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Nearpod, an online teaching cloud-based platform, offers great potential to generate pedagogical tasks and yield better results in teaching communication skills. This study thus examined the effects of Nearpod-based English-speaking classes. To this end, one-on-one speaking tests were conducted twice in a semester, and a questionnaire was administered to assess university students’ perceptions of the usefulness of Nearpod in offline classroom. The participants comprised 39 university students who took a mandatory English class titled Communication in English. The paired samples t-test results indicated that the students’ overall speaking performance has improved over time. Specifically, compared to the high-level students, the low-level students showed a significant increase in speaking performance. The questionnaire analysis demonstrated that most students were satisfied with Nearpod-based English speaking classes because of enhanced interest, active participation in class, and increased interaction with class content and peers. The pedagogical implications are suggested and the limitations of the study are further discussed.

This study aimed to examine the effects of creativity-enhanced tasks on middle school students’ English performance, creativity development, and perceptions of creativity and affective factors including motivation and attitudes toward English learning. The participants were 49 middle school students in Seoul, Korea. The experimental group was treated with creativity-enhanced tasks whereas the control group received traditional English instruction. The overall study was carried out for fourteen weeks. The main findings are summarized as the following. First, there were no significant differences found between the experimental and the control group in terms of language performance. Second, the experimental group indicated substantial improvement in creativity, especially regarding fluency and originality. Finally, the results revealed positive changes in students’ intrinsic and extrinsic motivation, and attitudes toward English learning. The findings of this study are expected to provide practical insights to English teachers and educators who hope to foster creativity in students by supporting a creativity-enhanced language classroom.

This study was aimed at finding pedagogical answers to the question of ‘what are the qualities of native English speakers at a Korean middle school’. In this study, research results were derived using phenomenological methods from seven native English teachers at a middle school. The results of the study are as follows; 1) native English teachers should teach English effectively, 2) native English teachers should be able to adapt to their positions in Korea, 3) native teachers are ‘new information providers’ and ‘introducers of new cultures’. Korean society has focused on the external conditions and specifications of native speakers. However, it is now necessary to clearly define the qualities that native teachers should have and use them for recruitment and education of native teachers. Also, native teachers who want to work in Korea need to be trained according to the cultural and educational situation in Korea. Through this study,it is critical to consider measures to improve the legal status of native English teachers.

This paper investigates Korean EFL students’ learning (de)motivation factors according to the level of students’ English learning motivation. A total of 41 undergraduate students reflected on their past ten years of English learning experiences and submitted autobiographic essays with ‘motigraph,’ marking their annual changes of English learning motivation from 0 to 10. The data were analyzed with Grounded Theory. The findings revealed that the factors that increased or decreased English learning motivation were different according to students’ level of motivation. Students with low-level motivation were influenced by their teacher or parents, while those with high-level motivation were influenced by their past L2 learning experiences perceived positively by themselves. In both groups, the factors of emotional experiences caused by negative L2 learning experiences were the main reasons for demotivation. This paper emphasizes the importance of subjective appraisal in maintaining students’ L2 learning motivation and recovering from the state of demotivation.

This study addresses the issue of how native Korean speakers living in the US have learned Spanish as a third language, particularly in terms of their pronunciation. Specifically, it delves into what characterizes their pronunciation, from what perspectives the pronunciation can be understood, and what researchers should take into account to examine their pronunciation. To do so, it first introduces models on L2 perception and production as well as models on L3 morphosyntax. Then, this study attempts to apply the main principles of the models to the learning contexts and characteristics of Korean Spanish learners in the US. Lastly, based on the theoretical underpinnings and their learning characteristics, it provides suggestions for empirical studies that intend to examine L3 Spanish pronunciation. This study can be useful for Korean learners of L3 Spanish and their parents, Spanish teachers, and L3 researchers. In addition, some theoretical and empirical suggestions of this study can be applicable to the Korean learners of L3 Spanish who live in Korea and English-speaking countries other than the US.

Este estudio aborda el aprendizaje de la pronunciación en español como una tercera lengua por parte de los hablantes nativos de coreano en los EEUU. Específicamente, profundiza en las características de sus pronunciaciones, las perspectivas desde las que se pueden entender las pronunciaciones y los puntos que los investigadores de L3 deben tener en cuenta para examinar sus pronunciaciones. Para ello, primero este estudio presenta modelos sobre la percepción y producción de L2, así como modelos sobre la morfosintaxis de L3. Luego, aplica los principios principales de los modelos a las situaciones y características del aprendizaje que muestran los estudiantes coreanos de español en los EEUU. Por último, con base en los fundamentos teóricos y sus características del aprendizaje, hace sugerencias para estudios empíricos que examinen la pronunciación de español como L3. Este estudio puede ser útil para los estudiantes coreanos de español como L3 y sus padres, profesores de español e investigadores de L3. Además, algunas sugerencias de este estudio se pueden aplicar a los estudiantes coreanos de español como L3 que viven en Corea y países angloparlantes que no sean los EEUU.

This study aims to investigate how the differences in expression caused by different ways of how to see and think affect the students learning Japanese at basic levels. The participants were 30 Korean students, learning translation into Japanese at basic levels. In the class, they read Japanese picture books and their Korean version ones and discussed the differences between them. A simple survey was conducted, and a m ini-exam w as g iven. The participants recognized the difference in how to see and how to think between the two languages, such as why particular expressions were used. The results showed an effect on enhancing their learning motivation and it also confirmed that there is an effect enhancing the learning motivation in the students who were interested in reading picture books while sitting in a circular fashion. In addition, the mini-exam results showed an improvement in the students' interest and concentration in class. As can be seen from these results, recognizing the difference between Korean and Japanese expressions in picture books can positively impact on raising students’ interest, motivation, and enthusiasm in beginner level of learners of Japanese.

本研究の目的は、日韓の見方・考え方から生じる表現の違いに気づく事が初級 日本語翻訳レベルの学生にどのような影響を与えるかを調査する事である。 本研究では初級翻訳レベルの授業を受講する韓国人日本語学習者男女30人を対 象に調査した。授業では日本語の絵本とそれを翻訳した韓国語の絵本を読み聞 かせ、日韓の翻訳の違いについて発表、討論を行い、簡単なアンケートとミニ テストを実施した。アンケートの結果、絵本の読み聞かせ授業は、初級翻訳レベ ルの学習者に日本語ではなぜこう表現するのかという見方・考え方の違いに 気付かせるだけでなく、教材が絵本である事や輪になって座り絵本を読むと いう授業の進め方に興味を持った学生の学習意欲を向上させる効果も確認出来 た。またミニテストの結果からも授業に対する関心、集中力の向上が確認出来 た。調査の結果、絵本の読み聞かせによる日韓表現考察は、初級日本語学習者に とって日本語への興味、関心、積極性の向上を促す上で肯定的な効果が期待でき る事が明らかになった。