Earticle

The study is aimed at investigating the impact of self- and peer-assessment on students’ teacher efficacy and satisfaction in lesson planning at a university foreign language pedagogy course. Four self- and peer-assessment sessions for developing pedagogically sound lesson plans were held for 7 weeks. Nineteen students participated in the study. A student questionnaire was collected to see if self- and peer-assessment affected students’ teacher efficacy twice in weeks 1 and 7. In addition, in-depth interviews were conducted to understand students’ perceptions of self- and peer-assessment in terms of its benefits and room for improvement. The research revealed the findings as follows. Firstly, there was a statistically significant impact of self- and peer-assessment of lesson plans on both domains of teacher-efficacy: personal teaching efficacy and teaching outcome expectancy. Secondly, students found self- and peer-assessment satisfactory and useful when building lesson plans. Thirdly, themes for benefits of self- and peer-assessment were ‘objective perspective,’ ‘heightened insight,’ and ‘reflective thinking.’ Lastly, two themes for room for improvement in peer-assessment were ‘offering positive feedback’ and ‘working on the same period.’

The purpose of this study was to investigate how the English speaking ability of Korean EFL college students was affected by their interactions with Talk-to-ChatGPT while taking an ‘English Interview’ class. Thirty pieces of English conversation scripts with thirty chatbot conversations created by five students were collected for analysis. Two online text analysis programs, Quillbot including word counter and grammar checker and T.E.R.A.(Text Ease and Readability Assessor), were used for data analysis. The findings of data analysis revealed that 1) The average length of the sentences and words spoken by the participants has increased through English speaking practice using Talk-to-ChatGPT, and 2) There was no significant change in text ease and readability, and coherence of students’ utterances through English speaking practice using a chatbot while there were differences depending on their English proficiency levels. 3) Students A, B, and D, who had relatively low levels of English proficiency, showed a slight increase in syntactic accuracy and semantic clarity in their English interview practice. Based on the study findings, pedagogical implications for the effective use of AI-based apps or programs in English speaking classes were presented.

This paper reports on the practice of Korean student-teachers who used a high school Japanese textbook to prepare mock lessons for their mock Japanese language classes. Firstly,the cultural framework is lectured based on the three Ps of foreign language standards and the four Cs of CLIL by Professor (author). Secondly, the teacher trainees select from the textbook a culture that can be do in the classroom, and design a cultural experience mock lesson according to the ADDIE model. Thirdly, they revise the mock lesson based on the feedback and comments from peers. Finally, the teacher trainees reflect on the participants’ reflection sheets and satisfaction surveys. As a result of the practice, the cultural experience mock lesson was highly satisfying for both the teacher trainees and the participants, but the practice made the issues visible. In particular, the lack of desk-to-desk instruction became apparent, which led to the realization that it was necessary to teach the importance of desk-to-desk instruction in mock lessons for second foreign language (Japanese) classes as well.

本稿は韓国の四年制大学において第二外国語(日本語)の教職課程を履修する学 生が高校の日本語の教科書を元に文化体験の模擬授業を行うよう指導実践を報 告するものである。文化の枠組みは外国語スタンダーズの3つのPおよび CLILの4つのCに基づいて講義する。教職履修生はこれら理論を理解し、ADDIEモデルに従って教科書の中から教室内で行える可能性のある文化を選別する (Analysis・分析、本稿では「外的分析」と呼ぶ)。次に文化体験の模擬授業を自ら 設計(Design・設計)する。資料作りは教師のフィードバックと同僚のコメント を通して修正(Development・開発)し、模擬授業を実践(Implementation・実 施)する。参加者のふりかえりシートと満足度調査(Evaluation・評価)を通し て教職履修生は再び分析(本稿では「内的分析」と呼ぶ)に戻る。 本稿の指導実践 の結果としては、教職履修生も参加者も満足度の高い文化模擬授業ができたと いえるが、これら指導実践によって課題が可視化された。特に机間指導不足が浮 彫りになり、第二外国語(日本語・語学)の模擬授業においても机間指導の重要性 を指導する必要性があるという気づきにつながった。

This is a case study of tandem learning using a metaverse platform in a Vietnamese-Korean language course. It aimed to explore more efficient foreign language teaching methods beyond traditional approaches. To achieve this, the study provides an in-depth look at the course structure that incorporated tandem learning, the interactions between learners on the metaverse platform, and survey results reflecting their learning experiences and perceptions of this particular approach. This study is significant in that it provided a new learning environment using the metaverse, enabling more active participation from learners. It also integrated the tandem learning method, which allows learners to actively participate in the mutual language acquisition process as both target language learners and as instructors or experts of the partner’s target language. Furthermore, the study is meaningful for its specific attempt to design tandem learning classes using the metaverse, particularly for Vietnamese-Korean classes.

Đây là một nghiên cứu điển hình về việc học tập Tandem sử dụng nền tảng vũ trụ ảo trong lớp học tiếng Việt-tiếng Hàn. Mục tiêu của nghiên cứu là khám phá khả năng của việc học tập Tandem tiếng Việt–tiếng Hàn sử dụng nền tảng vũ trụ ảo và tìm kiếm phương pháp dạy ngoại ngữ hiệu quả hơn so với các phương pháp truyền thống. Để đạt được điều này, nghiên cứu đã cung cấp cái nhìn sâu sắc về cấu trúc khóa học đã tích hợp phương pháp học tập Tandem, các tương tác giữa người học trên nền tảng vũ trụ ảo, và kết quả khảo sát phản ánh kinh nghiệm học tập và nhận thức của họ về phương pháp tiếp cận này. Nghiên cứu này có ý nghĩa quan trọng khi nó đã cung cấp một môi trường học tập mới sử dụng vũ trụ ảo, cho phép người học tham gia tích cực hơn. Nó cũng tích hợp phương pháp học tập Tandem, cho phép người học tham gia tích cực vào quá trình tiếp thu ngôn ngữ lẫn nhau như là người học ngôn ngữ mục tiêu và là giáo viên hoặc chuyên gia về ngôn ngữ mục tiêu của đối tác. Hơn nữa, nghiên cứu này còn có ý nghĩa khi cố gắng thiết kế các lớp học Tandem sử dụng nền tảng vũ trụ ảo, đặc biệt là cho các lớp học tiếng Việt-tiếng Hàn.

The purpose of this study is to develop a chatbot for Korean language education using Google Dialogflow, aiming to determine its effectiveness as a learning tool and to investigate learners’ perceptions of prototype chatbots. Six Korean language education chatbots were developed for beginner Korean language learners, and 30 beginner learners—15 from Mongolia studying in Korea and 15 from Japan studying abroad—were recruited. These learners practiced Korean conversation with the chatbots for about three weeks, and pre- and post-surveys were conducted. Analysis showed that using the chatbots for conversation practice positively impacted learners’ confidence. However, the chatbots’ overall effectiveness fell short of expectations, as significant results were observed only in confidence among the three investigated areas: interest, confidence, and motivation. Learners were generally satisfied with the chatbots, although Japanese learners rated its effectiveness in improving expressions and comprehension skills low, suggesting a need for further analysis. Both groups found voice chatbots more beneficial, underscoring a significant need for individual speaking practice, especially among Japanese learners. Despite limitations such as the inability to engage in flexible conversations, the study demonstrates the potential of chatbots developed as a learning tool and identifies learners’ perceptions from various perspectives.

The main purpose of this paper is to examine the intersubjective experiences of those who use the ‘-geodeun’ construction within the Korean language. For this purpose, we consider two categories; those based on ‘modality’ and those based on ‘information structure.’ Based on consideration, two categories is not appropriate for the term ‘-geodeun’. Therefore, this paper suggests new grammatical category (intersubjectivity). Using this category, we are able to explain how ‘-geodeun’ is used in both exceptional and normal cases. Furthermore, intersubjectivity is a comparative concept and requires learners to compare the use of ‘-geodeun’ with similar constructions in their mother tongues. In the view of intersubjectivity, ‘-geodeun’ expresses speaker’s attention to listener. Speaker exposes attention to listener’s knowledge and judges whether listener knows about the information included speaker’s utterance (message). Especially, ‘-geodeun’ can be used both new and old information to listener. On based on this usage, this paper suggests models of instruction for teaching and learning intersubjectivity of ‘-geodeun’ for increasing applicability of actual education field. Introduction of concept of intersubjectivity contributes to improving Korean grammar accuracy between similar grammar item and learners’ fluency.