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This study examined how learners’ use of ChatGPT (GPT-4) during a revision task was associated with changes in second language (L2) writing performance and explored its relationship with learners’ level of language analytic ability (LAA), as well as their perceptions of the revision process. Twenty-six Korean university students completed IELTS Academic Writing Task 2 essays before and after a ChatGPT-supported revision activity. Writing performance was evaluated in terms of task response, coherence and cohesion, lexical resource, and grammatical range and accuracy. LAA was measured using an artificial-language rule-induction test, and learner perceptions were collected through surveys and interviews. Results showed gains across all assessed dimensions following the revision activity. Correlational analyses indicated that LAA was associated with improvements in grammatical accuracy and task response, but not with lexical resource. Learners generally perceived ChatGPT as helpful for identifying issues and supporting revision, while also noting the cognitive effort required to engage with its feedback. These findings suggest that ChatGPT can function as a useful tool for supporting L2 writing revision; however, the extent to which learners benefit from such support may depend, in part, on their language analytic ability.

With increasing integration of AI into L2 writing instruction, there is a growing need to examine how L2 writers interact with AI tools and how the nature of this interaction develops over time. This study examined students’ self-directed interactions with ChatGPT during take-home writing tasks and explored changes in their perceived benefits over ten weeks of use. Data were collected from university students enrolled in beginner-level EFL writing courses who completed ten weeks of writing tasks. Students’ weekly reflection notes on ChatGPT interaction for feedback were analyzed through inductive coding, and temporal changes were examined using repeated-measure ANOVA with post hoc tests. Additional data included ChatGPT chat histories, pre-/post-writing tests, and an end-of-semester survey. The analysis of student reflections identified six major areas of perceived benefit from ChatGPT feedback: vocabulary, grammar, mechanics, content, organization, and metacognitive awareness. Over time, reflections related to grammar and mechanics decreased significantly, whereas content-related reflections increased steadily. Taken together, the findings of this study indicate that sustained interaction with ChatGPT may foster developmental changes in how students use the tool, shifting from form-focused error correction to more meaning-oriented refinement.

This study examined the impacts of utilizing deductive and inductive instructional approaches for teaching grammar in the instructional videos during the pre-class portion of a flipped learning class. More specifically, this study investigated the measured impacts of these instructional approaches on both effectiveness in the form of learning gains as well as student perceptions of both instructional options. The participants of this study consisted of 114 Korean university English-as-a-foreign-language students who were divided into two groups which had to watch a video utilizing either an inductive or deductive instructional approach before experiencing identical instructional approaches for the in-class portion of the flipped learning class. The analysis utilized Mann-Whitney U tests to compare both the learning gains and the learners’ perceptions in both groups of students. In terms of results, deductive and inductive instructional approaches were found to be similarly effective in the short-term and long-term and across proficiency groups. However, the deductive instructional approach was found to be slightly more interesting and easier than the inductive instructional approach.

This study aims to compare four common types of feedback used in university English presentation activities: artificial intelligence (AI), professor, peer, and self-feedback. A total of 38 first-year students enrolled in a first-year English course at a Korean university participated in this study by recording and evaluating practice videos to provide feedback to help improve their final presentations. Each of the two practice videos received evaluation scores and written comments from multiple sources, including AI tools, the professor, their peers, and themselves. To examine students’ perceptions of these feedback sources, data were collected through Likert-scale survey items measuring perceived effectiveness and preference, as well as open-ended responses explaining students’ choices. Data analysis included descriptive statistics for the survey responses and content analysis for the qualitative comments. The research findings are as follows. Firstly, professor feedback was perceived as the most effective source for improving presentation performance. Secondly, peer feedback was viewed as helpful for providing additional perspectives on presentation quality. Thirdly, AI and self-feedback were generally perceived as less reliable than human feedback. These findings suggest that combining multiple feedback sources may support speaking development in university English presentation tasks, with pedagogical implications and directions for future research discussed.

This study provides a corpus-based, data-driven synthesis of research on AI-assisted English language assessment published between 2015 and 2025. Using a corpus of 275 peer-reviewed articles indexed in the Web of Science Core Collection, the study applies an integrated text-mining approach to identify dominant research themes and their structural relationships. The findings indicate that the field has been strongly anchored in automated writing evaluation and automated essay scoring, with writing assessment serving as the central research axis. At the same time, recent studies have increasingly emphasized feedback provision, learner engagement, human–AI comparison, and issues of transparency and fairness. Automated speaking assessment based on ASR technologies has also emerged as a growing but still underrepresented area. Overall, the results suggest an increasing thematic orientation toward learner-oriented and feedback-driven assessment practices. The study offers an empirical knowledge map of AI-assisted English language assessment and provides implications for the development of human–AI hybrid assessment systems and responsible use of AI in language assessment.

Building on poststructuralist perspectives on identity, this study presents a qualitative meta-synthesis of English teacher identity across primary and secondary school contexts in Korea. Drawing on 12 qualitative studies, it synthesizes findings on teachers’ ideal identities, the factors shaping identity construction, and the processes through which identities are negotiated in practice. The results reveal distinct identity orientations across contexts: primary school English teachers tend to foreground care and relational engagement, whereas secondary school English teachers emphasize subject expertise, instructional innovation, and professional agency. Across both contexts, teacher identity is conceptualized as a dynamic, socially situated, and continuously reconstructed process shaped by the interplay of personal, institutional, and societal factors. The findings indicate a recurring pattern of identity development, moving from idealized self-images toward negotiation and reconstruction. By highlighting the mediating roles of teacher agency and professional learning communities, this study offers implications for context-sensitive teacher education and identityoriented professional development.

This study investigated the relationships among learners’ perceptions of AI chatbot use, self-directed learning, and self-efficacy in an interview English course utilizing ChatGPT, and explored the educational implications of generative AI-based instructional design. The course was redesigned around AI tools and implemented in a cyclical structure consisting of model answer generation, instructor feedback, and speaking practice. Answer sharing through Padlet and TTS-based pronunciation practice were also incorporated. Survey data from 49 out of 63 enrolled students majoring in Airline Cabin Service were analyzed. The results indicated that learners perceived the AI chatbot as practically helpful for organizing interview responses and preparing for speaking tasks, with generally high levels of positive responses across related items. Experiences of adjusting question difficulty through prompting and generating responses were associated with increased learning efficacy and speaking confidence. Subcomponents of self-directed learning and self-efficacy showed significant correlations with perceptions of AI chatbot use, and regression analysis revealed that the model including these two variables significantly explained learners’ perceptions of AI use. This study shows that systematically integrating generative AI with instructor feedback can enhance learners’ self-directedness, self-efficacy, and speaking confidence, suggesting the value of positioning AI as a structured learning partner in speaking-focused courses.

As artificial intelligence and digital technologies are widely used in writing instruction, classrooms are adopting technology-supported feedback. This study investigates changes in learners’ self-regulated learning in a ChatGPT-based feedback English writing course. The research question for this study was: How does self-regulated learning change across motivational, cognitive, and behavioral domains before and after the course? The study was conducted in the English writing classes during the fall semester of 2025. A total of 48 students participated over a 15-week period. Data were collected through preand post questionnaires, in-depth interviews, and classroom observations. Quantitative data were analyzed using the Wilcoxon matched pairs signed-rank test while qualitative data were analyzed to support and explain the quantitative results. The major finding was that statistically significant changes were observed only in learners’ self-efficacy within the motivational domain over the course. The finding suggests that ChatGPT-based feedback is effective in supporting learners’ motivational regulation, particularly self-efficacy. However, to promote broader development of self-regulated learning, AI-based feedback may need to be accompanied by instructional support that guides learners’ monitoring, decision-making, and sustained engagement.

This study comparatively analyzes the 2015 and 2022 Revised National English Curricula from a competency-based curriculum perspective, focusing on the theoretical significance and assessment dilemmas of the newly introduced Values and Attitudes domain in the 2022 revision. Drawing on critical comparative curriculum analysis through document analysis, the findings reveal that the 2022 revision systematizes a three-domain structure of Knowledge and Understanding, Processes and Skills, and Values and Attitudes, faithfully reflecting the OECD Education 2030 competency framework, while restructuring the traditional four-skill paradigm into Reception and Production to accommodate the multimodal communication environment of the twenty-first century. However, the Values and Attitudes domain confronts multi-layered dilemmas including psychometric validity issues, structural conflicts with the Korean college entrance examination system, controversies over assessment fairness, and limited teacher expertise in affective evaluation. To bridge the gap between theoretical aspirations and contextual realities, this study proposes four normative principles for Korean implementation, presents an analytic rubric exemplar grounded in international assessment frameworks, and outlines a phased short-, mid-, and long-term policy roadmap. The study identifies the tension between competency-based curricular ideals and Korean structural constraints, providing actionable suggestions for sustainable implementation.

This study examines how different learning environments shape intercultural experiences by comparing university students in a five-week study abroad program with those in an on-campus summer session. Based on survey data, we analyzed participants’ learning purposes and outcomes, changes in Intercultural Sensitivity Scale scores (Chen & Starosta, 2000), evolving stereotypes about Spain and Spanish people, and experiences of positive and negative culture shock. Although the groups differed in their initial motivations, both identified language proficiency as their primary outcome and showed significant gains in interaction confidence. The on-campus group also demonstrated increased willingness to engage in intercultural interaction. Qualitative findings revealed distinct patterns. Study abroad participants developed a relational, micro-level understanding through direct local interactions, overcoming prejudices while managing practical culture shocks, often balancing lifestyle liberation with administrative frustrations. In contrast, on-campus students cultivated a cognitive, macro-level understanding through structured academic input, reframing stereotypes into broader socio-cultural awareness. Their culture shock remained largely academic, combining intellectual stimulation with the fatigue of intensive language learning. Overall, direct and indirect learning environments play distinct yet complementary roles in fostering intercultural competence.

Este estudio examina cómo los diferentes entornos de aprendizaje configuran las experiencias interculturales al comparar a estudiantes universitarios en un programa de estudios en el extranjero de cinco semanas con aquellos en un curso de verano en el campus. Con base en datos de encuestas, analizamos los propósitos y resultados de aprendizaje de los participantes, los cambios en las puntuaciones de la Escala de Sensibilidad Intercultural (Chen & Starosta, 2000), la evolución de los estereotipos sobre España y los españoles, y las experiencias de choque cultural positivo y negativo. Aunque los grupos difirieron en sus motivaciones iniciales, ambos identificaron el dominio del idioma como su resultado principal y mostraron aumentos significativos en la confianza para la interacción. El grupo en el campus también demostró una mayor disposición a participar en interacciones interculturales. Los hallazgos cualitativos revelaron patrones distintos. Los participantes de estudios en el extranjero desarrollaron una comprensión relacional a nivel micro a través de interacciones locales directas, superando prejuicios mientras manejaban choques culturales prácticos, a menudo equilibrando la sensación de liberación en el estilo de vida con las frustraciones administrativas. Por el contrario, los estudiantes en el campus cultivaron una comprensión cognitiva a nivel macro a través de contenidos académicos estructurados, replanteando los estereotipos hacia una conciencia sociocultural más amplia. Su choque cultural se mantuvo en gran medida en el ámbito académico, combinando el estímulo intelectual con la fatiga del aprendizaje intensivo del idioma. En general, los entornos de aprendizaje directo e indirecto desempeñan roles distintos pero complementarios en el fomento de la competencia intercultural.

This study aims to provide foundational educational materials for training legal interpreters, centered on practical application to meet the rapidly increasing demand for Spanish-language legal services and the specialized nature of judicial settings. To this end, the study presents an in-depth analysis of learning elements for legal interpreting through the courtroom reality program Caso Cerrado, which features actual litigation cases. As a result of the analysis, six core learning elements were established to strengthen legal interpreting competence: (1) legal terminology for accurate meaning transfer, (2) legal knowledge for grasping jurisprudential contexts, (3) other specialized knowledge related to the specific issues of each case, (4) legal procedures and judicial organization to ensure familiarity with the flow of trials, (5) idiomatic expressions and regional dialects reflecting the cultural diversity of the Spanish-speaking world, and (6) faithful rendering without filtering to reproduce the speaker’s utterances without distortion. The systematic set of six learning elements proposed in this study is expected to serve as a fundamental basis for enhancing the practical education of aspiring interpreters. Furthermore, by fostering specialized human resources, this research seeks to play a pivotal role in ensuring transparency and fairness within judicial proceedings.

Este estudio tiene como objetivo elaborar materiales educativos fundamentales para la formación de intérpretes judiciales con un enfoque práctico, con el fin de satisfacer la creciente demanda de servicios legales en lengua española y las particularidades del entorno judicial. Con este fin, el estudio analiza en profundidad los elementos de aprendizaje para la interpretación judicial a través del programa de telerrealidad judicial Caso Cerrado, el cual aborda casos de litigio reales. Como resultado del análisis, se establecieron seis elementos de aprendizaje fundamentales para fortalecer la competencia en interpretación judicial: (1) terminología jurídica para una transferencia precisa del significado, (2) conocimiento legal para comprender los contextos jurisprudenciales, (3) otros conocimientos especializados relacionados con los puntos clave de cada caso, (4) procedimientos legales y organización judicial para asegurar la familiaridad con el flujo de los juicios, (5) expresiones idiomáticas y variantes regionales que reflejan la diversidad cultural del mundo hispanohablante, y (6) una transmisión fiel y sin filtrado para reproducir el discurso del hablante sin distorsiones. Se espera que los seis elementos de aprendizaje sistemáticos propuestos en este estudio sirvan como una base fundamental para mejorar la educación práctica de los intérpretes. Además, al fomentar la formación de recursos humanos especializados, este estudio busca desempeñar un papel fundamental en la garantía de la transparencia y la equidad dentro de los procedimientos judiciales.

This study proposes a usage-based, meaning-centered pedagogical model for teaching motion verbs in foreign language education, based on motion event typology. Through a contrastive analysis of Korean and Greek motion verb expressions, it examines how semantic components such as path, manner, goal, and result are organized and expressed in each language. Although both languages have traditionally been classified as verb-framed languages, the analysis shows significant intra-typological differences. Korean tends to organize motion events around path and result, with manner expressed as a secondary element. Greek, by contrast, encodes path and goal while allowing manner to be foregrounded according to discourse focus. The study argues that learner difficulties in using motion verbs arise not only from limited lexical or grammatical knowledge, but also from the transfer of L1-based strategies for conceptualizing motion events . To address this issue, it proposes a pedagogical model consisting of three stages: awareness of semantic components, cross-linguistic comparison, and restructuring of complex motion events. By linking motion event typology with usage-based grammar teaching, this study demonstrates the pedagogical value of intra-typological contrast for motion verb instruction.

Η παρούσα μελέτη προτείνει, στο πλαίσιο της ξενόγλωσσης εκπαίδευσης, ένα σημασιοκεντρικό, βασισμένο στη χρήση διδακτικό μοντέλο για τη διδασκαλία των ρημάτων κίνησης, με αφετηρία την τυπολογία των γεγονότων κίνησης. Εστιάζοντας στην κορεατική και την ελληνική, εξετάζει πώς οργανώνονται και εκφράζονται στοιχεία όπως η διαδρομή, ο τρόπος, ο στόχος και το αποτέλεσμα. Αν και οι δύο γλώσσες έχουν παραδοσιακά ταξινομηθεί ως ρηματικές γλώσσες, η ανάλυση αναδεικνύει ουσιαστικές ενδοτυπολογικές διαφορές: η κορεατική οργανώνει τα γεγονότα κίνησης κυρίως γύρω από τη διαδρομή και το αποτέλεσμα, ενώ η ελληνική κωδικοποιεί κεντρικά τη διαδρομή και τον στόχο, επιτρέποντας παράλληλα την προβολή του τρόπου ανάλογα με την εστίαση του λόγου. Η μελέτη υποστηρίζει ότι οι δυσκολίες των μαθητών δεν οφείλονται μόνο σε περιορισμένη λεξιλογική ή γραμματική γνώση, αλλά και στη μεταφορά στρατηγικών εννοιολόγησης από τη μητρική γλώσσα. Για τον λόγο αυτό προτείνεται ένα τριμερές διδακτικό μοντέλο, το οποίο αναδεικνύει την παιδαγωγική αξία της ενδοτυπολογικής αντιπαραβολής στη διδασκαλία των ρημάτων κίνησης.

This study aims to systematically identify research trends and the overall landscape of Vietnamese lexical studies conducted in Korea over the past 25 years. To this end, 56 KCI-indexed journal articles on Vietnamese vocabulary published between 2000 and 2025 were selected and analyzed in terms of annual publication trends and thematic distribution. In addition, keyword frequency analysis and LDA-based topic modeling were employed to quantitatively uncover latent thematic structures within the dataset. The results indicate that Vietnamese lexical studies in Korea have primarily focused on Sino-Vietnamese vocabulary and polysemy from semantic perspectives, while recent studies have increasingly adopted pragmatic approaches, cognitive linguistic perspectives, and data-driven methodologies. Topic modeling identified four major research clusters: (1) pragmatic semantic analysis and pedagogical applications centered on address and reference terms; (2) the establishment of lexical categories and the construction of lexical databases as research infrastructure; (3) contrastive semantic studies on meaning differentiation and lexical correspondences of homographic Sino-character words within the Sinosphere; and (4) studies on figurative meaning extension focusing on proverbs, idioms, body-part terms, and basic verbs. By quantitatively structuring accumulated research outputs and presenting a comprehensive overview of the field, this study offers an integrated understanding of Vietnamese lexical studies in Korea and suggests future research directions, including the expansion of lexical pedagogy research and further investigation into the internal lexical system of Vietnamese.

Nghiên cứu này nhằm phân tích một cách hệ thống xu hướng và toàn cảnh nghiên cứu về từ vựng tiếng Việt tại Hàn Quốc trong khoảng 25 năm qua. Để thực hiện mục tiêu này, 56 bài báo nghiên cứu về từ vựng tiếng Việt được công bố trên các tạp chí khoa học thuộc danh mục KCI trong giai đoạn 2000–2025 đã được lựa chọn làm đối tượng khảo sát. Các bài báo được phân tích theo xu hướng công bố hằng năm và sự phân bố chủ đề. Bên cạnh đó, phân tích tần suất từ khóa và mô hình hóa chủ đề dựa trên LDA cũng được áp dụng nhằm định lượng và xác định các cấu trúc chủ đề tiềm ẩn trong dữ liệu nghiên cứu. Kết quả phân tích cho thấy các nghiên cứu về từ vựng tiếng Việt tại Hàn Quốc chủ yếu tập trung vào từ Hán Việt và hiện tượng đa nghĩa thông qua các phân tích ngữ nghĩa. Tuy nhiên, trong những năm gần đây, phạm vi nghiên cứu đã dần mở rộng sang các hướng tiếp cận ngữ dụng học, quan điểm ngôn ngữ học tri nhận và các phương pháp nghiên cứu dựa trên dữ liệu. Kết quả mô hình hóa chủ đề cho thấy bốn cụm chủ đề nghiên cứu chính: (1) phân tích ngữ nghĩa mang tính ngữ dụng và ứng dụng trong giảng dạy, tập trung vào các từ xưng hô và biểu thức quy chiếu; (2) xây dựng hệ thống phạm trù từ vựng và cơ sở dữ liệu nhằm củng cố hạ tầng nghiên cứu; (3) các nghiên cứu đối chiếu ngữ nghĩa về sự phân hóa nghĩa và quan hệ tương ứng từ vựng của các từ gốc Hán đồng hình trong khu vực văn hóa chữ Hán; và (4) các nghiên cứu về sự mở rộng nghĩa mang tính ẩn dụ, tập trung vào tục ngữ, thành ngữ, từ chỉ bộ phận cơ thể và các động từ cơ bản. Thông qua việc cấu trúc hóa một cách định lượng các thành tựu nghiên cứu đã được tích lũy và trình bày toàn cảnh của lĩnh vực nghiên cứu, công trình này cung cấp một cái nhìn tổng quan mang tính hệ thống về các nghiên cứu từ vựng tiếng Việt tại Hàn Quốc. Đồng thời, nghiên cứu cũng đề xuất một số định hướng cho các nghiên cứu trong tương lai, bao gồm việc mở rộng nghiên cứu về giảng dạy từ vựng và đào sâu các nghiên cứu về hệ thống từ vựng nội tại của tiếng Việt.

This study explores the design and preliminary application of a Korean language class incorporating a retranslation-comparison activity in an AI-assisted translation environment. Grounded in the AI-in-the-loop (AI²L) principle, whereby learners serve as the primary agents of judgment while AI translation functions as a mediating text rather than an authoritative source, a three-session structure was developed and piloted with 30 multilingual international students at a Korean university. In the first session, learners activated background knowledge and critically reflected on AI translation tools. In the second session, they retranslated a Korean text from AI-translated versions in their mother tongues using only a dictionary, without AI tools. In the third session, they compared their retranslations with the original Korean text and presented their translation choices for peer and instructor discussion. The findings indicate that the activity fostered learner agency, metalinguistic awareness, and cross-linguistic contrastive thinking. Variation in retranslation outcomes across language backgrounds—Chinese, Japanese, Vietnamese, Russian, and English—generated rich opportunities for meaning negotiation and interaction. The study also identified several limitations, including uneven participation by proficiency level, learner resistance to AI-free translation, and time constraints within the three-session format. It suggests that retranslation-comparison activities offer a pedagogically viable structure for Korean language instruction in an era of generative AI, and calls for expanded implementation and empirical validation in future research.

This study analyzes the structural and epistemological placement of cultural education within ACTFL, CEFR, and the Korean Standard Curriculum from an Intercultural Communicative Competence (ICC) perspective. Four criteria guided this comparison: the formal position of cultural competence, the direction of cultural awareness, the orientation of intercultural communication strategies, and the cultural agency of learners. Analysis reveals that the CEFR secures structural independence for cultural competence and presents a developmental path, positioning learners as active mediators. ACTFL exhibits internal tension, aiming for reflective proactivity in its standards while emphasizing norm adaptation in guidelines. The Korean Standard Curriculum declares ICC to be an independent goal and suggests a mediator-oriented learner at the objectives level. However, its achievement standards reveal a discrepancy, favoring a receptive model centered on knowledge acquisition and adaptation. Consequently, this study proposes four directions for redesigning the Korean Standard Curriculum: establishing an intercultural competence category, introducing level-specific intercultural competence achievement standards, developing cultural mediation standards for intermediate and advanced learners, and reflecting the mediator model within achievement standards.

This study examines connective endings that are not commonly treated as grammatical markers of aspect in Korean language education. Focusing on the similar grammatical items ‘-go’ and ‘-(eu)myeonseo’, the study analyzes their meanings from the perspective of grammatical aspect and clarifies their aspectual differences. Because ‘-(eu)myeonseo’ requires the same subject in both the preceding and following clauses, the analysis compares it with ‘-go’ in contexts where the same-subject condition is satisfied. When combined with verbs, ‘-go’ can express both resultative and completive meanings, but it conveys a meaning similar to ‘-(eu)myeonseo’ only when it expresses a resultative meaning. With ‘-go’, the first event is completed and its result becomes relevant to the second event, whereas ‘-(eu)myeonseo’ indicates that two events proceed simultaneously without reaching a resulting state. For pedagogical purposes, it is important to explain the distinction between the continuation of a state and the progression of an action, as well as the meanings of simultaneity and sequentiality, in order to clarify the difference between ‘-go’ and ‘-(eu)myeonseo’.