1. Investigating How EFL students in Korea Learn Using Cyber Home Learning System Ji Hye Shin, Doctoral Student Georgia State University

2. INTRODUCTION: CHLS Background  Education in South Korea presently faces a number of pressing educational issues around language learning.  South Korea’s educational issues -increased household private tutoring expenses -deteriorating quality of public education -fierce competition surrounding the Korean Scholastic Aptitude Test (KSAT)  Policy makers have integrated Internet communication technologies (ICT) to expand educational opportunity and improve satisfaction with public education in Korea.

3. INTRODUCTION: ICT Chronicles at a glance  (KERIS, 2012, p.2-3)

4.  The government developed and implemented an open-access e- learning system known as the Cyber Home Learning System (CHLS) throughout South Korea to support self-directed home-based language learning, and offer partial solution to the aforementioned educational challenges.  The cyber home learning system (CHLS) is launched as a nationally implemented e-learning service in which 1.6 million students, online teachers and parent tutors participate.  The total number of CHLS student members has steadily risen with a total 4,477,108 as of 2012. (Lim, 2012). INTRODUCTION Birth of CHLS & its status

5. INTRODUCTION: CHLS statistics  (KERIS, 2012, p.6)

6. 1.to the close educational access divide 2.to reduce private tutoring expenses; 3.to improve the quality of public education.  The feature of CHLS - individualized study management services: - customized learning using content for self-motivated study - a Q & A page with direct access to cyber teachers - formative and summative assessment of academic performance through an online assessment tools - a career counseling service for college applications INTRODUCTION: Objectives of CHLS

7. INTRODUCTION: What is CHLS? (KERIS, 2004, p.6) https://www.youtube.com/watch?v=CF8XdvA4ajk

8. RESEARCH QUESTIONS Kwon (2006), the findings showed that only approximately 50% of the respondents indicated they were satisfied with learning with the CHLS. - common subjects (e.g., social studies, science, mathematics, Korean literature) - little is known about how CHLS impacts students’ English language learning, and their perceptions about the CHLS as helpful in their learning of English. 1.Is the CHLS effective for grade 9 English as a foreign language students as an English-language learning tool? 2.How does grade 9 English as a foreign language students perceive CHLS as an effective and helpful English-language learning tool?

9. CONSTRUCTIONISM, E-LEARNING & EFL learners  E-learning is an innovative approach for delivering well-designed, learner-centered, interactive, and facilitated learning environment to anyone, anyplace, anytime by utilizing the attributes and resources of various digital technologies along with other forms of learning materials suited for open, flexible, and distributed learning environment (Kahn, 2005, p.42).  Constructivism is thought to be particularly well suited for explaining e-learning because of its focus on learners’ knowledge construction based on their previous experience (Jang, 2006)

10. CONSTRUCTIONISM, E-LEARNING & EFL learners 1. Learner-oriented knowledge construction “knowledge [is] directly experienced, constructed, acted upon, tested, or revised by the learner” (Thompson & Jorgensen, 1989) 2. Interactive learning Learner-centered and technology-based approaches promote effective online learning(Hallas, 2008) 3. Ample prior knowledge emphasizes use of authentic activities that encourage learners to engage in active learning. (Brown Collins, & Duguid, 1989) 4. Relevant and authentic contents learning environments, skills, content and tasks are expected to be relevant and authentic and represent “the natural complexities of the 'real world'” (p.35). (Jonassen,1994)

11. METHODS Research Design 1.Research Participants -147 subjects (N=77 M, 70 F) : Grade 9 middle school students in Seoul, South Korea -a brief questionnaire about computer usage and online learning experiences QuestionnaireN (%) Do you own computer at home?133 (90.2%) Do you have a basic knowledge of using Internet?147 (100%) Have you ever used Internet for online learning?147 (100%) Questionnaire about computer usage and online learning experiences

12. METHODS Research Design 1.Research Participants -A pre-test to determined equivalence of the group was administered. (25 multiple-choice questions) -The experimental class (N=73) and the control group (N=74) were randomly assigned, and there was no significant difference in English proficiency between the two classes. GroupNMSD Tdfp Experimental Group A 7367.119.53.22457.83 Control Group B 7466.720.01 Pretest comparison between two groups

13. METHODS Research Design 2. Quasi-Experimental Design -After one month of using CHLS, a post-test on chapter 3 of the course book was administered to both groups to determine any shift in English proficiency (May) 3. Survey -After the posttest, a six-item survey was conducted to determine perceptions of learning through the CHLS at the end of the month. Hypothesis 1)Students in the experimental group who regularly used the Cyber Home Learning system for a month would attain higher English proficiency than those in the control group. 2)The experimental group would perceive CHLS as a positive tool for learning English.

14. METHODS Research Instrument 1. Cyber Home Learning System (CHLS) learning service -the classroom option : the service model that provides individualized learning management by a cyber-teacher. -the self-study option : students study themselves without any assistance from cyber teachers -In this study, self-study option was used in the experimental condition

15. METHODS Research Instrument Overview of the Cyber Home Learning System English Lesson

16. METHODS Research Instrument Screenshot of a Sample CHLS English Task

17. ANALYSIS OF CHLS EFFECTIVENESS GroupNMSD TDfp Experimental group A 7359.122.38 -1.16450.25 Control group B7461.620.76 Posttest comparison between two groups These results demonstrate that practice with CHLS did not significantly improve participants’ course performance. However…, -the experimental group A (regular classroom instruction + CHLS) -the control group B (regular classroom instruction only)

18. ANALYSIS OF CHLS EFFECTIVENESS GroupNMSD tdfP Advanced Level Experimental group A-1 2581.412.22.20160.84 Control group B-12581.110.86 Intermediate Level Experimental group A -2 2457.912.74 -.55156.58 Control group B-22559.111.63 Beginner Level Experimental group A -3 2437.912.90.70139.49 Control group B-32436.411.63 Analysis on the pre-test on advanced, intermediate and lower groups

19. ANALYSIS OF CHLS EFFECTIVENESS GroupNMSD tdfP Advanced Level Experimental group A-1 2583.410.46.50160.04* Control group B-12578.18.66 Intermediate Level Experimental group A-2 2457.813.66 -1.05156.30 Control group B-22559.911.27 Beginner Level Experimental group A-3 2434.811.14.46139.65 Control group B-32433.910.66 Analysis on the post-test on advanced, intermediate and lower groups

20. SURVEYS OF STUDENT PERCEPTIONS

22. FINDINGS  The effectiveness of this tool may depend on the ability level of the user. -CHLS system seems to benefit advanced learners of English for their self-study.  Students would continue to use CHLS but not as a replacement for private tutoring. -CHLS as a supplementary learning tool rather than as a substitute for private tutoring.  50% of the students found value in the CHLS suggests that it is valuable, and with further development based upon students’ interests, engagement, and construction in decision-making, there may be a less need for private tutors.

23. IMPLICATION  Online systems of learning like the CHLS may decrease the costs associated with private tutoring, especially for advanced learners. -Yet, with more research, students who are not advanced may benefit.  For CHLS to work, schools need parent commitment. (Jang, 2006) -The effect of replacing private tutoring was greatest among students with lower grades, and in cases where parents participated in CHLS together with children.  Continued improvements in infrastructure and policies will facilitate the effective integration of CHLS and encourage its widespread use in Korea

24. LIMITATION  The follow-up post-test coincided with the school midterm period.  A stronger random assignment to groups to the experimental and control groups may be necessary to avoid “internal validity problems such as interaction between such factors as selection and maturation, selection and history, and selection and pretesting” (Dimitrov & Rumrill, 2003, p. 160).

25. FURTHER QUESTIONS TO INVESTIGATE  Whether there is a relationship between student interest in online learning tools or motivation to use them and their ability to benefit from using them.  Whether more fine-grained learner needs analysis that ensures a closer alignment between content and student ability level impacts their interest level and performance.  Future research might further explore in greater depth learner perceptions of the advantages and disadvantages of the CHLS system. (Qualitative interview with focal group participants)

26. Q & A Ji Hye Shin, Georgia State University jshin17@studnet.gsu.edu