Earticle

The reading-to-write approach is regarded as one of the most widely used approaches for integrating reading and writing in ESL/EFL contexts. However, how both genre and technology can be effectively integrated remains under investigation. The current study explores how ChatGPT-integrated argumentative reading-to-write instruction influenced students’ writing quality and the types of prompts they used across writing stages. Employing a within-subjects design, the study was conducted with 31 students over 6 weeks of instruction at a Korean university. Pre- and post-writing samples were collected to compare writing quality in terms of language use and argument structure, and ChatGPT logs to identify prompt features. The findings revealed that text length and grammatical accuracy improved significantly, whereas lexical diversity and syntactic complexity did not. Notably, there was significant improvement in all argument elements, particularly propositions, warrants, oppositions, and rebuttals. The analyses of ChatGPT prompts revealed that they were predominantly dependent, general, and information-seeking. Pedagogical implications and limitations of the study are discussed.

This study examined the longitudinal relationship between Grade 3 early decoding and reading fluency indicators and Grade 5 AI-based English basic literacy diagnostic results. Data were collected from 50 elementary school students with both Grade 3 and Grade 5 diagnostic data. Grade 3 indicators included Correct Letter Sounds and Whole Words Read from Nonsense Word Fluency, as well as Oral Reading Fluency reading speed and accuracy rate. Grade 5 results included phonemic awareness, basic phonics, reading fluency and comprehension, and overall basic literacy performance. Descriptive statistics, one-way ANOVA, correlation analysis, and simple regression analysis were conducted. Results showed that Grade 5 performance was generally at the middle or upper level, while basic phonics was relatively weaker. Significant differences by early decoding level appeared in reading fluency and comprehension and overall basic literacy performance. All Grade 3 indicators were significantly correlated with Grade 5 basic literacy performance, with reading accuracy rate showing the strongest association. These findings suggest that early decoding and oral reading fluency indicators can inform later English literacy diagnosis and instruction.

This study critically reviews recent research on L1 use in German as a foreign language and a second language (DaF/DaZ) and examines its applicability to DaF conversation classes at Korean universities, with the aim of providing theoretical and empirical foundations for classroom and task design. While L1 was traditionally regarded as an obstacle to target-language acquisition, contemporary perspectives — including multilingualism, codeswitching, and translanguaging — reframe it as an interactional and pedagogical resource. Korean university DaF conversation classes are shaped by a teacher-centered instructional culture, a shared L1 (Korean) with English as an additional linguistic resource, and limited exposure to German outside the classroom. Existing DaF/DaZ studies, however, focus predominantly on multilingual European settings and offer limited transferability to the Korean context, while research on learner-learner interaction and L1 use in Korean DaF classrooms remains virtually absent. This study traces the theoretical evolution of perspectives on L1 use, synthesizes recent empirical findings from DaF/DaZ interaction research, and identifies context-specific research needs. By establishing a conceptual framework grounded in the Korean university DaF context, the study aims to inform the design of conversation tasks and instructional strategies that balance target-language use with strategic L1 deployment.

Die vorliegende Arbeit unterzieht die jüngere Forschung zur L1-Verwendung im Fach Deutsch als Fremd- und Zweitsprache (DaF/DaZ) einer kritischen Bestandsaufnahme und prüft deren Übertragbarkeit auf den DaF-Konversationsunterricht an koreanischen Hochschulen. Ziel ist es, theoretische und empirische Grundlagen für die Unterrichts- und Aufgabenplanung bereitzustellen. Galt die L1 lange als Hindernis für den Zielsprachenerwerb, so wird sie in neueren Ansätzen — darunter Mehrsprachigkeit, Codeswitching und Translanguaging — als interaktionale und lernförderliche Ressource neu bewertet. Der koreanische DaF-Konversationsunterricht ist durch eine lehrkraftzentrierte Unterrichtstradition, eine gemeinsame L1 (Koreanisch) mit Englisch als zusätzlicher Sprachressource sowie eingeschränkte Zielsprachenkontakte außerhalb des Unterrichts gekennzeichnet. Die bisherige Forschung ist jedoch überwiegend auf mehrsprachige europäische Kontexte ausgerichtet und auf die koreanische Lehr-Lern-Situation nur bedingt übertragbar; zudem liegen kaum Studien zur Lerner-Lerner-Interaktion und L1-Verwendung im koreanischen DaF-Unterricht vor. Die Arbeit zeichnet den theoretischen Wandel im Umgang mit der L1 nach, bilanziert aktuelle empirische Befunde der DaF/DaZ-Interaktionsforschung und benennt kontextspezifischen Forschungsbedarf. Als literaturbasierte Grundlagenarbeit entwickelt sie einen konzeptuellen Rahmen, der auf die Gestaltung von Konversationsaufgaben und Unterrichtsstrategien abzielt, bei denen zielsprachliche Interaktion und strategische L1-Verwendung in ein ausgewogenes Verhältnis gebracht werden.

This study compares the language materials of the 2015 and 2022 revised Spanish curricula in Korea and seeks directions for their improvement. The language materials comprise the Basic Vocabulary List, the Editorial Guidelines, and the Basic Communicative Expressions, which serve as practical references for teaching, learning, assessment, and textbook development in foreign language education. The three components of the two curricula were first compared; improvements were then examined for the Basic Vocabulary List and the Basic Communicative Expressions, the two components that underwent the greatest change. The findings show that the language materials of the 2022 revised curriculum build on the 2015 curriculum while reflecting the newly established subject competencies of communicative competence, intercultural competence, and digital information literacy. A comparison with three high school Spanish textbooks developed under the 2022 curriculum reveals that 54 of the 120 newly added words (45%) appear in none of them, indicating that clearer criteria are needed for reflecting new vocabulary at the textbook stage. A further comparison with representative A1-level textbooks of Spanish as a foreign language (ELE) leads to four proposals: adding an ‘ability’ category, reconsidering the placement of ‘video communication’, reorganizing scattered classroom communication expressions, and incorporating tag questions (¿no?, ¿verdad?).

Este estudio compara los materiales lingüísticos del currículo de español revisado en 2015 con el de 2022 y presenta propuestas de mejora. Los materiales lingüísticos comprenden la ‘lista de vocabulario básico’, las ‘notas aclaratorias’ y las ‘expresiones comunicativas básicas’, que sirven de pauta práctica para la enseñanza, el aprendizaje, la evaluación y la redacción de manuales en el campo de la enseñanza de lenguas extranjeras. Primero se compararon los tres componentes de ambos currículos y, a continuación, se plantearon propuestas de mejora para la ‘lista de vocabulario básico’ y las ‘expresiones comunicativas básicas’, los dos componentes que experimentaron el mayor cambio. Los resultados muestran que los materiales lingüísticos del currículo revisado de 2022 se basan en los del currículo 2015, a la vez que reflejan las nuevas competencias de la asignatura: la competencia comunicativa, la competencia intercultural y el uso de la información digital. La comparación con tres manuales de secundaria elaborados conforme al currículo de 2022 revela que 54 de las 120 palabras añadidas (un 45%) no figuran en ninguno de ellos, lo que exige criterios más claros para incorporarlas. El contraste con manuales representativos de ELE de nivel A1 conduce a cuatro propuestas: añadir una categoría de ‘capacidad’, reconsiderar la ubicación de la ‘comunicación por videollamada’, reorganizar las expresiones de comunicación en el aula e incorporar preguntas de etiqueta (¿no?, ¿verdad?).

This study examines Korean university students’ perceptions of instructors’ use of Spanish and Korean in Spanish classes. An anonymous online survey was conducted with 61 students enrolled in Spanish courses at Korean universities. The survey focused on students’ preferences for Spanish-only, Korean-only, and mixed Spanish-Korean instruction, as well as differences according to major status and Spanish proficiency level. The findings showed a clear overall preference for mixed Spanish-Korean instruction, which students generally perceived as beneficial for Spanish learning. Participants considered Spanish more useful for listening and speaking, whereas Korean was viewed as more useful for explaining grammar, checking meaning, and supporting reading and writing activities. Spanish majors evaluated Korean-only instruction more positively than non-majors, suggesting that major status may influence students’ perceptions of the pedagogical role of Korean. In addition, intermediate- and advanced-level learners were more receptive to Spanish-only instruction than beginners, who preferred greater use of Korean for comprehension and classroom support. These findings suggest that Spanish and Korean should be used as complementary pedagogical resources, with their relative use adjusted according to learners’ proficiency, instructional goals, and learning domains.

Este estudio analiza las percepciones de los estudiantes universitarios coreanos sobre el uso del español y del coreano por parte del profesorado en las clases de español. Se realizó una encuesta anónima en línea a 61 estudiantes, centrada en sus preferencias por una enseñanza exclusivamente en español, exclusivamente en coreano o mediante una combinación de ambas lenguas, así como en las diferencias según la especialidad y el nivel de competencia. Los resultados mostraron una clara preferencia por la enseñanza que combina español y coreano, considerada en general beneficiosa para el aprendizaje del español. Los participantes valoraron el español como más útil para la comprensión auditiva y la expresión oral, mientras que el coreano resultó más útil para la gramática, la expresión escrita y la comprensión lectora. Los estudiantes de la especialidad de español valoraron más positivamente la enseñanza exclusivamente en coreano, mientras que los de nivel intermedio o superior se mostraron más receptivos a la enseñanza exclusivamente en español. Estos resultados sugieren que la lengua meta y la lengua materna pueden utilizarse como recursos pedagógicos complementarios según el nivel de competencia, los objetivos de enseñanza y las áreas de aprendizaje.

This study asks whether generative AI can be adopted in Japanese grammar education and, if so, in which grammatical areas it can be trusted. Rather than analyzing how a model processes language internally, it treats AI as an educational tool and evaluates the quality of its outputs on classroom-type tasks. A controlled probe set covers honorific (keigo), benefactive (yarimorai), and modality expressions, with case particles and transitivity pairs as control categories, and encodes points of Korean L1 transfer. Outputs from three commercial models (Gemini, ChatGPT, and Claude) are scored through two-pass human coding: a first pass from a Japanese learner’s perspective and a second from a linguistically informed native-speaker perspective. On discrete items the three models are at or near ceiling in accuracy; in context-dependent open generation they diverge in aspect, construction choice, and register—differences the second pass detects where the first does not. Notably, none of the models reproduced the L1-transfer errors typical of Korean learners, suggesting increasingly native-like performance; the residual risks lie instead in avoiding target constructions and in over-formalization. The study offers a category-by-task suitability map and prompt-design and teacher-AI guidelines, arguing for selective rather than wholesale adoption.

本稿は、生成AIを日本語文法教育に導入できるか、できるとすればどの文法領域 まで信頼できるかを問う。モデルの内部処理ではなく、AIを教育の道具とみな し、教室型の課題における産出の質を評価する。統制刺激は敬語・授受表現・モ ダリティを中核に、格助詞と自他動詞対を対照群として含み、韓国語のL1転移 の地点を符号化する。三つの商用モデル（Gemini・ChatGPT・Claude）の産 出を二段階の人手コーディング（日本語の学習者の一次、言語学的知識を持つ母 語話者視点の二次）で評価した。個別項目では三モデルともほぼ天井水準の正確 さを示したが、文脈依存の開放型生成では相・構文選択・文体に差が現れ、その 差は一次では見落とされ二次でのみ検出された。特に、三モデルとも韓国語学 習者に典型的なL1転移の誤りを再現せず、母語話者に近づきつつあることが示 された。残るリスクはむしろ目標構文の回避と過剰な格式化にある。本稿は領 域×課題の適合度マップと、プロンプト設計および教師とAIの役割分担の指針 を示し、導入は一括ではなく選別的であるべきだと論じる。

As Generative AI (GenAI) expands in language teacher education, a considerable gap persists between pre-service teachers’ declarative AI literacy and real-time execution under cognitive load (TPACK-in-Action). To address initial self-assessment inflation and uncritical algorithmic reliance, this study implemented an AI-self-assessment coordination loop (ASACL) framework. Utilizing an embedded single-case design (N = 7), Korean pre-service teachers were tracked across four lesson plan iterations (L1 to L4) featuring instructor macro-scaffolding and GenAI Socratic micro-scaffolding. Quantitative findings via a 33-point rubric revealed meaningful expert-evaluated quality gains (ML1 = 24.6 -> ML4 = 29.6, Gain = +5.0) alongside metacognitive calibration, narrowing the perceptual discrepancy gap from 1.58 to 0.25. Qualitative analysis of the discourse data showed three developmental themes: (1) Socratic counter-questions triggered metacognitive dissonance; (2) participants exercised epistemic agency through dialectic negotiation and philosophical rejections of context-blind machine outputs; and (3) external scaffolding faded, consolidating pedagogical sovereignty. These findings demonstrate that when GenAI is algorithmically constrained as a Socratic thinking mirror rather than an automated script generator, pre-service teachers evolve from passive algorithmic consumers into reflective, pedagogically capable designers. This study provides empirically verified design principles for operationalizing GenAI in language teacher education.

This study examines whether metacognitive awareness in L2 listening, as measured by the Metacognitive Awareness Listening Questionnaire (MALQ), relates to listening performance across L2 proficiency levels. Forty-five Spanish-speaking learners of Korean were divided into three groups based on their scores on the Test of Proficiency in Korean (TOPIK) and institutional program levels, and completed a TOPIK-based listening test and the MALQ. Between-group analyses showed that metacognitive profiles differed for Mental Translation and the total MALQ score, with advanced learners reporting the least reliance on translation and the highest overall engagement. In the combined sample, listening performance was negatively associated with Problem Solving, although this association was not robust to correction. Within groups, the dimensions reaching significance differed: Directed Attention and the overall MALQ score among novice learners, none among intermediate learners, and Problem Solving among advanced learners. After correction, only novice-level Directed Attention and overall MALQ score remained significant. Pooled and band-level analyses of the same data thus yield different pictures, suggesting that MALQ–listening relationships should be reported by proficiency bands alongside pooled estimates.

As interest in Korea continues to grow in Portugal, the demand for Korean language education and Korean Studies has steadily increased. This study examines learner needs at the University of Lisbon and explores educational directions that may be considered in the future establishment of a Korean language and Korean Studies track in Portugal. The findings reveal strong demand not only for Korean language courses covering the four skills, vocabulary, and grammar, but also for TOPIK preparation, Business Korean, and translation-related subjects. In the field of Korean Studies, students showed the highest levels of interest in Contemporary Korean Culture and Korean Arts and Popular Culture, while History and Traditional Korean Culture also received high ratings, suggesting that learners tend to express stronger demand for subjects with which they already have some degree of familiarity and exposure. Based on these findings, this study proposes a learner-centered flexible pathway model. At its core is an introductory Korean Studies course centered on contemporary Korean culture, designed to bridge Korean language education and Korean Studies while encouraging learners’ entry into broader fields such as history, literature, and society. The study also discusses the expansion of educational resources, academic networks, and career-related pathways to support the sustainable development of Korean Studies in Portugal.

À medida que cresce o interesse pela Coreia em Portugal, aumenta também a procura pelo ensino da língua coreana e pelos Estudos Coreanos. Este estudo analisa as necessidades dos estudantes da Universidade de Lisboa e explora orientações para o futuro desenvolvimento de um percurso curricular de Língua Coreana e Estudos Coreanos. Os resultados revelam uma forte procura pelo ensino das quatro competências linguísticas, vocabulário e gramática, bem como por preparação para o TOPIK, Coreano para Negócios e tradução. Nos Estudos Coreanos, os estudantes demonstraram maior interesse por Cultura Coreana Contemporânea e Artes e Cultura Popular Coreanas, embora História e Cultura Tradicional Coreana também tenham recebido avaliações elevadas. Estes resultados sugerem uma maior procura por áreas com as quais os estudantes já possuem alguma familiaridade. Com base nestes resultados, propõe-se um modelo flexível e centrado no estudante, tendo como núcleo uma disciplina introdutória de Estudos Coreanos centrada na cultura contemporânea, que estabeleça uma ponte entre a língua e os Estudos Coreanos e conduza a áreas como história, literatura e sociedade. O estudo destaca ainda a necessidade de ampliar os recursos educativos, as redes académicas e as oportunidades profissionais para o desenvolvimento sustentável dos Estudos Coreanos em Portugal.

This study aims to propose a consonant pronunciation teaching method for Indonesian learners of Korean, focusing on velar stops / ㄱ, ㅋ, ㄲ/. To accomplish this purpose, the stop consonant systems of Indonesian and Korean were compared to identify the causes of pronunciation difficulties faced by Indonesian learners, and previous studies were reviewed to examine common pronunciation errors. Due to differences in the stop consonant systems of both languages, Indonesian learners struggle to distinguish and pronounce the lenis, aspirated, and fortis sounds in Korean. Based on these findings, this study selected the teaching-learning content in the order of ‘lenis-fortis’, ‘lenis-aspirated’, and ‘aspirated-fortis’. Furthermore, an effective and systematic five-stage teaching model was designed as follows: Introduction → Analysis and Explanation → Practice → Application → Evaluation. This model maximizes classroom applicability and enhances learners’ communicative efficiency by providing a practical offline framework without high-cost equipment, thereby providing a valuable guideline for learner-tailored Korean phonological education.