Earticle

This paper aims to explore John Milton’s hero and heroism in Paradise Lost by examining two different kinds of heroism, Christian and Pagan heroism. In order to delve into Miltonic elements of Christianity in the epic, this paper also compares Paradise Lost with Chaucer’s “The Man of Law’s Tale” in The Canterbury Tales, Marlowe’s Doctor Faustus, Shakespeare’s Macbeth, and Milton’s own Samson Agonistes. Not a few literary works of the Early Modern Period contain a mixture of Christian and pagan elements. Likewise, Paradise Lost presents classical heroes together with the figures from the Book of Genesis in the Old testament. As such, the former alludes to Hellenic heroism while the latter to Biblical one. In many respects, then, Milton sets up a hierarchy between the two but focuses more on frail humanity enmeshed in moments of dubiosity as the author himself undergoes throughout his life. Consequently, Milton represents human beings as true heroes in Paradise Lost. Adam and Eve are heroes who strives to find redemption after their transgression. Abdiel and Enoch are his heroes as well in that they utter their truth, even though surrounded by darkness and danger. Therefore, Milton’s heroism foregrounds humans’ honorable obedience and indefatigable spirit that lead these human figures to attain the state of hero in Paradise Lost.

This study examines how AI-based movies predict a positive future for AI. Most films produce extreme narratives that foster anxiety and fear about AI. In addition, most AIs in these films, after passing through singularity, pose an existential risk to humans. In Avengers: Age of Ultron, there appear two kinds of strong AI: hostile AI and friendly AI. The film also shows the process by which AI develops from a human assistant into a superhuman. Thus, it focuses on the development potential of artificial intelligence as a human colleague and the conditions for this development. The scenes where artificial intelligence transforms into a superhero and stands against evil highlight to viewers that artificial intelligence can have a significant positive effect on human life, especially where concerns and expectations intersect. The film shows that it is possible to have companionship and collaboration with humanized AI in a society. Above all, the film conveys the message that technology can improve human life through human-to-AI interaction and cooperation. Although many science fiction films express concerns about autonomous AI, this film suggests that such concerns can be a driving force toward a positive future by accelerating the development of safety devices and establishing AI ethics.

This paper examines Ha Jin as a poet by giving particular attention to a collection of his poems A Distant Center in relation to his novel A Free Life and explores how his migrant aesthetics is reflected in his poetic world. Jin began his writing career as a poet and published four books of poetry collection in English so far. Yet he is famed as a novelist, for his novels are often highly regarded with prestigious literary awards in the United States. Interestingly, in his highly autobiographical or personal novel A Free Life, Jin describes the main character Nan Wu’s emergence and growth as a poet, through a narrative of his struggle to become a poet and also adding extracts from his poetry journal and a collection of his poems in the epilogue. My critical attention is given to such a poetic pursuit in Jin’s novel. Jin’s migrant aesthetics is expounded with the help of his essay collection The Writer as Migrant that provides the reflections of his literary pursuit as a migrant writer. The paper gives a detailed examination of Jin’s A Distant Center and considers how his poetic aesthetics of migration is rendered in relation to the poetic pursuit depicted in A Free Life. This study intends to offer a full study of Ha Jin as a poet to which little critical attention has been paid.

This paper examines how Alice Munro portrays the narrator’s growth as a storyteller and writer in “Friend of My Youth” while challenging the boundaries between fiction and reality through metafictional reflections on the act of storytelling and narrativity. Munro’s short story is a distinct retrospective narrative in that it begins with a story of the narrator’s dreams and moves on to the main narrative in which the narrator retells her mother’s story of her friend, Flora Grieves, using the romance mode. The story constantly points to the gaps between narration and discourse and attempts to expand the possibilities of what has happened through dreams and imagination. It also turns attention to the intervention of subjective perspectives and interpretations in recreating the past as a story. In the ending, the frame story of the narrator’s dream is connected to the story of Flora as the narrator imagines what could have happened with Flora. The narrator, now a mature storyteller and writer, recognizes otherness by critically distancing herself from the idea that she can know someone through a story told to her. In doing so, she presents the past not as a time closed to what has already happened, but as a time open to what has yet to be told.

This study investigates the acoustic characteristics of the English intervocalic lateral /l/ as pronounced by American, South Korean, and North Korean speakers. The study focuses on the distinctive articulatory and acoustic properties and explores phonetic adaptation and pronunciation differences among these groups, with a particular emphasis on the influence of Korean phonological systems on the production of the English /l/. The research reveals that while South and North Korean speakers display similar phonetic patterns when articulating the Korean intervocalic /l/, distinct variations emerge in their pronunciation of the English intervocalic /l/. Notably, North Korean speakers typically produce a singular clear /l/, akin to that observed in American speakers. This suggests that since North Korean speakers articulate a clear [l] in Korean word-initial positions, the pronunciation of the English intervocalic /l/ is influenced by their phonetic inventory, aligning with the motor theory of speech perception. In contrast, South Korean speakers predominantly produce a geminate [ll], reflecting an adaptive strategy under phonological constraints that restrict Korean word-initial /l/ productions. This phonological parsing demonstrates the interaction that is influenced by native phonological rules.

The aim of this study is to explore the feasibility of using ChatGPT for brainstoring ideas in a collge-level English writing class. Specifically, it aims to investigate how Korean college students utilized ChatGPT during the brainstorming phase for English writing and how ChatGPT feedback influenced their essay writing process. To achieve this objective, the following research questions were established; 1) How did students use ChatGPT differently according to their English proficiency levels? 2) How did students’ English writings vary in terms of the extent and scope of their interactions with ChatGPT? This study qualitatively analyzed students’ prompts, ChatGPT feedback, and their writings by using QuillBot’s Word Counter, Grammarly, KCI literature similarity check service. Research finidngs indicate that 1) Intermediate to advanced-level students interacted with ChatGPT more actively than beginners. 2) Sentences written by advanced-level students based on ChatGPT feedback were relatively longer and more complex compared to those written by lower level students. 3) Regardless of students’ English proficiency levels, there has been a higher uptake of ideas rather than expressions created by ChatGPT. Based on the research findings, this study proposes effective ways to use ChatGPT in English writing classes.

This study aimed to investigate impacts of fully online flipped learning at a university English course on self-regulated learning strategy. Compared to traditional flipped learning composed of online and offline blended learning model, fully online flipped learning replaced the offline classroom with the online one. For the research purpose, quantitative and qualitative data for analysis were collected from 41 students in two sections of a course in the fall of 2021 for 10 weeks. The quantitative data was collected through survey at the beginning and end of online flipped classes and paired samples t-test and Wilcoxon test were conducted. In addition, for the qualitative data, in-depth interviews of 20 students and a teaching journal were made. The findings of the study are as follows. First. the fully online flipped learning model has a significant impact on all sub-categories of the cognitive strategy. Second, meaningful changes in motivation strategies of self-regulated learning strategy were found. Thirdly, with regard to the effect of fully online flipped learning on the components of the behavioral strategy, it showed a positive impact on the time and environment management. In conclusion, fully online flipped learning was found to be effective in developing students’ self-regulated learning strategies.

This study aims to investigate the perceptions of college students on the Fire Engineering ESP curriculum and ESP teaching methods in the post-COVID-19 era. To this end, 102 university students from the department of Fire Service Administration participated in the survey. The results are as follows: First, participants cited the reason and purpose of Fire Engineering ESP learning to improve the score of the English official test. Secondly, when asked about the areas in which English learning is most necessary in the Fire Engineering ESP classes, participants showed highest preference for G-TELP level 2 and TOEIC, and the lowest interest in general English. Third, when asked about the interest in job-related topics they wanted to be included in the Fire Fighting English textbook, the participants showed the highest interest in fire fighting jargon and concept, and preferred practical English as the next priority in the international field. Lastly, in ESP English classes in the post-COVID-19 era, participants showed the highest preference for face-to-face classes, followed by online/offline mixed classes, and synchronous e-learning classes showed the lowest preference. This research has significance in that the findings can be used as a basic reference for the design and operation of Fire Fighting ESP learning in the post-COVID-19 era.

This present study aims to explore the English language needs of 37 students at a university in Korea. Specifically, it delves into their specific workplace communication needs through a questionnaire survey centered on a work-integrated learning (WIL) module, pertaining to: 1) the target situation, 2) workplace discourse, 3) their current language skills and lacks, and 4) effective ways of learning workplace communication. Using a combination of quantitative and qualitative methods, survey data were obtained through responses to 17 questionnaire questions. Findings show that while the Korean university students generally agree that they need communication skills in English in workplaces, they have difficulties in using interpersonal functions. They also indicate that while they are aware of the influence of power relations between interlocutors and differences in communication style, they are not aware of the need to learn proactively or autonomously in the workplace. The pedagogical implications suggest collaborative efforts among business English curriculum designers and ESP practitioners to exchange experiences, explore interdisciplinary approaches, and tailor courses for diverse topics.