Earticle

본 연구는 언어 소실 양상을 측정하기 위해 고안된 심리언어학적 과제인 HALA(Hawai‘i Assessment of Language Access)의 자동 데이터 분석 도구 개발 과정을 제시한다. HALA는 언어 소실 연구에서 유용한 측면이 있으나, 반응시간 측정 과정에서 과도한 수작업이 필요하다는 점에서 연구의 확장 측면에서 한계가 있다. 본 연구는 음고(pitch) 탐지 기술을 활용하여, 시각 자극과 함께 제시되는 비프음과 화자의 발화 시작 사이의 시간 간격을 자동으로 산출하는 도구를 개발하였다. 총 146명의 참여자로부터 수집된 3,755개의 발화 데이터를 대상으로, 자동 분석과 연구자가 수작업으로 분석한 결과를 비교한 결과, 반응시간의 32.68%는 100ms 미만의 오차를 보였고, 33.9%는 100–500ms의 오차를, 나머지는 500ms 이상의 오차를 보였다. 질적 분석 결과, 참여자가 목표 단어를 말하기 전에 uh 또는 oh와 같은 채움구를 표현한 경우 자동 분석과 연구자의 수작업 분석 사이에서 반응시간 차이가 큰 것으로 나타났다. 이러한 결과는 자동 분석에 대한 가능성과 동시에 추가적인 개선을 시사한다. 본 연구는 연구자의 수작업 분석 결과에 대한 보조적인 정보로서 자동 코딩을 효과적으로 활용할 수 있는 방안을 논의한다.

This study presents the development of an automated data analysis tool for the Hawai‘i Assessment of Language Access (HALA), a psycholinguistic task designed to assess lexical access speed as an indicator of language attrition. While HALA has been instrumental in studies of language attrition, its manual response time (RT) measurement process is labor-intensive and limits the scale of studies. To address this issue, we developed an automated tool that determines the time interval between the beep that accompanies the visual stimulus and the onset of a respondent’s verbal response, leveraging pitch patterns. Validation against 3,755 human-coded trials from 146 participants showed that 32.68% of automated RTs deviated by less than 100 ms, 33.9% by 100–500 ms, and the remainder by more than 500 ms. Qualitative analysis revealed that deviations often occurred when participants produced filled pauses such as uh or oh prior to naming the target word. These results suggest that while automation is feasible, further refinement is needed to better align with human measurement. Based on these findings, we discuss the effective use of this tool as a supplement to, rather than a replacement for, human annotation.

This study investigates the impact of Online Interactive Learning Environments (OILE) integrated with AI technologies on students' English Language Learning (ELL) skills, specifically focusing on reading, writing, speaking, and listening. The research involved 50 English major students, divided into control and intervention groups, and utilized AI-assisted tools such as WhatsApp Groups, Google Documents, ELSA Speak, and Zoom to enhance interactive and personalized learning experiences. The results demonstrated significant improvements across all assessed areas, indicating the effectiveness of these interventions. The data revealed notable enhancements in reading comprehension, writing development, speaking proficiency, listening comprehension, vocabulary acquisition, and pronunciation accuracy. This study highlights the potential of AI-assisted OILE to create engaging, interactive, and personalized learning environments that foster active student participation and improve overall language proficiency. These findings contribute to the ongoing global discourse on the role of artificial intelligence in education, offering practical implications for educators, curriculum designers, and policymakers who aim to transform traditional EFL classrooms into dynamic interactive learning spaces. Future research should focus on optimizing these technologies to address specific skill deficits and to enhance the efficacy of AI-assisted language learning.

Studi ini menyelidiki dampak Lingkungan Pembelajaran Interaktif Daring (OILE) yang terintegrasi dengan teknologi AI terhadap keterampilan Pembelajaran Bahasa Inggris (ELL) siswa, khususnya berfokus pada membaca, menulis, berbicara, dan mendengarkan. Penelitian ini melibatkan 50 mahasiswa jurusan Bahasa Inggris, dibagi menjadi kelompok kontrol dan intervensi, dan memanfaatkan perangkat berbantuan AI seperti Grup WhatsApp, Google Documents, ELSA Speak, dan Zoom untuk meningkatkan pengalaman belajar yang interaktif dan personal. Hasilnya menunjukkan peningkatan yang signifikan di semua area yang dinilai, yang menunjukkan efektivitas intervensi ini. Data menunjukkan peningkatan yang signifikan dalam pemahaman membaca, pengembangan menulis, kemahiran berbicara, pemahaman mendengarkan, penguasaan kosakata, dan akurasi pengucapan. Studi ini menyoroti potensi OILE berbantuan AI untuk menciptakan lingkungan belajar yang menarik, interaktif, dan personal yang mendorong partisipasi aktif siswa dan meningkatkan kemahiran berbahasa secara keseluruhan. Temuan ini berkontribusi pada wacana global yang sedang berlangsung tentang peran kecerdasan buatan dalam pendidikan, menawarkan implikasi praktis bagi para pendidik, perancang kurikulum, dan pembuat kebijakan yang bertujuan untuk mengubah ruang kelas EFL tradisional menjadi ruang belajar interaktif yang dinamis. Penelitian di masa mendatang sebaiknya berfokus pada pengoptimalan teknologi-teknologi ini untuk mengatasi kekurangan keterampilan tertentu dan meningkatkan efektivitas pembelajaran bahasa yang dibantu AI.

This qualitative study explores the demotivating experiences of English as a Foreign Language (EFL) teachers in Korea, Myanmar, and Uzbekistan. The purpose of this study was to examine how these demotivating experiences vary across contexts and how teachers respond to them. The research was guided by three questions focusing on the nature of demotivators, coping responses, and factors supporting teacher motivation. Drawing on interviews with 15 female teachers and employing grounded theory analysis (Strauss & Corbin, 1998), the study identifies three core themes: (1) systemic and institutional demotivators, including heavy workloads, inadequate salaries, and credential-related pressures; (2) sociocultural and interpersonal stressors, such as student misbehavior, parental demands, and exam-oriented instruction, and (3) professional resilience and coping strategies, including emotional regulation, supportive networks, and intrinsic motivation. Demotivation appeared more frequently in Myanmar and Uzbekistan, where experienced teachers were more likely to demonstrate adaptive coping mechanisms. Overall, the findings underscore that EFL teacher demotivation results from a complex interplay of systemic, cultural, and individual-level factors. Rather than responding passively, teachers actively navigate and negotiate these challenges. This study advocates for a more nuanced understanding of teacher motivation and calls for comprehensive institutional reforms, empowering leadership, and contextually responsive resilience initiatives to enhance teacher well-being across diverse educational contexts.

ဤအရည်အသ ွေးဆ ိုငရ် ာ ိုသေ န ည် က ိုရ ွေးယာွေး၊ မြနြ် ာနငှ ် ဥဇဘက်ကစ္စေနန် င ို င် ြံ ာွေးရ ှ နင ို င် မံ ာွေးဘာ ာအင်္ဂလ ပ် (EFL) ဆရာ/ဆရာြြ ာွေး၏ စ္ ေ်အာွေးသလ ာ သစ္သ ာ အသေ ွေ့အကကံြုံြ ာွေးက ို စ္ ွေးစ္ြ်ွေးသလ လာ ည်။ ဤ ိုသေ န၏ ရည်ရ ယ် က်ြှာ စ္ ေ်အာွေးသလ ာ သစ္သ ာ အသေ ွေ့အကကံြုံြ ာွေး ည် အသမ အသနအြ ြုံွေးြ ြုံွေးေ င် ြည် ိုက ွဲမပာွေးပပ ွေး ဆရာြ ာွေးက ထ ိုအသမ အသနြ ာွေးအာွေး ြည် ို ေိုံမပ နက်က ည်က ို စ္ ွေးစ္ြ်ွေးသလလ ာမ ငွေး် မြစ္် ည်။ ိုသေ နက ို စ္ ေ်အာွေးသလ ာ သစ္သ ာ အသကကာငွေး် ရငွေး် ြ ာွေး၏ သဘာေရာွေး၊ က ိုငေ် ယ်သမြရှင်ွေးြှု ေိုံမပ န ် က်ြ ာွေးနငှ ် ဆရာြ ာွေး၏ စ္ ေ်အာွေးထက် နြ် ှုက ို သထာက်ပ ံသပွေး ည ် အသကကာငွေး် အရာြ ာွေးဆ ိုငရ် ာ သြွေး နွေး် ိုံွေး ိုမြင ် ဦွေးေည်ညွှနက်ကာွေး ွဲ ည်။ ဆရာြ ၁၅ ဦွေးအာွေး သေ ွေ့ဆိုံသြွေးမြနွေး်ကာ Strauss & Corbin (1998) ၏ grounded theory ိုံွေး ပ်နည်ွေးမြင ် ိုသေ နမပြုံ၍ အဓ က သ ေါငွေး် စ္ဉ် ိုံွေး ိုက ို သြာ်ထိုေ်ထာွေး ည်။ (၁) စ္နစ္်ဆ ိုငရ် ာနငှ ် အြွဲ ွေ့အစ္ည်ွေးဆ ိုငရ် ာ စ္ ေ်အာွေးသလ ာ သစ္သ ာ အသကကာငွေး် ရငွေး် ြ ာွေး၊ ဥပြာ အလိုပ်ောဝနြ် ာွေး ြ ာွေးမပာွေးမ င်ွေး၊ လစ္ာြလိုံသလာက်မ င်ွေးနငှ ် လက်ြှေ်/အ အြှေ်မပြုံလက်ြှေ်ဆ ိုငရ် ာ ြ အာွေးြ ာွေး; (၂) လ ြှု-ယဉ်သက ွေးြှုနငှ ် လ နငှ လ် ကကာွေး ြ အာွေးြ ာွေး၊ ဥပြာ သက ာင်ွေး ာွေးြ ာွေး၏ ြ ငသ် ော်သ ာ အမပြုံအြ ြ ာွေး၊ ြ ဘြ ာွေး၏ သောင်ွေးဆ ို က်ြ ာွေးနငှ ် စ္ာသြွေးပ ွဲအသမ မပြုံ ငက်ကာွေးြှုြ ာွေး၊ (၃) ပသရာ်ြက်ရှငန် ယ် ံနင ို ရ် ည်နငှ ် က ိုငေ် ယ်သမြရှငွေး် နည်ွေးြ ာွေး၊ ဥပြာ စ္ ေ် ံစ္ာွေးြှု ထ နွေး် ြုံပ်မ ငွေး် ၊ သထာက် ံပ ံပ ိုွေးြှုက နယ် က်ြ ာွေးနငှ ် အေ င်ွေးပ ိုငွေး် စ္ ေ်အာွေးထက် နြ် ှုေ ို ပေါဝင ် ည်။ စ္ ေ်အာွေးသလ ာ ြှုက ို မြနြ် ာနငှ ် ဥဇဘက်ကစ္စေနန် င ို င် ြံ ာွေးေ င ် ပ ိုြ ိုကကံြုံသေ ွေ့ရပပ ွေး၊ အသေ ွေ့အကကံြုံရ ှ ဆရာြ ာွေး ည ် က ိုက်ည စ္ ာ သမြရှငွေး် နင ို ် ည် နည်ွေးလြ်ွေးြ ာွေးက ို ပ ိုြ ိုမပ ွဲကက ည်။ စ္ိုစ္ိုသပေါငွေး် ရလဒြ် ာွေးအရ EFL ဆရာြ ာွေး၏ စ္ ေ်အာွေးသလ ာ ြှု ည ် စ္နစ္်ဆ ိုငရ် ာ၊ ယဉ်သက ွေးြှုဆ ိုငရ် ာနငှ ် ေစ္်က ိုယ်သရအဆငဆ် ိုငရ် ာ အသကကာင်ွေးအရာြ ာွေး၏ ရှုပ်သထ ွေးစ္ ာ သပေါင်ွေးစ္ပ်ြှုြှ မြစ္်သပေါ်သကကာငွေး် အထ ွေး မြင ် သြာ်မပထာွေး ည်။ ဆရာြ ာွေး ည် ေိုံမပ နမ် ငွေး် ြမပြုံဘ ွဲ ဤစ္ နသ် ေါ်ြှုြ ာွေးက ို ေက်ကကစ္ ာ ဦွေးသဆာငက် ာ ည နင ှု ွေး် သမြရှင်ွေးကက ည်။ ဤ ိုသေ န ည် ဆရာြ ာွေး၏ စ္ ေ်အာွေးေက်ကကြှုက ို ပ ိုြ ိုနက်ရှု ငွေး် စ္ ာ နာွေးလည်ရနန် ငှ ် အြွဲ ွေ့အစ္ည်ွေးအေ ငွေး် မပြုံမပငသ် မပာငွေး် လွဲြှုြ ာွေး မပြုံလိုပ်ကာ သ ေါငွေး် သဆာငြ် ာွေးအာွေး အငအ် ာွေးမြည်ေ ငွေး် ရန ်ေ ိုက်ေ နွေး် ည်။

본 연구는 영어를 외국어로 학습하는 (EFL) 대학생들이 글쓰기 과정에서 생기는 질문을 담당 교강사와 ChatGPT 에게 어떻게 나누어 묻는지 살펴보고 각각 맡은 역할이 어떻게 다르면서 서로 보완되는지 논의한다. 한국에서 영어교육을 전공하는 1 학년 학생 17 명이 15 주간의 작문 수업에 참여하여 초고를 작성하고, 두 대상(ChatGPT 와 교강사) 모두에게 질문을 했으며, 학습 일지와 인터뷰를 통해 성찰했다. 수집된 자료를 분석한 결과, 학생들은 주로 번역 지원, 어휘 대안, 문장 흐름, 아이디어 생성과 관련해서는 ChatGPT 를 활용한 반면, 뉘앙스, 문화적 적절성, 내용의 깊이, 평가와 관련된 질문은 교강사에게 더 많이 제기하는 것으로 나타났다. 이러한 선택은 편의성과 접근성 뿐 아니라 ChatGPT 의 한계에 대한 메타인지적 인식과 저자성에 대한 우려에 의해 좌우되었다. 학생들은 AI 를 탐색을 위한 자원으로 활용하면서도, 학문적 기대와 가독성에 대한 권위 있는 안내자로서 최종적으로는 교강사에게 의존한다고 설명했다. 본 연구 결과는 질문하기가 피드백을 구하는 핵심 실천임을 강조하며, 글쓰기 교육에서 ChatGPT 와 교사 피드백을 경쟁적 지원이 아니라 상호보완적 지원으로 위치시키는 접근이 유익할 수 있음을 시사한다.

This study investigates how EFL undergraduates distribute their writing-related questions between ChatGPT and their instructor by highlighting the distinct yet complementary roles of each. Seventeen first-year students majoring in English education in Korea participated in a 15-week composition course where they produced drafts, asked questions to both sources, and reflected through journals and interviews. Analysis of these data revealed that students consulted ChatGPT primarily for translation support, vocabulary alternatives, sentence flow, and idea generation, while directing questions about nuance, cultural appropriateness, depth, and evaluation to their instructor. Decisions were shaped not only by convenience and access but also by metacognitive awareness of ChatGPT’s limitations and concerns about authorship. Students described using AI as a resource for exploration while ultimately relying on the instructor as the authoritative guide for academic expectations and readability. These findings underscore questioning as a central feedback-seeking practice and suggest that writing instruction can benefit from positioning ChatGPT and teacher feedback as complementary, rather than competing, supports.

This study investigates the effect of using an AI-powered Interactive Response System (IRS), Pear Deck, on students’ achievement in an online English as a Foreign Language (EFL) writing course. While teleconferencing tools have been helpful, they might not be sufficient to facilitate a successful online EFL writing class. Pear Deck, which facilitates real-time writing and monitoring, was integrated to address this issue. A quasi-experimental design was used with 70 freshman participants divided into a treatment group (taught with Pear Deck slides) and a control group (taught with static PowerPoint slides). The two groups were taught by the same lecturer using identical lesson plans and assessment tasks for over 12 weeks. Results from a 2 x 2 mixed design ANOVA showed a significantly greater improvement in writing proficiency for the treatment group compared to the control group. Students who used the interactive platform had significantly higher achievement. Additionally, the platform’s features, including the real-time feedback function, interactive format, and semi anonymous participation, might have contributed to increased engagement and reduced anxiety.

Teacher feedback is essential in language education, yet its effectiveness in students’ improvement of their writing outcomes particularly in EFL contexts remains contested due to their lack of engagement with teacher feedback. Therefore, the use of a Dialogic Feedback Cover Sheet (DFCS) was employed in the current study as an innovative strategy to promote Thai university students’ engagement with teacher feedback in EFL writing classrooms. Grounded in practitioner research methodology and a qualitative approach, the study explores students’ satisfaction and perceptions of the DFCS through thematic analysis of open-ended reflections. Participants were 48 first-year English majors enrolled in a writing course. Findings revealed high levels of student satisfaction, with participants reporting that the DFCS enhanced their understanding of feedback, fostered critical thinking, and encouraged more meaningful interactions with peers and teachers. Students appreciated the opportunity to ask questions anonymously, reflect on their revisions, and clarify teacher comments, which helped alleviate anxiety and boost confidence. The DFCS also supported collaborative learning and promoted feedback-seeking behaviour which is significant in a context where students are often passive recipients of feedback. The study concludes that the DFCS is a promising tool for encouraging dialogic feedback practices and developing students’ self- regulation and engagement in the feedback process.

Despite growing interest in teacher professional development (PD) research, few studies have investigated the factors influencing the participation of English as a foreign language (EFL) teachers in PD programs in disadvantaged contexts in Indonesia. This study applied a case study design to explore the factors affecting EFL teachers’ participation in PD programs in these contexts. The participants were 54 EFL teachers from 18 senior and 21 junior high schools in the disadvantaged regions in East Nusa Tenggara, Indonesia. An open-ended questionnaire and semi-structured interviews were employed to elicit teachers’ experiences and perceptions regarding the factors affecting their participation in PD programs. The thematic analysis was applied to identify, analyze, and report the emerging themes from the data. The results revealed that three key environmental factors: school support, relevant PD programs, and infrastructure and learning resources. Moreover, two personal factors were identified: teachers’ personal motivation and their professional status. These factors were found significantly influence EFL teachers’ participation in PD programs in Indonesian disadvantaged contexts. Furthermore, the results of this study proposed pedagogical implications for the design of PD programs and for future research about PD in disadvantaged contexts.

This mixed-methods study investigates Vietnamese English majors’ perceptions of integrating the 4C framework (communication, collaboration, critical thinking, and creativity) into a Business English speaking course. Participants were 103 third-year English majors who completed a Likert-scale questionnaire, and 15 volunteers took part in follow-up semi-structured interviews. Findings showed positive perceptions of 4C-embedded speaking tasks. Collaboration was rated most highly, followed by creativity and critical thinking, while communication received slightly lower evaluations. Qualitative data revealed that authentic project- and problem-based activities and simulated workplace scenarios enhanced students’ professional readiness, teamwork, and innovative thinking. However, participants reported challenges such as unequal group participation, unclear task guidance, and difficulty applying analytical reasoning to complex business cases. This research contributes to 4C-based Business English pedagogy by demonstrating how the 4Cs can be operationalized in speaking tasks in an EFL higher education context. These findings suggest that effective 4C integration requires clear rubrics, structured group roles, and sustained scaffolding and feedback to support higher-order thinking in Business English speaking classrooms.

Reading is a crucial skill for gaining knowledge, and literature acts as authentic material to increase students' critical knowledge. However, lecturers need to be selective when choosing material because literary authors might subtly include their political agendas. Literary works should feature resistant discourse (leftism) to challenge inappropriate dominant ideologies. This study, therefore, examined how a lecturer incorporated leftist ideas and Abrams' literary analysis to help university students critically analyze literature in a reading class. The qualitative method was employed, using an explanatory case study approach. The participants included one lecturer and six of the seventeen students. The results show that this integration significantly boosted students' reading enthusiasm and their ability to critically relate the story's idealism to their own reality. These positive outcomes stemmed from two instructional strategies: mastery of literary content in reading (focusing on cultural diversity, reading skills, and social awareness) and the reading instructional model (highlighting class control, active interaction, and analytical thought).