for listening here, allowing students a means to fine-tune their listening comprehension skills. For Korean learners this may prove as invaluable as learning the grammar items found in the language activities. There is also an option for turning on and off the sound, which is handy for learners when they are by themselves to practice drill auditory material or when working together in self-access centers, where students could pair up to practice dialogues aloud. However, for language laboratory use the software would require introduction in class so that full use of the program for self-study purposes could be achieved.

Students in language laboratories around the world often make decisions on what language learning software they will continue to use after a mere initial glance. As a result, software developers have become aware that looks are important or that “first impressions count,” but one should never immediately “judge a book by its cover.”

The MindGame CD-ROM is suitable for the young learner of 8 as well as the older learner of 80. The package is an enjoyable easy-to-use language game that has appeal to Korean learners, especially since it is based upon the game-play of go, known as ba-duk in Korean.

Every student has, at some point in his or her academic life, been required to give a presentation, and in recent years, class presentations have needed to be tied increasingly to multimedia. It is here where Prezi offers a dynamic means of creating a multimedia-based presentation that can actively engage students, particularly in the smart board context where touch navigation is a key component, and one that allows for carrying out a variety of activities from within the same presentation. Prezi use also promotes active learning, with strengths of the presentation platform providing a unique way to establish interest in key topics, direct attention to various subjects, motivate and engage learners, and draw on the creative talents of students as they start to design and develop their own Prezis. The pedagogical possibilities arising from the use of the Prezi presentation paradgim in the context of teaching English to speakers of other languages (TESOL) are offered, along with an overview of instructional strategies, tasks, and activities suitable for multimedia presentation development with learners. Tutorials on how to get started with Prezi are included, along with photocopiable handouts and templates, evaluation techniques, and a comprehensive resource list.

Digital storytelling clearly stands out as an exciting and captivating approach to use for both the teaching and practice of digital literacy, media literacy, and visual literacy skills. The exciting potential behind its use in the teaching of English to speakers of other languages (TESOL) is its ability to give a voice to those students who might come and sit quietly in class and rarely have a chance to speak. Success with digital stories therefore comes when students are empowered with the ability to talk about and make meaning from their life experiences. The pedagogical possibilities offered through the use of digital storytelling are presented while providing an overview of instructional strategies, tasks, and activities suitable for narrative development with second-language learners of English. Tutorials on how to get started with digital storytelling creation tools are included, along with photocopiable handouts and templates, evaluation techniques, and a comprehensive list of a wide variety of resources.

Of all the approaches to the teaching of English to speakers of other languages (TESOL), the loanword approach is mindful of the English words found within students’ native languages, and seeks to apply these in the learning process for positive transfer. Taking into account research and implementation going back to and prior to the last millennium, here is a study of such a use in the Korean context. As focus is on implementing the loanword approach from multimedia-based learning materials, the Korean cultural influences on computer assisted language learning (CALL) of English as a foreign language (EFL) are explored. The advantages and difficulties associated with implementing the approach are outlined, as is the place of EFL and the application of computer technology in the Korean education system. Focus then turns to investigating the efficacy behind deployment of the approach coupled with a multimedia-based curriculum grounded on culturally constructed methods of learning and teaching.

A loanword approach to the teaching of EFL in Korea deserves not only consideration by teachers but also further study. The book is well- resourced and comes to provide an in-depth examination of just one of many practical ways for implementing such an approach in the Korean context.

Historic reforms initiated in the education system throughout the 1990s, combined with efforts to secure the pervasiveness of information communica­ tion technology (lCT) in the nation over the last decade, are starting to greatly impact the life of every South Korean. Various details of these impacts are pre­ sented, including the ways in which South Korean educators are applying computer-assisted language learning (CALL). However, despite the increasing use of CALL and multimedia applications within the education sector at large, it is highlighted that the use of computer-based technology for teaching at the tertiary level is practically non-existent within mandatory English language programs or individual native-speaker classes. An inquiry is also conducted into how the pervasiveness of Confucian consciousness in South Korea influ­ ences both the classrooms of native-speakers as well as the ways in which South Korean EFL (English as a Foreign Language) students approach the use of CALL. A need to take the importance of the local cultural context and learning environment into account, when teaching and learning with CALL initiatives, is then emphasised. Further, attention is drawn to areas where research is lacking in the South Korean CALL and EFL arenas.

The theory and practice of effective digital storytelling in TEFL/TESOL settings will be explored. An outline of how to engage, lead, and assess student development of digital stories to enhance language learning will be introduced along with examples and a case study. A compilation of resources beneficial for assisting practitioners, and students, in crafting digital stories will also be made available.

The use and applicability of digital storytelling, relative to the teaching and learning of TEFL/TESOL, will be presented. Focus will center on illustrating suitable digital storytelling types for use in educational contexts, as well as establishing effective means for the evaluation of student-developed projects. Illustration of the digital storytelling development process will come to present a model of best practice for practitioners to follow. To reinforce this model, a compilation of useful resources along with classroom handouts will be made available. These materials will allow students and teachers alike to explore the potential that digital storytelling in the language learning and teaching context affords. Particularly the notion that digital storytelling, if done well, provides more than a means of engaging students in the practice of multimedia literacy, but allows them to make meaning from experience and become wholly engage in the process of foreign/second language learning and use.

This presentation will explore the use and applicability of digital storytelling in various educational contexts, but particularly as it relates to EFL/ESL. Several examples specific to EFL/ESL, and Korea, will be introduced. Topics discussed will revolve around the types of digital storytelling that exist, effectiveness of digital storytelling in the classroom, means for evaluating student produced content, and utilization of the required tools, creative procedures, and the necessary resources that must come together to culminate in the development of multimedia literacy in terms of digital story production.