Earticle

The study is aimed at exploring impacts of self-assessment on students’ self-regulated learning and satisfaction at a university setting. Twenty-one students taking a foreign language pedagogy course participated in the study. Weekly self-assessment was assigned for 8 weeks to see if it improved students’ self-regulated learning. Student questionnaire was collected twice on the 7th and the 15th week; in addition, in-depth interviews were conducted to gather students’ perceptions of self-assessment in terms of its benefits and drawbacks. Findings based on quantitative and qualitative analysis are as follows. Firstly, significant positive impacts of self-assessment were found in all three domains of self-regulated learning: cognitive, motivational, and behavioral. Secondly, students found self-assessment overall satisfactory and useful in their studies. In-depth interviews further revealed that self-assessment helped to regulate their study behaviors effectively, which, in turn, led to a better understanding of the subject matter and greater participation in class activities. At the same time, however, some students expressed some burden as a drawback of self-assessment. Pedagogical implications and research suggestions for future study were discussed.

The research examines the types and causes of L2 writing anxiety Korean EFL learners experience and the influence of study abroad experience on L2 writing anxiety types. For the current study, a total of 128 university students majoring in different subjects responded to a questionnaire consisting of the three parts, including 1) the background questionnaire, 2) Second Language Writing Anxiety Inventory (SLWAI), and 3) Causes of Writing Anxiety Inventory (CWAI). In order to analyse the collected data, descriptive statistics and an independent sample t-test were employed. The results showed that the participants were more likely to face cognitive anxiety than somatic anxiety and avoidance behavior. Moreover, L2 learners’ previous study abroad experience had an impact on avoidance behavior more than cognitive anxiety and somatic anxiety. It was also found that main causes of L2 writing anxiety are learners’ linguistic difficulties, fear of teachers’ negative comments, and insufficient writing practice. Based on the findings, both implications for teaching English writing and suggestions for future research are discussed.

The purpose of this study is to compare and analyze the perceptions and attitudes of adult native speakers of Korean and Chinese toward the pronunciation of World Englishes. Fifty-two Korean and 63 Chinese speakers listened to six variations of World Englishes and then completed a questionnaire outlining their perceptions and attitudes toward the different pronunciations. The survey results revealed that Korean adult English learners showed less favorable attitudes toward different pronunciations of World Englishes than Chinese adult language learners did. Korean adult learners preferred American English, but Chinese adult learners preferred Canadian English. Among the three individual variables measured, the first language showed the greatest influence in their responses. The findings of this study imply that, in the context of English education in Korea, it is necessary to raise the awareness of both teachers and learners to the acceptability of World Englishes through exposure to a wide variety of English pronunciations.

The purpose of this study is to estimate the future of second foreign language (hereafter, second FL) education after the high school credit system by understanding the primary/secondary teachers’ perceptions of second FL and the actual organization/operation status of second FL, and then to seek the proper tasks and solutions to expand students’ right to choose subjects, which is the purpose of this system. 324 primary/secondary school teachers participated in this study and the results are as follows. First, the languages the teachers preferred the most and would like to recommend to students were Chinese, other languages, French, and Japanese, in that order. Second, in the results of verifying the value of second FL education the primary/secondary teachers reported that overall they not only perceived the necessity of second FL education but also strongly agreed on the necessity to open various second FL subjects. Third, regarding the status of second FL subject, both Chinese and Japanese were overwhelmingly found in secondary school and a subject presented as a choice to students inquiring about their preferences and demands. This implies that the imbalance in second FL education originated not from students’ demand but from the imbalance of second foreign language teachers.

L’objectif de cette étude est d’évaluer l’aspect de l’enseignement des deuxièmes langues étrangères (ci-après, DLE) après la mise en place du système de crédits, en se basant sur les conceptions des enseignants du primaire et du secondaire concernant ces DLE, ainsi que sur l’organisation et l’administration actuelles de ces matières. De plus, cette étude vise à trouver des solutions appropriées pour élargir le droit du choix des matières chez les élèves, conformément aux objectifs du système de crédits. Un total de 324 enseignants ont participé à cette étude, et les résultats se présentent comme suit : Tout d’abord, les enseignants préfèrent et recommandent aux élèves sont, dans l’ordre, le chinois, les autres langues (englobés 5 langues), le français et le japonais. Ensuite, lorsqu’il s’agit d’évaluer la valeur de l’enseignement des DLE, les enseignants reconnaissent la nécessité de ces matières et sont en faveur de la diversification des options. Troisièmement, concernant leur répartition, le chinois et le japonais sont largement dominants dans les établissements, car plus fréquemment proposés aux élèves lors des questionnaires d’orientation sur leurs préférences. Les résultats montrent que le déséquilibre dans l’enseignement des DLE ne découle pas de la demande des élèves, mais plutôt d’une disparité dans les effectifs de professeurs disponibles.

The purpose of this study is to investigate the receptive vocabulary size of Korean university students in Chinese. The study was conducted at the end of the 2022 fall semester and focused on the receptive aspect of vocabulary knowledge, specifically on ‘reading.’ The participants were divided into three groups: 1st year, 2nd year, and 3rd-4th year students, and a vocabulary assessment was carried out. The assessment vocabulary consisted of 80 items extracted from the HSK (2015) test. As a result, the accuracy rates were 60.07% for the 1st year, 76.98% for the 2nd year, and 80.77% for the 3rd-4th year. After conducting one-way ANOVA and post hoc tests, there were statistically significant differences in scores between the 1st year group and both the 2nd year and 3rd-4th year groups. However, there was no statistically significant difference between the 2nd year and 3rd-4th year groups. When comparing the accuracy rates to the cumulative vocabulary of 5,000 words in the HSK level 6, it showed that the 1st year group knew approximately 3,103.50 words, the 2nd year group knew 3,849.00 words, and the 3rd-4th year group knew 4,038.5 words.

本研究的目的是调查韩国大学生的汉语接受词汇量。该研究于2022年秋季学期末进 行，重点关注词汇的接受性知识，特别是“阅读”。被试被分为三组：一年级、二年级 和三四年级的学生，并对他们进行了词汇评估。评估词汇由HSK（2015）考试中提取的80个项目组成。调查结果，一年级的正确率为60.07%，二年级的准确率为 76.98%，第三年至第四年的准确率为80.77%。通过F检验判断年级之间的平均差异 是否具有统计学意义，结果发现不同年级的受试者对汉语词汇的接受知识存在显 着差异。然而根据事后检验后显示，2年级组和3-4年级组之间没有统计学上的显着 差异。将准确率与HSK6级5,000个单词的累计词汇量进行比较，结果显示一年级 组认识约3,103.5个单词，二年级组认识3,849个单词，三四年级组认识4,038.5 个单词。

This paper compares the language policies implemented in Korea and Japan based on the Korean Language Basic Law and the Promotion of Japanese Language Education Act. The research examines the purpose, background, key policy agencies, measures taken, and achievements of legislation in order to gain insight into the philosophy behind and direction of national language education as a foreign language. The findings are summarized as follows: Firstly, there are differences between Korea and Japan in terms of the process and background of enacting policies for native language education as a foreign language. But in both cases, the legislation regarding language policies carries significant meaning as it imposes obligations on responsible bodies. Secondly, there are points worth noting regarding the content aspect that constitutes educational curricula. Within educational curricula frameworks lie ideological values inherent within them. Both Korean and Japanese languages’ educational curricula as foreign languages fundamentally embrace multilingualism and interculturalism.

この論文では、国語基本法と日本語教育の推進に関する法律に基づき、韓国と日本で実施されている言語政策を比較する。以下の調査は、立法の目的、背景、主要 な政策機関に取られた措置、達成された成果を検討し、外国語としての国家言語 教育の背後にある哲学と方向性を理解することを目指とする。まとめられた結 果は次の通りである：まず第一に、母国語教育を外国語として規定する政策制 定の過程や背景については韓国と日本で差が存在する。しかし、共通点であり 重要なポイントは言語政策に関する立法は責任者に義務付ける重大な意味を 持っている。第二に、教育カリキュラム構成の内容面で注目すべき点がある。教 育カリキュラム･フレームワークの基底にはイデオロギー的価値観が内在し ている。韓国及び日本の外国語としての母国語教育カリキュラムは、多言語主 義及び相互文化主義に基づいている。

The scope of this study was limited to the first spelling question out of 30 Vietnamese questions of each SAT from 2014 to 2023. To analyze the difficulty of the spelling questions, we analyzed the format of the questions focusing on the questions sentence and examined how many times the vocabulary in the questions was exposed, starting from which page of the EBS CSAT Special Lecture, which is the main exam book in reality. In addition, as another criterion for measuring difficulty, we used the Vietnamese vocabulary classification presented in the standard curriculum developed as part of the Critical foreign Languages Education Promotion to see what level the vocabulary on the question corresponds to. To summarize the characteristics of the four periods divided based on the questions sentence, the difficulty level of the spelling questions was inconsistent over the past 10 years and became difficult in the second period, but through the third and fourth periods, the level of completion increased and the difficulty level found its appropriate level.

Phạm vi nghiên cứu này được giới hạn ở câu hỏi chính tả số 1 trong 30 câu hỏi tiếng Việt trong kỳ thi CSAT(kì thi năng lực vào đại học) từ 2014 đến 2023. Để phân tích độ khó của câu hỏi chính tả, chúng tôi phân tích dạng câu tập trung vào câu hỏi của đề thi, đồng thời xem từ vựng trong câu hỏi được bộc lộ bao nhiêu lần, bắt đầu từ trang nào của Giáo trình Bài giảng đặc biệt CSAT EBS là giáo trình chính trong thực tế. Ngoài ra, như một tiêu chí khác để đo lường độ khó, chúng tôi đã sử dụng cách phân loại từ vựng tiếng Việt được trình bày trong chương trình giảng dạy tiêu chuẩn được phát triển trong khuôn khổ Chương trình Xúc tiến Giáo dục Ngoại ngữ Đặc biệt để xem mức độ từ vựng trong câu hỏi tương ứng với cấp độ nào. Tổng hợp đặc điểm của 4 thời kì được chia theo dạng câu hỏi, độ khó của các câu hỏi chính tả không nhất quán trong 10 năm qua và trở nên khó ở thời kì 2, nhưng qua thời kì 3 và 4, mức độ hoàn thành tăng dần và mức độ khó đã trở thành mức thích hợp.

The purpose of this study is to analyze 118 studies in the field of Korean presentation education conducted between 2005 and January 2023 and to provide insight into the future direction of research in this area. The study utilized Topic modeling and direct researcher analysis methods to examine Korean presentation education research materials. The analysis revealed a steady increase in research on Korean presentation education, with high frequency keywords such as ‘academic’, ‘purpose’, ‘discourse’, and ‘class’ indicating that research has been conducted on these topics. Furthermore, the Topic modeling analysis revealed that many studies have focused on ‘study on the analysis of aspects and the use of strategies in presentation discourse’ and ‘study on the use of presentation classes by learners’, particularly for Chinese native learners. In terms of research methods, the analysis conducted through direct researcher analysis showed that the most common methods used were ‘dialogue analysis’ and ‘survey research’, and single research methods were utilized more frequently than mixed methods. Based on these findings, this study suggests that future research should focus on Korean presentation education for language learners with various purposes and employ a variety of research methods.