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With AI and other digital technologies emerging as the norm in our daily lives, it’s time for teachers to prepare for a transition to a technology-based class. This study is aimed at understanding learners’ perceptions of an EduTech-utilized practicum at a university English pedagogy course. For this purpose, three questions were presented in terms of students’ overall satisfaction, user experience, and difference in perceptions of technology-based class by prior exposure to digital technology. Twenty-one students participated in 6 periods of digital technology-based practicum spanning for 8 weeks in the spring of 2024. The study collected student questionnaires, in-depth interviews, and classroom observations for data analysis. Frequency analysis and independent samples t-tests were conducted for quantitative data, and theme analysis for qualitative data. Three major findings are as follows: Firstly, the analysis of the quantitative data revealed a high level of students’ overall satisfaction and user experience of EduTech-utilized practicum. Secondly, qualitative data supported the usefulness of digital technology-based class in general and pedagogical benefits in particular. Lastly, students’ prior exposure to digital technologybased class did not make a significant impact on their perceptions of EduTech-utilized practicum.

The current study examined the potential language and literacy factors that best explain the L2 reading comprehension abilities of Korean EFL learners. A total of 70 intermediate-level Korean high school students participated in this study and were tested on L1 and L2 reading comprehension, L2 vocabulary, and L2 syntactic knowledge. The findings indicated that, between L1 reading skills and L2 proficiency, L2 proficiency played a more crucial role in predicting L2 reading comprehension. Throughout the analyses, the linguistic threshold hypothesis was supported, demonstrating a threshold level of language proficiency above which learners can effectively transfer their L1 reading skills to L2 reading comprehension. These results highlight the important pedagogical implications for the critical role of L2 proficiency and show the threshold level of proficiency necessary for Korean EFL learners. The insights gained from this study are expected to provide targeted instructional strategies and recommendations, aimed at effectively supporting EFL learners with diverse skills and abilities.

This study examined levels in self-directed learning (SDL) and learning engagement among 158 students at a college in Incheon, based on gender, video lecture usage, and English achievement level, using data collected through a Google survey. Pearson correlation coefficients and independent samples t-tests were conducted to investigate the relationships between variables and group differences. Female students scored significantly higher than male students in all subcomponents of SDL while no significant gender differences were found in learning engagement. Significant differences were observed in English achievement, learning action, cognitive engagement, and behavioral engagement between students who used video lectures and those who did not, suggesting that a weak blended learning environment can positively influence learning motivation. Although there was a clear performance gap between the high and low achievement groups, no statistically significant differences emerged in any subcomponent of SDL or learning engagement. Notably, approximately 70% of female students in the blended learning environment voluntarily utilized video lectures for various purposes such as previewing, reviewing, and clarifying contents, demonstrating active SDL. Qualitative interview data further supported these findings, providing concrete examples of SDL and learning engagement in practice.

This paper analyses strategies for strengthening the job relevance of Spanish education at cyber universities, focusing on Spanish for Specific Purposes (SSP) and industry-academic cooperation. As demand grows for lifelong learning content among the general public, the role of cyber universities in adult education has expanded significantly. However, existing Spanish curricula often fail to meet the needs of learners seeking career development or global employability. Drawing upon theoretical frameworks in adult learning and competency-based education (CBE), this study examines three practical cases: a children’s Spanish instructor program in collaboration with Daekyo, cultural content programs conducted with the Catalonia Tourism Board, and a public-sector language training initiative under the National Institute for the Promotion of Special Foreign Languages. Based on these cases, the study proposes a five-track SSP curriculum—Health & Wellness Spanish, Tourism Spanish, Business/Legal Spanish, Entertainment Spanish, and Translation & Interpretation — each tailored to global industry demands. It further suggests that, in the context of Korea, foreign language curricula should prioritize preparing outbound professionals for overseas engagement, especially in fields such as trade, entertainment, and cultural diplomacy. The findings underscore the importance of demand-driven, field-specific training models and recommend strategic institutional partnerships to ensure effective and sustainable implementation.

Este estudio analiza estrategias para reforzar la pertinencia laboral de la enseñanza del español en las universidades en línea, centrándose en el Español con Fines Específicos (EFE) y la cooperación universidad-empresa. Con el crecimiento de la demanda de contenidos de aprendizaje permanente entre el público en general, el papel de las universidades en línea en la educación de adultos se ha ampliado de manera significativa. Sin embargo, los planes de estudio actuales de español a menudo no logran responder a las necesidades de los estudiantes que buscan desarrollo profesional o empleabilidad global. Basándose en marcos teóricos del aprendizaje de adultos y de la Educación Basada en Competencias (EBC), este trabajo examina tres casos prácticos: un programa de formación de instructores de español para niños en colaboración con Daekyo; programas de contenidos culturales realizados con la Oficina de Turismo de Cataluña; y una iniciativa de capacitación lingüística en el sector público bajo el Instituto Nacional para la Promoción de Lenguas Extranjeras Especiales. A partir de estos casos, el estudio propone un currículo de cinco itinerarios de EFE: Español para la Salud y el Bienestar, Español para el Turismo, Español de Negocios/Jurídico, Español para la Industria del Entretenimiento, y Traducción e Interpretación, cada uno adaptado a las demandas de las industrias globales. Asimismo, se sugiere que, en el contexto de Corea, los planes de estudio de lenguas extranjeras deberían priorizar la preparación de profesionales para su inserción en el extranjero, especialmente en sectores como el comercio, el entretenimiento y la diplomacia cultural. Los resultados subrayan la importancia de modelos de formación basados en la demanda y en ámbitos profesionales específicos, y recomiendan alianzas institucionales estratégicas para garantizar una implementación eficaz y sostenible.

This study replicates and extends Lee-Ellis’s (2009) work by examining how different scoring methods affect the measurement characteristics of a Korean C-test. Thirty-six learners of Korean as a second language completed a five-passage C-test. Their responses were scored using Partial Credit Modeling, dichotomous item-by-item scoring, and dichotomous morpheme- by-morpheme scoring. Rasch analysis was conducted to compare reliability, person separation, item fit, and interpretability across these scoring approaches. The study also treated each text passage as a “super-item” to evaluate proficiency interpretation at the passage level. All three scoring methods demonstrated high reliability (above .97) and yielded highly correlated proficiency estimates. No single scoring method proved significantly superior in reliability, separation, or model fit. At the super-item level, the passages showed a narrow spread of difficulty indicating limited coverage of proficiency levels. These findings suggest that fine-grained scoring alone cannot compensate for limited test scope. To enhance the diagnostic value and level-referenced interpretation of C-tests, careful selection of text passages spanning a broader proficiency spectrum is essential.

This study aims to identify the patterns of vocabulary composition changes by conducting a quantitative comparative analysis of the vocabulary included in Sejong Korean (2011-2013) and Sejong Korean (2022), a standard textbook series for Korean language education. The research methodology involved a comprehensive survey of index vocabulary from both textbook versions, followed by systematic comparative analysis based on vocabulary volume, part-of-speech distribution, vocabulary type composition, and grade-level consistency. The results revealed that the revised edition showed a significant decrease in total vocabulary. The proportion of Sino-Korean words decreased while native Korean words and loanwords increased. Content-wise, traditional culture-related vocabulary decreased while modern leisure activity-related vocabulary increased, with a notable shift from vocabulary focused on foreign culture to vocabulary related to tourist attractions in Seoul. These changes are analyzed as results of Sejong Institute’s curriculum diversification, its pursuit of universal Korean language education goals, and reflection of contemporary demands. This research provides important implications for future Korean language educational vocabulary selection and textbook development direction.

Speaking is a key aspect of language learning and an important measure of learners’ proficiencies. On November 19, 2022, the first-ever speaking section of the Korean Language Proficiency Test (TOPIK) was conducted. An analysis of the test results revealed that a significant number of test-takers were Chinese learners. This study aims to examine the TOPIK speaking test by conducting surveys and interviews with 24 Chinese learners of Korean to explore their perceptions of ‘Korean speaking,’ ‘Korean speaking classes,’ and the ‘TOPIK speaking evaluation.’ Based on the findings, the study seeks to propose effective strategies for improving Korean speaking education. The significance of this study can be summarized in three key points. First, it highlights the specific perceptions of Chinese Korean learners regarding Korean speaking, speaking classes, and the TOPIK speaking test. Second, it provides valuable insights into how Korean speaking education can be improved for Chinese learners through an analysis of the TOPIK speaking test. Finally, the proposed educational strategies can be practically applied in the field of Korean language education, benefiting both teaching and learning.

In the context of globalization and increasingly frequent intercultural communication, L2 willingness to communicate (WTC) is a crucial factor influencing language acquisition, use, and teaching. Despite the growing body of L2 WTC research, there is a paucity of systematic reviews in this area. This study conducts a comprehensive review of 44 empirical articles (2019-2024) sourced from SSCI and KCI/KISS journals, focusing on WTC among Korean and English language learners. The analysis delves into research trends, participant demographics, methodologies, and thematic emphases. Notably, there has been a marked increase in publications since 2020. Korean WTC studies predominantly feature in education journals, concentrating on Korean as a second language (KSL) contexts. Conversely, English WTC studies are more prevalent in psychology journals, focusing on English as a foreign language (EFL) environments. The primary cohort of participants in these studies comprises university students. Methodologically, both fields heavily favor large-scale quantitative designs, although longitudinal approaches are more prevalent in English-focused studies. The majority of investigations center on the antecedents of WTC, with limited exploration of its impact on learning outcomes. The findings underscore substantial research gaps, particularly the necessity for diversified methodologies and in-depth examinations of Korean learners’ WTC.