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Sunjoo Chung
Department of English Language and Literature, Gachon University, 1342 Seongnamdaero, Sujeong-gu, Seongnam-si 13120, Gyeonggi-do, Korea

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Journal article
Published: 09 July 2021 in Sustainability
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With the spread of COVID-19 worldwide, teaching and learning have occurred remotely and on digital platforms. An abrupt transition to online education, however, has posited unprecedented challenges for educators, who have been forced to adjust to remote learning with little to no time to prepare. Focusing on the case of an English language program in South Korea, this case study examines the challenges and strategies that were emerging in the crisis-prompted online language learning and teaching context. In particular, this case study focuses on investigating what types of strategies English as-a foreign language (EFL) instructors with little prior experience teaching online used to create a sustainable and authentic technology-mediated language learning environment, and how they motivated language learners to actively participate in sustainable language development and use. Findings provide educators and administrators who have little to no experience teaching online with practical suggestions and ideas to consider. They can use these concepts to adapt their lesson plans to online platforms and design and deliver high-quality lessons that ensure students feel connected to their learning process and have sustainable language learning experiences.

ACS Style

Leejin Choi; Sunjoo Chung. Navigating Online Language Teaching in Uncertain Times: Challenges and Strategies of EFL Educators in Creating a Sustainable Technology-Mediated Language Learning Environment. Sustainability 2021, 13, 7664 .

AMA Style

Leejin Choi, Sunjoo Chung. Navigating Online Language Teaching in Uncertain Times: Challenges and Strategies of EFL Educators in Creating a Sustainable Technology-Mediated Language Learning Environment. Sustainability. 2021; 13 (14):7664.

Chicago/Turabian Style

Leejin Choi; Sunjoo Chung. 2021. "Navigating Online Language Teaching in Uncertain Times: Challenges and Strategies of EFL Educators in Creating a Sustainable Technology-Mediated Language Learning Environment." Sustainability 13, no. 14: 7664.

Journal article
Published: 18 April 2021 in Sustainability
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The COVID-19 pandemic has posed challenges to educational systems around the world. In particular, language learning environments being impacted by the pandemic has resulted in a shift from traditional in-person to online language teaching. This paper examines the case of an English language program in South Korea to investigate how the sudden transition to online language teaching has influenced language instructors’ teaching and assessment practice. The current study also examines the level of satisfaction of instructors and students with the changing form of English language teaching and assessment practices. Results showed that a professional learning community was formed by instructors to engage in regular communication as an attempt to develop new forms of assessment practices that were process-oriented and formative. Instructors also assigned multimodal projects to promote sustainable assessments where students could actively utilize target language forms and structures. Students were highly satisfied with new forms of language assessment practices, whereas instructors’ level of satisfaction towards their language assessment practices were somewhat low. Findings provided educators with language assessment suggestions that can offer language instructors ideas to deliver more creative and sustainable language assessment strategies that can promote self-regulated learning and sustainable development.

ACS Style

Sun-Joo Chung; Lee-Jin Choi. The Development of Sustainable Assessment during the COVID-19 Pandemic: The Case of the English Language Program in South Korea. Sustainability 2021, 13, 4499 .

AMA Style

Sun-Joo Chung, Lee-Jin Choi. The Development of Sustainable Assessment during the COVID-19 Pandemic: The Case of the English Language Program in South Korea. Sustainability. 2021; 13 (8):4499.

Chicago/Turabian Style

Sun-Joo Chung; Lee-Jin Choi. 2021. "The Development of Sustainable Assessment during the COVID-19 Pandemic: The Case of the English Language Program in South Korea." Sustainability 13, no. 8: 4499.

Journal article
Published: 05 April 2018 in Assessing Writing
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The English Placement Test (EPT) is a process-oriented integrated writing placement test for newly-admitted international students at the University of Illinois at Urbana-Champaign. In order to meet student demand, since 2012 the EPT has been administered in both paper-pencil (on-campus) and computer-delivered (online) versions. Both versions feature a two-draft essay writing process and have identical testing procedures except that the online EPT does not have a peer review session, which is built into the on-campus test. This study examined the comparability of the on-campus and online versions, focusing on essay quality and examinee preference among 26 examinees who took both versions within a week, in counterbalanced order. Essay quality was measured in terms of linguistic (complexity, accuracy, fluency) and rhetorical features (integration of sources, progression of ideas, argument effectiveness). No meaningful differences in essay quality were observed between the two versions, although online essays were slightly longer. Post-test questionnaire responses revealed that a majority of test-takers preferred the online version for its convenience. We discussed the advantages and disadvantages of including peer review in writing placement tests, and we concluded by providing recommendations for evaluating comparability as a part of standard quality control practice in local tests.

ACS Style

Ha Ram Kim; Melissa Bowles; Xun Yan; Sun Joo Chung. Examining the comparability between paper- and computer-based versions of an integrated writing placement test. Assessing Writing 2018, 36, 49 -62.

AMA Style

Ha Ram Kim, Melissa Bowles, Xun Yan, Sun Joo Chung. Examining the comparability between paper- and computer-based versions of an integrated writing placement test. Assessing Writing. 2018; 36 ():49-62.

Chicago/Turabian Style

Ha Ram Kim; Melissa Bowles; Xun Yan; Sun Joo Chung. 2018. "Examining the comparability between paper- and computer-based versions of an integrated writing placement test." Assessing Writing 36, no. : 49-62.