Earticle

In the context of higher education (HE) internationalization, English as a Lingua Franca (ELF) plays a crucial role in academic and interactive communication, often intersecting with local languages. This enables greater flexibility in language use and code-switching (CS) between English and the local language. While previous research on English as a Medium of Instruction (EMI) has predominantly examined the perspectives of local stakeholders, the views of international students have been largely underexplored. To bridge this gap, this study investigates the perceptions of both local and international students regarding CS practices within EMI courses across specific classroom situations. The findings reveal that both groups support the conditional use of the local language to promote comprehension while ensuring inclusivity. Local students demonstrate a broader acceptance of CS compared to their international counterparts, particularly in relation to academic outcomes such as understanding instruction and assessment. In contrast, international students show greater receptiveness to CS during interactive classroom discussions, which reflects their attitudes toward engaging with local peers. These insights contribute to the development of more nuanced EMI policies and deepen our understanding of language dynamics in HE contexts where English is not the native language.

The purpose of this paper is to investigate the effects of students’ peer feedback in collaborative English writing of general English classes. For this reason, online pre-and post-surveys were conducted on 33 students enrolled in D University in Chuncheongnam-do. The study results showed that in terms of the affective aspects of peer feedback, the burden of providing feedback, anxiety about English proficiency and negative feedback, and discomfort with negative feedback decreased. At the same time, the perceived usefulness of peer feedback increased. However, cooperation and responsibility, trust in peer feedback, motivation, and the burden of interaction did not show statistically significant differences. In addition, students mentioned that they benefited from peer feedback in the order of grammar, text structure, and vocabulary. As positive aspects, they highlighted objectivity, assistance in English learning, and increased confidence. On the other hand, they pointed out their discomfort in giving feedback due to their low English proficiency and the possibility of providing incorrect information. Based on the results, several implications are discussed.

This study examines a digital training model for the professional development of French language educators, focusing on module-based collaborative learning. It explores the theoretical foundations of teacher development, the concept and practice of digital training, and the educational implications of modular learning design. The case study analyzes a digital training program jointly operated by FEI and CNED in July 2020, which involved over 24,000 educators from 162 countries. Comprising eight modules, the program integrated digital content, real-time forums, and collaborative projects. Based on participant experiences, this study identifies key characteristics of digital training and essential factors for enhancing teacher competencies. Findings suggest that digital training fosters teachers’ digital skills and practical application while yielding positive outcomes in gamification strategies and sustainable online training models. However, challenges such as technological accessibility gaps, imbalances in program design, and cultural differences persist. To address these, the study proposes adopting a hybrid education model, strengthening practice-oriented module design, and expanding collaborative learning strategies to support an effective and sustainable training framework in the digital era.

Cette étude analyse un modèle de formation numérique destiné au développement professionnel des enseignants de français, en mettant particulièrement l’accent sur l’apprentissage collaboratif basé sur des modules. Elle explore les fondements théoriques du développement professionnel des enseignants, le concept et la mise en oeuvre de la formation numérique, ainsi que les implications pédagogiques de la conception modulaire de l’apprentissage. L’étude de cas porte sur un programme de formation numérique co-organisé par le FEI et le CNED en juillet 2020, auquel ont participé plus de 24 000 enseignants issus de 162 pays. Ce programme, composé de huit modules, se caractérise par une conception intégrée incluant des contenus numériques, des forums en temps réel et des projets collaboratifs. Les résultats montrent que la formation numérique favorise le développement des compétences numériques des enseignants et leur capacité d’application pratique, tout en apportant des résultats positifs en matière de stratégies de ludification et de mise en place d’un modèle de formation en ligne durable. En réponse, cette étude propose l’adoption d’un modèle d’éducation hybride, le renforcement de la conception modulaire axée sur la pratique et l’élargissement des stratégies d’apprentissage collaboratif, afin de contribuer à l’élaboration d’un modèle de formation efficace et durable à l’ère du numérique.

This study explores a pedagogical approach to learning modern Greek imperative forms using machine translation and evaluates its relevance in language education. While imperatives frequently appear in textbooks and exams, they present challenges for beginners, highlighting the need for effective instruction. Machine translation can serve as a practical learning aid in this context. The study h as tw o k ey a ims: e valuating t he q uality of G reek-to-Korean imperative sentence translations from Google Translate and DeepL, and identifying effective learning activities for helping students recognize and acquire imperative forms, specifically in instructional texts. The analysis shows that although machine translation captures core meanings, it struggles with contextually accurate expressions and complex syntax. The study suggests using machine translation to familiarize beginners with imperative forms and support intuitive learning. For more advanced learners, comparing machine and human translations can promote deeper grammatical understanding. Ultimately, machine translation can function not only as a translation tool but also as a means for linguistic analysis and grammar awareness in second language learning.

Η παρούσα μελέτη διερευνά μια παιδαγωγική προσέγγιση για τ -ην εκμάθηση της προστακτικής στη Νέα Ελληνική μέσω της μ- ηχανικής μετάφρασης και αξιολογεί τη χρησιμότητά της στη γ- λωσσική διδασκαλία. Αν και η προστακτική αποτελεί πρόκλησ- η για αρχάριους, χρησιμοποιείται συχνά σε εγχειρίδια και εξε -τάσεις, καθιστώντας απαραίτητη μια αποτελεσματική διδακτι -κή στρατηγική. Στο πλαίσιο αυτό, η μηχανική μετάφραση μπο -ρεί να λειτουργήσει ως χρήσιμο εργαλείο μάθησης. Η μελέτη έχει δύο βασικούς στόχους: την αξιολόγηση της ποιότητας μετ -αφράσεων από τα ελληνικά στα κορεατικά προστακτικών προτ -άσεων από τα συστήματα Google Translate και DeepL, και τον ε -ντοπισμό κατάλληλων μαθησιακών δραστηριοτήτων για την α- ναγνώριση και κατάκτηση των προστακτικών τύπων, ιδίως σε μ -εταφράσεις οδηγιών. Η ανάλυση έδειξε ότι, παρότι η μηχανικ ή μετάφραση αποδίδει τα βασικά νοήματα, δυσκολεύεται στη σ -ημασιολογικά ορθή απόδοση και στη σύνταξη σύνθετων δομώ- ν. Η μελέτη προτείνει τη χρήση της μηχανικής μετάφρασης για αρχική εξοικείωση των αρχαρίων με την προστακτική, ενισχύο -ντας τη διαισθητική κατανόηση. Σε μεσαίο και προχωρημένο επίπεδο, η σύγκριση με ανθρώπινες μεταφράσεις μπορεί να πρ- οάγει βαθύτερη κατανόηση. Τα ευρήματα υποδεικνύουν ότι η μηχανική μετάφραση δεν είναι μόνο εργαλείο απόδοσης, αλλά και μέσο γλωσσικής ανάλυσης και γραμματικής εμβάθυνσης.

This study investigates differences in Chinese receptive vocabulary size and perceived lexical difficulty among three groups of Korean university students: Chinese majors, liberal arts students studying Chinese, and students with no formal exposure to Chinese. A total of 156 participants completed a 47-item Vocabulary Level Test (VLT) based on HSK levels 1–5. Data were analyzed using one-way ANOVA and Item Response Theory (IRT). The results revealed significant group differences: Chinese majors demonstrated the highest lexical competence, followed by liberal arts students and then non-learners. Notably, non-learners achieved a mean accuracy rate of 38.30%, likely due to the influence of Sino-Korean cognates. IRT analysis further indicated that Chinese majors perceived the items as relatively “easy,” liberal arts students as “difficult,” and non-learners as “very difficult.” These findings underscore the critical role of linguistic and cultural familiarity—particularly knowledge of Chinese characters—in facilitating vocabulary comprehension. The study advocates for differentiated instructional strategies tailored to learners’ backgrounds and calls for future research involving students from non-Sinographic language backgrounds to enhance the generalizability of the findings.

本研究探讨了韩国大学生中不同学习者群体在汉语接受性词汇量及词汇感知难度方 面的差异。研究对象包括汉语专业学生、学习汉语的文科学生以及未接受正式汉语 教育的学生，共计156人。受试者完成了一项基于HSK1至5级词汇编制的47项词汇 水平测试（VLT）。数据采用单因素方差分析（ANOVA）和项目反应理论（IRT） 进行分析。结果显示，不同群体之间词汇能力存在显著差异：汉语专业学生表现最 佳，其次为文科汉语学习者，非学习者最低。值得关注的是，非学习者虽未接受正 式汉语教育，平均正确率仍达38.30%，推测主要受汉韩同源词影响。IRT分析结果 进一步显示，汉语专业学生感知词汇难度为“容易”，文科学生为“困难”，非学习者 为“非常困难”。研究结果凸显了语言与文化熟悉度，尤其是汉字知识，在促进词汇 理解中的关键作用。基于此，研究建议针对不同学习者背景实施差异化教学策略， 并呼吁未来进一步扩展至非汉字文化圈学习者群体，以提升研究结论的普适性。

This study examined how 16 Chinese transformational structures are generated using generative AI from the perspective of learners whose native language is Korean. To summarize: (1) In weak AI models, using the zero-shot input method, Baidu generated 13 transformed Chinese Sentences, and Papago generated 11 transformed Chinese Sentences. (2) In strong AI models, using the prompt input method, WRTN generated 12 transformed Chinese Sentences, and Yuanbao generated 11 transformed Chinese Sentences. The possible reason why weak AI showed better results than strong AI may be because the analysis target was simple sentences. Baidu and Papago AI are programs specialized in translation. Therefore, under the same conditions as the experiment, it can posited that weak AI is more specialized than strong AI. Thus, it may be sufficient to utilize weak AI in current Chinese writing education. Nevertheless, for this research be applicable to Chinese writing education, the following additional analyses are necessary: (1) This study targeted ‘simple sentences.’ If applied to ‘complex sentence’ writing education, an analysis of whether weak AI remains useful is necessary. (2) An analysis of how to conduct education using Artificial Intelligence is required.

本研究從母語為韓語的學習者的視角出發，探討了生成式AI如何生成16種漢語變形結構。總結如下：弱AI模型採用zero-shot輸入法時，Baidu生成了13個漢語 變形結構，Papago生成了11個漢語變形結構。強AI模型採用prompt輸入法時， WRTN生成了12個漢語變形結構，Yuanbao生成了11個漢語變形結構。弱AI表 現優於強AI的可能原因在於分析對象是簡單句。Baidu和Papago AI是專門從事 翻譯的程序。因此，在相同的實驗條件下，可以認爲弱AI比強AI更具專業性。由此 可見，在當前的漢語寫作教育中，利用弱AI可能就已足夠。然而，爲了將本研究 應用於漢語寫作教育，還需要進行以下額外分析：從研究對象拓展來講，本研究 針對的是“簡單句”。如果應用於“複雜句”寫作教育時，則需要分析弱AI是否仍然有 用。從AI輔助教學方法來講，還需要分析如何利用人工智能進行教學。

This study analyzes the structure and content of current affairs-based Korean language textbooks for academic learners and proposes practical strategies for improving their pedagogical impact. With the number of international students in Korean higher education surpassing 260,000 in 2024, many entering undergraduate or graduate programs do so with Korean proficiency levels below what is typically required for academic success. In response, universities have developed general education and major courses specifically for international students, often using textbooks that integrate current affairs topics to promote both language development and academic engagement. These textbooks commonly draw on news articles and other media texts to strengthen learners’ communicative and analytical skills. In this context, this study examined five types of current affairs-based Korean language textbooks that were commercially available in bookstores as of February 2025 and were likely to be adopted as university course materials. The analysis focused on textbook structure, text selection, and instructional activities. The findings suggest that while the textbooks are well-structured and emphasize logical comprehension, they often lack components that encourage sociocultural interpretation or critical literacy. This study recommends supplementing existing materials with texts and activities that help learners recognize the social dimensions of public discourse and foster critical literacy.