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Phrasal verbs present challenges for second language learners due to their idiomatic meanings, polysemy, and complex syntax. This study analyzes phrasal verb usage in essays by learners from 10 Asian L1 (first language) backgrounds in the International Corpus Network of Asian Learners of English (ICNALE), across varying proficiency levels, using English native speakers (ENS) as a reference. Employing the PhaVE List, the study examines the effects of L1 background and proficiency on phrasal verb frequency and diversity. Results reveal that while higher proficiency increases phrasal verb diversity, L1 background is a stronger predictor. Singaporean learners notably exceed ENS in phrasal verb diversity, while other L1 groups show substantial variability. These findings highlight the importance of addressing L1-specific challenges and promoting exposure to diverse phrasal verbs to support learners, particularly those with lower diversity in usage.

본 연구는 한국 EFL(외국어로서의 영어) 학습자들이 영어 쓰기에 ChatGPT를 사용하는 것에 대한 인식과 그들이 어떤 유형의 ChatGPT 피드백에 주로 주목하는 가를 탐색한다. 2022년 ChatGPT가 출시된 뒤, 많은 연구들이 영어 학습자들의 ChatGPT 사용에 대해 다루었다. 그러나 ChatGPT가 제공하는 구체적인 피드백과 학습자들이 이에 대해 어떻게 인식하는가에 대한 연구는 드물다. 본 연구는 학습자들이 다양한 유형의 피드백에 어느 정도로 반응하는가를 조사하였다. 이를 위해, 20명의 EFL 학습자들이 한 학기 동안 자신의 원고와 ChatGPT가 수정한 글을 비교하고, 그 차이에 대해 성찰하는 글을 작성하였다. 또한 학기 말에는 ChatGPT 사용의 장단점에 대한 설문도 작성하였다. 분석 결과, ChatGPT는 어휘와 표현 뿐만 아니라 글을 명료하게 하거나 내용을 확장 시키기도 하였다. 그러나 학생들은 이러한 내용에 대한 피드백은 간과하고 주로 어휘와 표현의 교체에만 집중하였다. 더욱이, 설문결과, 학생들은 ChatGPT와 같은 AI 도구를 불신하여, 이를 학습 도구라기 보다는 보조적 쓰기 도구로 인식하는 경향이 있었다. 이러한 결과는 AI의 교육적 효과를 극대화하기 위하여 학생들에게 AI의 다양한 기능에 대한 인식을 제고할 필요가 있음을 시사한다.

This study explores Korean EFL (English as a foreign language) learners’ perceptions on the use of ChatGPT for English writing and which types of its feedback they focus on. Since ChatGPT’s inception in 2022, numerous studies have examined its use among English learners. However, few studies have investigated the specific types of feedback ChatGPT provides and how students perceive them. This study examines the extent to which students engage with different feedback types. To fulfill this purpose, 20 EFL students compared their original writing with ChatGPT-edited versions and wrote reflection notes on the differences throughout the semester. At the end of the semester, they also completed a questionnaire on the advantages and disadvantages of using ChatGPT in writing. The findings reveal that ChatGPT not only provided feedback on vocabulary and expressions but also clarified and elaborated on students’ writing. However, students primarily focused on vocabulary and expression replacements while often overlooking clarification and elaboration. Furthermore, exit questionnaire responses suggest that students’ distrust of AI tools like ChatGPT led them to view it as a supplementary writing aid rather than a learning resource. These findings highlight the need to raise students’ awareness of AI’s full capabilities to maximize its educational benefits.

In everyday life, communication often occurs in contexts where we hear much noise; however, most studies examining the effects of noise on language learners’ listening comprehension have focused on factors other than noise types, and studies focusing on different types of noise are scarce. In addition, most noise used in the previous research is artificial noise. The effect of commonly encountered environmental background noise on listeners’ comprehension remains unknown. This study explores how background noise affects the listening comprehension of English as a foreign language (EFL), focusing on comparing real-life environmental background noise and artificial multi-talker background noise. Japanese EFL learners took listening tests in the presence of different types and levels of noise. The test results showed that the different types of noise did not affect listening comprehension. However, the questionnaire results indicated some participants’ discomfort with multi-talker babble. Regarding the noise levels, it was found that the participants were more negatively affected by strong noise levels than by weak noise levels. The findings also revealed that the effects of the degree of noise on learners’ listening comprehension were greater than those of the noise type.

日常生活におけるコミュニケーションの多くは様々なノイズが伴う。しかし、ノイズと学習者のリスニング理解に関する研究において、ノイズの種類に焦点を当てた研究は少ない。また、先行研究で使用されたノイズのほとんどは人工的なノイズであり、学習者が日常生活で耳にする自然な環境ノイズがリスニング理解に与える影響はほぼ検証されていない。本研究では、現実で耳にする環境ノイズと人工的なマルチトーカーのノイズを比較することにより、ノイズが英語学習者のリスニング理解にどのような影響を与えるかを検証した。日本人英語学習者が、異なる種類とレベルのノイズ条件下でリスニングテストを受けた。結果、ノイズの種類の違いにより学習者のリスニング理解に変化は見られなかった。一方、アンケート結果では、マルチトーカーのノイズに不快感を示す学習者もみられた。ノイズレベルに関しては、学習者は弱いレベルよりも強いレベルによって、より負の影響を受けた。また、ノイズのレベルが学習者のリスニング理解に与える影響は、ノイズの種類の影響よりも大きいこ

The comprehensibility of L2 texts is a major concern for English-as-a-second-language (ESL) and English-as-a-foreign-language (EFL) learners attempting to make sense of unfamiliar English texts. Conflicting research findings regarding the effectiveness of various approaches to L2 input modification can confuse educators and researchers alike. The aim of the present systematic review and network meta-analysis is to quantitatively summarize the existing research on the efficacy of simplification and elaboration input modifications for promoting L2 reading comprehension. A systematic search was performed to locate studies that examined the effect of textual simplification and elaboration input modifications using pre and post measures on L2 reading comprehension outcomes using controlled investigations from published and unpublished sources that were experimental or quasi-experimental in design. Thirty-four eligible studies were included in the final meta-analysis (n = 4742). The results of the synthesis indicate that both simplified and elaborated texts were significantly more comprehensible than authentic texts. Simplified texts were also found to be marginally more comprehensible than elaborated texts. Taking into consideration unclear risk of bias, there is sufficient evidence that input-modifications focused on text simplification and elaboration are effective for promoting L2 reading comprehension.

본 연구는 영어 원어민과 비원어민 대학생의 주장문 쓰기에서 나타나는 어휘 묶음(lexical bundle) there are so many의 의미적 운율(semantic prosody)을 분석한다. 기존 연구들이 주로 구조와 기능적 특성에 집중해온 반면, 본 연구는 담화 맥락에서 드러나는 긍·부정·중립적 의미 함의에 초점을 맞춘다. 자연어처리 기반 감성 분석을 활용하여, 두 학생 집단이 해당 어휘 묶음을 통해 어떤 입장과 태도를 드러내는지를 두 개의 비교 가능한 말뭉치를 바탕으로 분석하였다. 두 말뭉치는 각각 미국, 한국 대학생들이 작성한 영어 주장문으로 구성되어 있으며, 두 집단 모두 동일한 주제에 대해 제한된 시간 내에 글을 작성하였다. 연구 결과, 원어민 학생들은 해당 어휘 묶음을 주로 중립적이거나 긍정적인 맥락에서 사용하였으며, 이는 주로 우회적 표현이나 예시 제시에 활용되었다. 반면, 비원어민 학습자들은 이 어휘 묶음을 부정적인 맥락에서 더 자주 사용하였고, 그 결과 의미적으로 어색하거나 담화 상황에 부적절하게 사용되는 경우도 나타났다. 이러한 결과는 두 집단이 동일한 어휘 묶음을 문맥에 따라 다르게 활용한다는 점을 보여주며, 이는 담화 맥락에 적절한 표현 선택을 강조하는 글쓰기 교육이 필요함을 시사한다.

This study explores the semantic prosody of the lexical bundle (LB) there are so many in native and non-native novice English argumentative writing. While previous research on LBs has largely focused on their structural and functional patterns, this study shifts attention to their evaluative meanings in context. Using NLP-based sentiment analysis, it examines how this bundle conveys evaluative stance across two comparable corpora: one consisting of argumentative essays written by native English-speaking students and the other by Korean EFL learners. Both groups were incoming college freshmen who responded to the same prompts under identical time constraints. The results exhibited a clear difference in semantic prosody: native writers tended to use the bundle in neutral or positive contexts, often to hedge or provide examples, whereas non-native writers used it more frequently in negative contexts, which could lead to semantic incongruity or pragmatic misalignment. These findings move beyond existing accounts of LBs by highlighting the role of evaluative meaning. They suggest that L2 learners may benefit from explicit instruction on how stance is expressed in frequently occurring word sequences—an area particularly challenging for novice academic writers. This study highlights the value of sentiment-aware writing pedagogy, as informed by corpus-based insights into learner language.

This paper examined the influence of L2 (second/foreign language) competence, classroom environment and emotions on and causes for Chinese young learners’ willingness to communicate (WTC) and participation in EFL (English as a foreign language) class. The respondents were 375 middle school students who answered a mixed-form survey. The major findings were: a) both WTC and participation in EFL class were significantly correlated with L2 competence, classroom environment and emotions, b) L2 competence, classroom environment and emotions significantly predicted the students’ WTC and participation in EFL class respectively, and c) eight major types of causes were reported to affect the students’ WTC and participation in EFL class respectively: Linguistic, psychological, interest, peer, teacher, personality, task difficulty/familiarity and other factors. These findings clearly pinpoint the importance of L2 competence, classroom environment and emotions in influencing WTC and participation in EFL classroom interactions.

本文研究了二语（第二语言/外语）能力、课堂环境和情绪对中国青少年英语课堂交流意愿 （WTC）和参与度的影响、及影响他们英语课堂交流意愿和参与度的因素。375 名中学生填写 了一项混合式调查问卷。主要结果有：a）WTC 和英语课堂参与度均与二语能力、课堂环境和 情绪显著相关；b）二语能力、课堂环境和情绪分别显著预测学生的WTC和英语课堂参与度； c）八类主要原因影响学生的WTC和英语课堂参与度：语言因素、心理因素、兴趣因素、同伴 因素、教师因素、性格因素、任务难度/熟悉度以及其他因素。这些结果明确指出了二语能力、 课堂环境和情绪在影响WTC和英语课堂互动中的重要性。

본 연구는 실제적 과업 수행을 통한 우연적 어휘 학습의 가능성을 탐색하고자 구안되었다. 이를 위해 28명의 고등학교 영어 학습자들이 2인 1조로 나뉘어 지역의 주요 관광지를 소개하는 여행 가이드 영상 제작 과업을 수행하였다. 수용적 및 산출적 어휘 학습의 정도를 측정하기 위해 사전 검사, 즉각적인 사후 검사, 그리고 지연된 사후 검사를 실시하였고, 사전 검사 단계에서 몰랐던 단어에 대해 각 사후 검사에서 정확히 응답한 비율을 계산하였다. 연구 결과, 즉각적인 수용적 학습률, 지연된 수용적 학습률, 즉각적인 산출적 학습률, 지연된 산출적 학습률이 각각 24%, 25.6%, 17.8%, 17.1%로 나타났다. 한편, 사전 어휘 지식 수준이 높은 학습자들이 낮은 학습자들에 비해 약 네 배 더 많은 단어를 학습하였으며, 반복적으로 노출된 단어는 단 한 번 노출된 단어에 비해 약 두 배 높은 학습 효과를 가져왔음을 확인하였다. 본 연구에서는 또한 어휘 학습 경험에 대한 연구 참여 학생들의 회상 내용을 분석하였고, 이를 통해 향후 교육과정 설계에 적용 가능한 시사점을 도출할 수 있었다.

This study examines how a real-world task influences incidental vocabulary learning in Korean high school EFL students and identifies factors affecting this process. Twenty-eight male students, grouped in pairs, created travel-guide videos about a tourist site. To measure vocabulary learning and retention, students completed a pre-test, an immediate post-test, and a delayed post-test, assessing both receptive and productive knowledge. Vocabulary learning was calculated as the percentage of unfamiliar words correctly answered on each post-test. Results showed that immediate receptive learning was 24%, delayed receptive learning was 25.6%, immediate productive learning was 17.8%, and delayed productive learning was 17.1%. The study also found that prior vocabulary knowledge (PVK) and word frequency significantly impacted learning outcomes: students with higher PVK learned approximately four times more than those with lower PVK, and words encountered multiple times were learned twice as effectively as single-exposure words. Additionally, students provided valuable feedback on their vocabulary learning, offering practical insights for future curriculum design.

This qualitative case study investigated translanguaging practices among Vietnamese business students in English-Medium Instruction (EMI) programs. Through classroom observations, reflective diaries, and semi-structured interviews with 30 undergraduate business students from three universities, the study explored how students navigate between languages, comprehend business concepts, and develop professional identities. Findings revealed that students employ sophisticated translanguaging strategies, combining spontaneous practices with planned approaches and digital tools. The study demonstrates that translanguaging serves as both a cognitive tool for understanding complex business concepts and a means of developing professional competence. This research contributes to translanguaging theory by highlighting its role in discipline-specific learning and professional identity formation in EMI contexts. The findings have implications for EMI program design and delivery in Vietnamese higher education, suggesting the need for policies that recognize and support strategic translanguaging practices while maintaining academic standards.

Nghiên cứu tình huống này khảo sát việc chuyển ngữ của sinh viên ngành kinh doanh học bằng tiếng Anh tại Việt Nam. Thông qua quan sát tại lớp học, nhật ký và phỏng vấn bán cấu trúc với 30 sinh viên đại học ngành kinh doanh từ ba trường đại học, nghiên cứu kiểm tra cách sinh viên chuyển ngữ, hiểu các khái niệm kinh doanh và phát triển bản sắc nghề nghiệp. Kết quả cho thấy sinh viên sử dụng các chiến lược chuyển ngữ thành thạo, kết hợp thực hành tự phát với các phương pháp có kế hoạch và công cụ kỹ thuật số. Nghiên cứu chứng minh rằng chuyển ngữ vừa là công cụ nhận thức để hiểu các khái niệm kinh doanh phức tạp vừa là phương tiện phát triển năng lực chuyên môn. Nghiên cứu này đóng góp vào lý thuyết chuyển ngữ bằng cách nhấn mạnh vai trò của nó trong học tập chuyên ngành và hình thành bản sắc nghề nghiệp trong các chương trình dạy bằng tiếng Anh. Kết quả có ý nghĩa đối với việc thiết kế và triển khai chương trình giảng dạy bằng tiếng Anh trong giáo dục đại học tại Việt Nam, gợi ý về các chính sách và hỗ trợ chuyển ngữ có chiến lược đồng thời duy trì các tiêu chuẩn học thuật.

본 연구는 미국 대학에 재학 중인 중국어를 모국어로 하는 영어 학습자 네 명이 영어 작문에서 기계번역을 어떻게 활용하며, 그 장점과 한계를 어떻게 조율하는지를 탐구하였다. 학습자들은 기계번역을 활용한 글쓰기 과제와 활용하지 않은 과제를 모두 수행하였다. 활동이론(Activity Theory)을 이론적 틀로 삼아, 본 연구는 기계번역이 매개 도구로서 학습자의 영어 작문 과정에 어떻게 영향을 미치는지 분석하였다. 연구 결과, 대부분의 학습자들은 문법과 어휘 선택을 위해 기계번역을 활용한 반면, 한 명의 학습자는 기계번역의 한계를 비판적으로 인식하고, 동료 피드백이나 라이팅 센터와 같은 대안적 전략을 적극적으로 활용하였다. 이러한 결과는 영어 학습자들이 기계번역을 활용하는 방식이 다양하고 전략적임을 보여주며, 기계번역 사용 과정에서 발생하는 모순이 의미 있는 작문 전략의 변화로 이어질 수 있음을 시사하였다. 본 연구는 영어 작문에서 기계번역이 디지털 매개로 작용함을 밝히고, 학습자의 자율성과 메타언어적 인식 증진을 위한 작문 교육에 시사점을 제공한다.

This study explores how four female Mandarin Chinese-speaking L2 learners at a U.S. university engage with machine translation (MT) in English writing and develop strategies to navigate its affordances and limitations. The participants completed both MT-assisted and non-MT-assisted writing tasks. Using Activity Theory as a framework, the study qualitatively examines how MT functions as a mediating artifact, shaping students’ writing processes through technological affordances, academic expectations, and individual agency. The findings reveal that while most students used MT for grammar and lexical choice, one student critically assessed its limitations and actively sought alternative strategies, such as peer feedback and writing center support. The findings underscore the varied and strategic ways L2 learners engage with MT and highlight how contradictions in its use can foster meaningful adaptation. This study contributes to a deeper understanding of digital mediation in L2 writing and offers pedagogical implications for integrating MT to support learner autonomy and metalinguistic awareness.

Genre analysis is essential for understanding the complexities of writing research article abstracts (RAAs) across various fields. Although RAAs have received significant attention, little is known about the rhetorical moves in English Literature Research Article abstracts (ELRAAs). To address this gap, we conducted a move (M) structure analysis of 336 ELRAAs published in four top peer-reviewed international journals: Critique, Mosaic, New Literary History (NLH), and Review of English Studies (RES), published between 2012 and 2021, utilizing Hyland's (2000) Five-Move Analysis model: Introduction, Purpose, Method, Product, and Conclusion. The findings indicated that ELRAAs predominantly adhered to a three-move model, with M2 (Purpose), M4 (Product), and M1 (Introduction) being the most frequently used. M3 (Method) and M5 (Conclusion) were deemed optional. Additionally, the diachronic analysis revealed two distinct periods: early (2012-2016) and late (2017-2021). While M1, M2, and M4 increased in both periods, M3 remained underutilized, and M5 showed slight growth later. These insights may assist early-career and non-native researchers, as well as English Literature students.

The past six decades have seen tremendous scholarship on the unprecedented spread and diversification of English across the globe. This has led to the strong view that today, English belongs to the world, with numerous centers of ownership, many of which have their own set of rules and norms of use. At the pedagogical level, this scholarship has called for the decolonization of English curricula, encompassing both the study of diverse varieties of English in language classes as well as the study of English literatures from Outer and Expanding Circle countries. This paper seeks to investigate whether these calls remain more theoretical than practiced, specifically in an EFL context – the Sultanate of Oman. This was considered of special importance given both the lack of empirical research into the application of WE pedagogical models in Oman and anecdotal evidence suggesting generally widespread instructor and learner resistance to these. Specifically, we investigate what: a) language teaching professionals’ attitudes are toward WE pedagogical models; and b) what students’ attitudes are toward WE pedagogical models and the inclusion of diverse English literatures in their curricula. The results of this study show that both teaching professionals and students are, with some exceptions, generally opposed to WE pedagogical models, and remain strong in their belief in the power of traditional Inner Circle English standards. With regard to the inclusion of diverse literatures, while students and faculty were in favor of the idea of greater inclusivity, they strongly felt that English literature was still defined as traditional British and American literature. The authors conclude that the legitimacy WE scholars take as a given remains far from a pedagogical reality.