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This study focuses on Hawthorne’s interest in artificial humans in their relationship with ancient automata, based on the argument that Hawthorne attempted to maintain a balanced perspective on the rapidly changing development of science and technology in his time. For this purpose, the study first seeks to expand the scope of the search for the archetype of the posthuman, which has so far focused on the homunculus of the Middle Ages and the golem in Jewish folklore, by examining clues contained in ancient Eastern and Western literature. In addition, humans and animals develop various senses as their movements become more diverse in the process of evolving their nerves and brains. Focusing on the fact that the scarecrow man in “Feathertop” also shows such development, the study analyzes it based on Paul Maclean’s triune brain. Ultimately, this study seeks to explore the possibility of convergence between the two cultures at the point where literature and science are included in a common domain.

This paper examines how the racial order changes in the post-apartheid era of South Africa through The Pickup by white, South African writer Nadine Gordimer. Focusing on this process, this paper discusses how the author ultimately evokes the incomplete and positive point of contact and transnational ties of the protagonists’ belonging to different races and cultures rather than racial conflicts and exclusion in the novel. This is because it is a significant point where Gordimer demonstrates her deep involvement in South African reality, concerns about the hardships of her fellow citizens, and her conviction that nothing is local anymore and that everything should be globally recognized. Above all, this paper emphasizes the fact that Gordimer attempts to expand the literary and cultural horizons of Africa, including South Africa, by boldly breaking the framework of national literature limited to certain countries through Julie’s migration and settlement, and Abdu’s unstable life. This is because their lives and the changes presented by Gordimer in The Pickup can be considered important issues in the transnational era.

John Updike’s Terrorist depicts the life of Ahmad Ashmawy Mulloy, an 18-year-old high school student born to an Irish-American mother and an Egyptian Arab father, raised in the United States, focusing on the major themes of religion and America. Notably, the themes of religion and America are unveiled by contrasting two extreme cases: Islamic religious extremism embodied by Ahmad and the prevalent secularism in American society. In this novel, religious extremism and secularism collide, reminding the reader of the anti-American sentiment in the Islamic world, ultimately providing insight into why terrorist attacks such as 9/11 occurred in the United States from the perspective of terrorists. This paper traces Ahmad’s transformation from an ordinary high school student into a violent terrorist, with a focus on the gradual shift of his religious passion from purity to violence, thereby contrasting the United States with the Islamic world and examining the conflicts between the two worlds.

In his poem “The Sensitive Plant,” Shelley uses ‘Lady’ “as a metaphor to convey limitations and also employs ‘The Sensitive Plant,’ unable to transcend those limits, as a metaphor for the poet. Through this, he both denounces a cruel world that tramples desires for a paradise-like existence and critiques the limitations of the poet’s perception. Shelley intensifies his own disillusionment with the society of his time through the death process of the ‘Sensitive Plant.’ The ‘Sensitive Plant’ and the ‘Lady’ succumb to their misfortunes due to their lack of courage to overcome their adversities they face, ultimately yielding to existential submission. This encapsulates Shelley’s despair, asserting that healing the conflicts and injustices within society is beyond the poet’s capacity. However, Shelley renews his commitment to reform by structuring the poem with ‘three narrative sections’ tracing the death of the ‘Sensitive Plant’ and ‘a concluding part’ that objectively examines it. Through the ‘conclusion’, Shelley refines his own determination for reform, conveying the message that the desire for the earthly paradise pursued by the ‘Sensitive Plant’ should persist in both the poet and the readers. In this poem, Shelley hones his will to overcome the harsh limits of relentless existence and emphasizes the continual pursuit of the restoration of the sacred essence of humanity beyond despair.

Pulitzer Prize-winning playwright Tony Kushner’s screenplay for Steven Spielberg’s 2021 film version of West Side Story constitutes neither a remake of the critically acclaimed 1961 film nor a slavishly faithful adaptation of Arthur Laurents’s book for the 1957 stage musical on which it is based. Instead, Kushner’s screenplay can be viewed as an often radical reimagining of the stage play that enhances its characters’ backstories and motivations while simultaneously drawing the work closer to the source of the original West Side Story: Shakespeare’s Romeo and Juliet. While observing the basic structure of the 1957 stage play, Kushner’s screenplay makes substantial changes to Laurents’s characterizations and dialogue, the latter of which he has rewritten almost in its entirety, creating an arguably more Shakespearean adaptation in the process. This article examines the numerous differences between Kushner’s screenplay and the 1957 stage book, addressing in particular how the former pays homage not only to its Shakespearean origins through the paraphrasing of a number of lines from Romeo and Juliet, but, more significantly, how it more closely resembles its 16th century precursor in terms of several of its central characters, including Riff and Valentina (Mercutio and Father Lawrence, respectively), as well as in certain plot and thematic aspects.

This study investigates EFL learners’ attitudes towards AI writing tools and explores how both native language (L1) and AI features influence their writing strategies. Participants completed surveys before and after multiple writing and drafting sessions, reporting on their use of metacognitive, cognitive, methodological, L1, and AI tool strategies. The survey results revealed that Naver Papago was the most popular AI tool among learners, reflecting their overall confidence in using and controlling such tools. However, the correlative and interdependent nature of these results suggests that Korean EFL learners may struggle to integrate L1 and AI tools effectively to enhance their metacognitive writing strategies and develop as competent and independent writers. The study concludes by discussing its limitations and recommending further research to support EFL learners in using these tools alongside L1 resources for better writing outcomes.

This study explores how multidimensional immersion learning could affect EFL undergraduates’ self-regulated learning (SRL) by enhancing their inner speech. As the inner voice can be related to learners’ self-reflection and self-awareness of their existences, this study focuses on inner voice as a key for linguistic proficiency development in the immersion class. Twenty-two participants expressed their inner thoughts in the target language through a topic-based argumentation concerning real-life issues. Using the digital technology of Prezi and Voki, they organized their contents, and provided self-assessments of pronunciation and accents. Regression analysis suggested achievement as a crucial element to activate SRL and language proficiency. Multidimensional immersion learning can cultivate communication skills, providing various experiences and motivation.

The study attempts to determine the effectiveness of conducting problem-based English classes for pre-service teachers. To this end, 26 pre-service teachers who took English practice courses in the second semester of 2023 were organized into teams. The research questions were: ‘What are the various learning effects of problem-based activities for pre-service teachers?’ and ‘What effect does the problem-based English class for pre-service teachers have?’ According to the problem-based English learning procedure, participants were asked to engage in various activities throughout the semester. Participants in the study selected one of various topics (Animals, Environment, Transportation, Customs & Tradition, Commerce & Health, Discovery & Invention, Fashion, or Economy), identified the steps for solving problems, and prepared a presentation. SPSS 23 Version was used to analyze the data and the result showed the positive effect of PBL on problem-solving skills, communication & cooperation skills, integration skills, and self-directed skills. Furthermore, when PBL English class was conducted, students used English as a communicative medium in a more productive way.

The current study aims to develop and validate the latent factors underlying Korean EFL college students’ enjoyment and boredom, and also explores how these two factors are presented depending on writing task types in an English writing context. This study consists of two experimental phases. Experiment 1 recruited 437 students from diverse majors to investigate writing enjoyment and boredom factors. Experiment 2 employed 71 students to examine the effects of writing task types on emotional variables. They were assigned to two writing task groups: individual continuation writing group (ICWG) and collaborative continuation writing group (CCWG). The results of the study indicate that the following five factors are key to English writing enjoyment: interest and enjoyment in writing, external motivation and learning environment, teacher variables, writing tasks, and interest toward English-speaking cultures. English writing boredom includes five factors: indifference and boredom in writing, low interest in writing tests and tasks, teacher and class atmosphere, anxiety in writing, and indifference toward English-speaking cultures. This study also reveals that learners in the CCWG showed higher enjoyment and lower boredom than those in the ICWG. In addition, CCWG performed better writing achievement than ICWG. Based on the outcomes, pedagogical implications and suggestions are given for L2 writing classrooms.

This study investigates the research trends in childhood English education (CEE) in Korea spanning the past decade (2011-2020) through a comprehensive analysis of frequency and relationship, utilizing SPSS 23. Based on the analysis of 1,478 CEE studies, this research examines key variables related to student and teacher/parent subjects, as well as research design represented by methods and topics. This investigation sheds light on the evolving landscape of CEE. The main findings underscore a distinct emphasis on research subjects and design, particularly focusing on sixth-grade students, with a conspicuous lack of studies on first and second graders. Chi-square tests also show significant relationships between the most utilized methods and topics, demonstrating intricate interplay among these variables. The heightened interest in CEE research signifies a positive trend, reflecting a growing awareness among researchers regarding the educational needs of young English learners. Consequently, this study advocates for further research to deepen our understanding of these evolving dynamics and better inform educational practices tailored to young English learners.

The purpose of this study was to investigate the inter-relationships between L2 phonological awareness (PA), orthographic awareness (OA), morphological awareness (MA), and word recognition (WR), and to identify the critical determinants of L2 WR and their specific contributions to L2 WR in an EFL environment. Seventy-three Korean fourth-graders voluntarily took part in an assessment of the four fundamental components of literacy: L2 PA, OA, MA, and WR. The results showed that (1) there was a positive association between the three L2 basic reading components and L2 WR, and (2) L2 MA and OA emerged as the primary predictors of L2 WR including unfamiliar and pseudo WR. More specifically, L2 MA-inflection and OA-orthographic choice were identified as the dominant common factors in predicting L2 WR, with MA-inflection exhibiting the strongest explanatory power of L2 WR across unfamiliar and non-real words. These findings are discussed from both theoretical and educational standpoints, addressing the integral role of L2 MA and OA in L2 WR, in conjunction with Phase Model (Ehri, 2005).