Earticle

본 연구는 한국 대학교 영어 학습자를 대상으로 ChatGPT 사용 목적에 따른 학습자 유형을 식별하고, 성별, 전공, 영어 자기 효능감이 이러한 유형 구분에 미치는 영향을 탐구하고자 한다. 또한, ChatGPT 사용 목적에 따른 학습자 유형이 ChatGPT 수용에 미치는 영향을 분석한다. 이러한 연구 목적을 바탕으로 온라인 설문 조사를 통해 총 400 개의 유효 응답이 확보되었다. 수집된 데이터는 잠재 프로파일 분석, 카이제곱 검정, 일원 분산분석을 통해 분석되었다. 연구 결과를 정리하면 다음과 같다. 우선, "적극적 사용자", "소극적 사용자", "입력/출력 탐색자", "포괄적 적극적 사용자", "번역 중심 사용자" 등, 총 다섯 개의 ChatGPT 사용 목적에 따른 학습자 유형이 확인되었다. 다음으로, 성별은 학습자 유형을 구분하는 데 유의미한 영향을 미치지 않았으나, 전공과 영어 자기 효능감 수준은 영향을 미치는 것으로 나타났다. 마지막으로, ChatGPT 사용 목적에 따른 학습자 유형 집단에 따라 ChatGPT 에 대한 유용성, 용이성 및 지속적 사용 의도에 대한 인식 차이가 통계적으로 유의미하게 나타났다. 이러한 연구 결과는 ChatGPT 의 영어 교육 활용도를 높이기 위해 학습자들의 ChatGPT 사용 목적을 고려한 교육적 개입이 필요함을 시사한다.

This study aims to identify distinct profiles, or groups among Korean EFL university students based on their purposes for using ChatGPT and to explore the effects of gender, academic discipline, and English self-efficacy on these profiles. Additionally, it examines how these profile types influence ChatGPT acceptance. A quantitative approach was employed, involving data collection through an online survey. A total of 400 valid responses were analyzed using latent profile analysis (LPA), Chi-square tests, and One-Way ANOVA. The findings of the study are presented as follows: First, five distinct profiles were identified: “Active Users,” “Passive Users,” “Input/Output Seekers,” “Comprehensive Active Users,” and “Translation-Focused Users.” Second, gender did not significantly influence profile type, whereas academic discipline and English self-efficacy did. Third, significant differences were observed in learners' perceived usefulness, ease of use, and intention to continue using ChatGPT based on their profile type. These findings emphasize the importance of tailoring educational interventions to user profiles to enhance the acceptance and effective use of ChatGPT in English language teaching and learning.

The purpose of this learning situation needs analysis is to investigate the perceived and desired language skill needs and wants of Japanese university EFL learners in comparison with their actual proficiency data to inform researchers, practitioners, and teachers about the current state and needs of EFL learners. This study involved 350 first-year Japanese EFL learners who completed an online questionnaire about their current self-estimated proficiency and their language skill needs at the time of graduation and throughout their lifetime according to the Common European Framework of Reference self-assessment descriptors. The participants also answered an open-ended question regarding what they want to be able to do in English at the time of graduation. Their perceived receptive proficiency levels were compared with their scores on English proficiency tests. The results showed that while participants could selfestimate their proficiency to some extent, they tended to overestimate their current proficiency and aspired to achieve even higher levels throughout their lifetime. The results of the open-ended question implied that there were needs and wants for engaging in real-time communication, which possibly reflected the participants’ lowest evaluation in their current interacting skills among the five skills.

本研究は，日本人大学生英語学習者を対象に学習者が認識する現状の言語技能レベルと実際 の習熟度テストの成績を比較し，学習者が目標とする言語技能レベルと英語使用ニーズを調 査する学習状況ニーズ分析である。大学1年生350名を対象に，ヨーロッパ言語共通参照枠 （CEFR）の自己評価記述文に基づき，現在の言語技能レベルを自己推定し，卒業時および生 涯にわたる言語技能のレベル目標を回答する多肢選択式15項目，大学卒業時に英語でできる ようになりたいことを自由記述形式で回答する1項目からなるオンライン質問調査を実施し た。また，参加者の現在の受容技能の自己推定レベルを英語受容技能習熟度テストの得点と 比較した。その結果，参加者はある程度の自己推定を行うことができたものの，現在の言語技能を過大評価する傾向があり，生涯を通じてさらに高いレベルの達成を目指していること が示された。また，自己推定した言語技能では，やり取りして話す技能が最も低く評価され たものの，自由記述の回答では，リアルタイムでのコミュニケーションに関するニーズが存 在することが示された。

이 연구는 구글 번역기(GT) 활용 수업이 한국 중학생의 영어(L2) 글쓰기 수정에 미치는 영향을 탐구한다. 두 개의 9 학년 학급이 참여하였으며, 22 명은 수업 그룹(IG), 20 명은 비수업 그룹(NG)에 속했다. 두 그룹은 그림 기반 글쓰기 과제를 수행한 후, GT 를 사용하여 자신의 글을 수정하였다. IG 는 수정 전에 90 분간 GT 활용 수업을 받았으나, NG 는 별도의 수업을 받지 않았다. 연구 결과, GT 수업은 철자 및 문법 정확성을 유의미하게 향상시켜 IG 학생들이 오류를 더 효과적으로 식별하고 수정하도록 돕는 것으로 나타났다. 그러나 구문 복잡성에는 유의미한 영향을 미치지 않았다. 또한, GT 수업은 다양한 언어적 단위(글자, 단어, 구, 절)와 수정 목적(어휘, 문법, 형식적 요소, 정보)에 걸쳐 보다 포괄적인 수정을 유도하였으며, IG 학생들의 GT 에 대한 긍정적인 인식을 높이는 데 기여했다. 반면, NG 는 일관되지 않은 수정 양상을 보였으며, 수정 참여도가 낮고 GT 에 대한 인식도 부정적인 경향을 나타냈다. 본 연구는 L2 글쓰기 교육에서 GT 활용의 교육적 시사점을 논의한다.

This study explores the impact of Google Translate (GT) instruction on Korean middle school students' L2 writing revisions. Two ninth-grade classes participated, with 22 students in the Instruction Group (IG) and 20 in the No-instruction Group (NG). Both groups completed a picture-based narrative writing task and revised their texts using GT. The IG received 90 minutes of GT instruction before the revision, while the NG did not. Findings suggest that GT instruction significantly improved spelling and grammatical accuracy, helping IG participants better identify and correct errors. However, it did not have a significant effect on syntactic complexity. Additionally, GT instruction encouraged more comprehensive revisions across different linguistic sizes (letter, word, phrase, clause) and purposes (lexical, grammatical, cosmetic, informational), leading to more positive perceptions of GT among IG participants. Conversely, the NG exhibited inconsistent revision performance and minimal engagement, coupled with less favorable views of GT. The study discusses the pedagogical implications of incorporating GT into L2 writing instruction.

This research explores the relationship between syntactic complexity and the quality of written work among English as a Foreign Language (EFL) learners at Mekdela Amba University in Ethiopia. Employing a comprehensive analytical framework, the study examines 30 argumentative essays composed by first-year undergraduate students. The framework integrates conventional absolute metrics, detailed clausal and phrasal indicators, and verb argument constructions (VACs), which are evaluated using the TAASSC tool (Tool for the Automatic Analysis of Syntactic Sophistication and Complexity). The results indicate that detailed clausal complexities, especially the strategic deployment of modal auxiliaries (r = .459, p = .030), play a significant role in enhancing the depth of argumentation. Conversely, traditional metrics like complex nominals per T-unit show only a minimal correlation with writing quality (r = .342, p = .065). A stepwise regression analysis underscores strong predictive validity (r = .762, Adj. R² = .532), highlighting that varied adverbial modifiers (β = -0.529, p < .001) and the use of high-frequency verbs (r = .227, p < .05) are linked to superior writing scores. These findings underscore the necessity of incorporating advanced syntactic training into EFL teaching programs to enhance students' proficiency in producing high-standard academic texts. By concentrating on nuanced syntactic elements, instructors can more effectively equip students to meet the challenges of sophisticated academic communication.

ይህ ጥናት ኢትዮጵያ ውስጥ በመቅደላ አምባ ዩኒቨርሲቲ እንግሊዝኛን እንደ ውጪቋንቋ (EFL) የሚማሩ ተማሪዎች በሚጽፏቸው ድርሰቶች የአረፍተ ነገር ውስብስብነትና የጽሁፍ ጥራት ያላቸውን ዝምድና ፈትሻል፡፡ ሰላሳ የቅድመ ምረቃ ተማሪዎች የጻፏቸው ክርክራዊ ድርሰቶች ፈርጀ ብዙ የትንተና ፍሬም ወርክ ተለምዷዊ ፍፁም ልኬት፣ ዝርዝር የሃረጋት ቅርጽ አመልካቾች፣ እና ውስብስብ የግስ ነጋሪት ግንባታዎችን (በአውቶማቲክ የአረፍተ ነገር ውስብብብነት ልኬት መሰረት) ተለክተዋል፡፡ትንታኔው እንደሚያሳው ዝርዝር ሃረጋዊ ውስብስብነት በተለይም ውጤታማ የመንገደኛ ግሶች አጠቃቀም (r = .459, p = .030) የአከራካሪ ድርሰትን ጥልቀት በጉልህ አሻሽሏል፡፡ በተቃራኒውበተለምዶ ጥቅም ላይ የሚውሉ አመልካቾች (ለምሳሌ፣ complex nominals per T-unit፣ r = .342) ግን ደካማ ግንኙነት ብቻ አሳይተዋል። የተደራጁ የተለዋዋጭ ትንተና (stepwise regression) ከፍተኛ የግምት አስተማማኝነት (r = .762, Adj. R² = .532) አሳይቷል፤ ይህም የተለያዩ የሐረግ ማስተካከያዎች (β = -0.529) እና ከፍተኛ ድግግሞሽ ግሶች (r = .227) ጥራትን እንደሚያሻሽሉ ያመለክታል። ውጤቶቹ በEFL ትምህርት ውስጥ የቋንቋ አገባብ ውስብስብነትን በማስተዋወቅ ተማሪዎች የአካዳሚክ ጽሑፍ አቅምን ለማሳደግ አስፈላጊነት ያሳያሉ።

This study investigated whether short-term training in musical rhythm enhances second language (L2) pronunciation skills, including rhythm, speaking rate, pitch range, and vowel length contrast (/ɪ/ and /i/). We also examined how pronunciation features interact in rhythmic training outcomes and how individual differences—language proficiency, phonological short-term memory (pSTM), and rhythmic ability—affect improvement. Twenty university students, all native Japanese speakers, participated in a pre-test, practice session, and post-test. They performed under two conditions in the practice session: a with-rhythm condition, in which they first repeated a musical rhythm that matched the rhythmic pattern of an auditorily presented sentence and then repeated the sentence, and a without-rhythm condition, in which sentences were repeated without rhythmic musical cues. Acoustic analyses showed that rhythmic priming significantly enhanced pronunciation, particularly in rhythm and vowel length contrast. Rhythm improvement correlated positively with vowel contrast but negatively with pitch range, suggesting cognitive load effects on speech processing. Moreover, individual differences influenced learning outcomes; pSTM predicted greater rhythm improvement in the with-rhythm condition, whereas English proficiency was a stronger predictor in the without-rhythm condition. These findings highlight the role of the pronunciation method using rhythmic priming in L2 phonetic instruction, particularly for duration-related pronunciation features, and emphasize the importance of tailoring this method to learners’ cognitive profiles to optimize pronunciation learning.

本研究は、音楽的リズムの短時間トレーニングが第二言語（L2）発音能力（リズム、発話速 度、ピッチ幅、母音長の対比（/ɪ/ と /i/））の向上に寄与するか、またこれらの発音能力 とトレーニングの関係、さらに個人差要因（言語熟達度、音韻的短期記憶（pSTM）、リズム 能力）が及ぼす影響について検証することを目的としている。日本語を母語とする日本人大 学生20名を対象に、事前テスト、練習、事後テストを実施した。参加者は、リズムあり（リ ズムビートを用いたプライミングの後、同じ韻律構造を持つ音声提示文を復唱）とリズムな し（リズム的な手がかりなしに音声提示文を復唱）の条件で実験した。音響分析の結果、リ ズムプライミングは発音能力を顕著に向上させ、特にリズムと母音長の対比において有意な 向上が見られた。また、リズムの向上は母音長の対比と正の相関を示した一方で、ピッチの 幅とは負の関連を示し、音声処理における認知的負荷の影響が示唆された。さらに、学習成 果には個人差の影響が認められ、リズムあり条件で pSTMがリズムの向上を有意に予測する 一方で、リズムなし条件では英語熟達度がより強力な予測因子として機能した。本研究の結果は、リズムプライミングを用いた発音指導法が、特に長さに関わる発音特性の向上に有効 であることを示すとともに、学習者の認知的特性に応じた指導法の調整が発音学習の最適化 につながる可能性を示唆するものである。