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This study investigates the relationship between language learning strategy (LLS) preferences and AI writing tool use among 147 English as a Foreign Language (EFL) learners at a South Korean university. Participants were divided into two groups based on their preferred language learning strategies, as determined by the Strategy Inventory for Language Learning (SILL): memory/compensation strategies (Group 1) and metacognitive strategies (Group 2). The SILL survey was followed up with assessments on the participants’ use of AI writing tools and their reflections on how these tools were used in the writing process. Results revealed some minor correlations between specific strategy types and functions in AI writing tools— including preferences which suggest that metacognitive strategy users use AI writing tools for the development of ideas and structuring the writing process—but were limited due to individual learner variables which had not been measured. The findings provide directions for the consideration of language learning strategies when designing AI writing tools to create personalized and effective learning experiences.

This study analyzes students’ use of ChatGPT prompts to explore its potential as a supplementary feedback tool in English writing classes. Thirty-one pre-service teachers participated and were divided into high, middle, and low groups based on their self-evaluation, standardized test scores, and essay scores prior to receiving ChatGPT feedback. The data sources included their two essays, ChatGPT prompts, questionnaires, and transcripts from the second writing conference. The ChatGPT prompts and questionnaires were analyzed using descriptive statistics, and the writing conference transcripts were examined to understand the participants’ use of prompts. The results showed participants used prompts 40 times in the first assignment and 175 times in the second assignment. The average prompt usage increased from 1.5 times in the first assignment to 6.7 times in the second assignment. In terms of students’ levels, the high group used more prompts (5.58 times) than the middle (5 times) and the low groups (1.75 times). Notably, students who used ChatGPT commands five times or more were mostly from the high and middle groups. Differences in prompt usage patterns were also identified, with the high and middle groups engaging in more continuous and interactive conversations with ChatGPT. Students expressed satisfaction with ChatGPT’s feedback, particularly in vocabulary selection, grammar correction, and sentence generation.

The purpose of this study is to investigate the effect of ‘individual coaching’ and ‘L2 learning experiences’ on TOEIC learning among low proficiency learners. Among the 194 college students who received classroom coaching, the 23 students who scored 2 to 6 (out of 25) on Simple TOEIC 1 were given three individual coaching sessions. The effect of coaching was quantitatively proven through the independent samples t-test conducted on the scores of Simple TOEIC 1 and Simple TOEIC 2 between the individual coaching mixed group and the classroom coaching only group. The more individual coaching participants had different types of L2 learning experiences, the more their English achievement improved. In contrast, students who participated in classroom coaching only saw their academic performance decline. During individual coaching, participants who improved their English language achievement had positive learning experiences and feelings (confidence), while those who did not improve their grades experienced negative learning experiences and feelings. The clearer each participant’s learning goals (ideal L2 self) were, the more specific and continuous learning was possible, which was linked to improved English language achievement. Qualitative data from individual coaching sessions revealed the reasons for some participants’ academic success or failure.

The objective of this study is to examine ways to develop and design actual teaching and learning materials based on grammar consciousness-raising tasks. In our country, unlike in the field of English or Korean language education as a foreign language, in the area of Spanish education there is very little research on grammar consciousness-raising tasks and there is no research on the development of teaching and learning materials. Therefore, this study was focused on teaching Spanish as a foreign language. First of all, we looked at the concept and characteristics of the grammar consciousness-raising tasks, their pros and cons, and the expected effects of introducing these tasks into domestic Spanish education. Afterwards, we set the teaching and learning model based on the grammar consciousness-raising tasks and looked at things to be careful about when designing tasks corresponding to each stage. Based on this, we created actual teaching and learning materials. We hope that this study will serve as a reference and that research on grammar consciousness-raising tasks will be actively conducted in domestic Spanish education, and that materials will be developed with more diverse language items.

El objetivo de este estudio es examinar formas de desarrollar materiales de enseñanza y aprendizaje basados en las tareas gramaticales y diseñar materiales reales. En nuestro país, a diferencia de la enseñanza del idioma inglés o coreano como lengua extranjera, existe muy poca investigación sobre las tareas gramaticales en el ámbito de la enseñanza de la lengua española, y no existe investigación sobre el desarrollo de materiales de enseñanza y aprendizaje. Por ello, este estudio se centró en la enseñanza del español como lengua extranjera. En primer lugar, analizamos el concepto y las características de las tareas gramaticales, sus ventajas y desventajas, y los efectos esperados al introducir estas tareas en la educación del español en el país. Posteriormente, configuramos el modelo de enseñanza y aprendizaje basado en las tareas gramaticales y analizamos los aspectos a tener en cuenta a la hora de diseñar las tareas correspondientes a cada etapa. Con base en esto, creamos materiales de enseñanza y aprendizaje reales. Esperamos que este estudio sirva como referencia y que se lleven a cabo activamente investigaciones sobre las tareas gramaticales en la educación del español en nuestro país, y que se desarrollen materiales con elementos lingüísticos más diversos.

This paper aims to analyze the cognitive-semantic properties of Greek preverbs derived from ancient Greek prepositions and proposes a vocabulary teaching method utilizing them. Vocabulary acquisition plays a crucial role in foreign language learning, yet traditional methods often rely on simple interpretation or context-based understanding, leaving learners to fill in knowledge gaps independently through dictionary use. In this study, a method for mastering preverbs derived from ancient Greek prepositions to enhance modern Greek vocabulary is presented. These morphemes, evolved from ancient Greek prepositions into modern Greek preverbs, are paired with various verbs, primarily those with spatial connotations. The focus centers on 15 preverbs: anti-, apo-, dia-, eis-, en-, epi-, kata-, meta-, para-, peri-, pro-, pros-, syn-, yper-, and ypo-. The usage of these preverbs in vocabulary construction is analyzed, and they are employed for instructional purposes. Each preverb’s semantic domain is delineated, accompanied by a schematic representation to aid learners in conceptualization by establishing a central meaning. By engaging in conceptualization, learners can grasp preverb meanings, comprehend new vocabulary utilizing these preverbs, and progressively expand their vocabulary to encompass peripheral meanings associated with each preverb.

Η παρούσα εργασία έχει ως στόχο να αναλύσει τις γνωστικές-σημασιολογικές ιδιότητες των ελληνικών προθημάτων που προέρχονται από αρχαίες ελληνικές προθέσεις και να προτείνει μια μέθοδο διδασκαλίας λεξιλογίου που τις χρησιμοποιεί. Η απόκτηση λεξιλογίου διαδραματίζει κρίσιμο ρόλο στην εκμάθηση ξένων γλωσσών, ωστόσο οι παραδοσιακές μέθοδοι συχνά βασίζονται στην απλή ερμηνεία ή στην κατανόηση βάσει του πλαισίου, αφήνοντας τους μαθητές να συμπληρώνουν τα κενά γνώσης ανεξάρτητα μέσω της χρήσης λεξικών. Στην παρούσα μελέτη, παρουσιάζουμε μια μέθοδο για την εκμάθηση των προθημάτων που προέρχονται από αρχαίες ελληνικές προθέσεις για την ενίσχυση του λεξιλογίου της νέας ελληνικής γλώσσας. Αυτά τα μορφήματα, που εξελίχθηκαν από αρχαίες ελληνικές προθέσεις σε νεοελληνικά προθήματα, συνδυάζονται με διάφορα ρήματα, κυρίως με κίνηση και τοποθεσία. Η εστίασή μας επικεντρώνεται σε 15 μορφήματα: αντί-, από-, δία-, εις-, εν-, επί-, κατά-, μετά-, παρά-, περί-, προ-, προς-, συν-, υπέρ- και υπό-. Αναλύουμε τη χρήση τους για να τα χρησιμοποιούμε για διδακτικούς σκοπούς. Οριοθετείται ο σημασιολογικός τομέας κάθε προθημάτος, συνοδευόμενος από μια σχηματική αναπαράσταση για να βοηθηθούν τους μαθητές με την καθιέρωση μιας κεντρικής έννοιας. Με την εμπλοκή στην εννοιολόγηση, οι μαθητές μπορούν να κατανοήσουν τις σημασίες των προθημάτων, και να επεκτείνουν σταδιακά το λεξιλόγιό τους ώστε να συμπεριλάβουν περιφερειακές σημασίες που σχετίζονται με κάθε πρόθημα.