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This study aims to analyze the errors found in the writing samples of intermediate Vietnamese learners of Korean and propose teaching and learning methods to prevent the fossilization of these errors. The errors are categorized into phonological errors, grammatical errors, lexical errors, and complex errors that hinder meaning comprehension, with their causes subsequently analyzed. It was found that phonological errors, mainly resulting from differences in the phonological systems of Korean and Vietnamese, affect writing accuracy. To address this, it is suggested that integrated listening and writing activities, such as dictation, be used to help learners recognize their phonological errors, with a list of frequently confused phonetic items be provided in advance. Grammatical errors were identified in particles, endings, tense, quoted clauses, agreement between sentence components, negation, modifiers, and verb conjugation. To correct these errors, a systematic teaching approach to Korean sentence structure and its characteristics as an agglutinative language is recommended. Additionally, exercises involving sentence completion with particles and activities involving peer or self-feedback for error correction were suggested. Lexical errors were categorized into substitution, omission, and addition errors, and their causes were analyzed. It was proposed that vocabulary be taught as chunks combined with particles or expressions rather than using standalone words. Furthermore, the use of visual aids along with various example sentences to explain differences in similar grammar or vocabulary was recommended, as well as the provision of practice questions to confirm understanding. The educational competence of teachers is crucial for effectively correcting and teaching these errors.

This study presupposes that it is important for international graduate students to know how to effectively paraphrase primary sources in order to successfully complete a thesis or dissertation. Therefore, this study reviewed cases of failure to paraphrase in theses and dissertations submitted by international graduate students on the basis of four rhetorical contexts. In addition, the types of paraphrase strategies required in each rhetorical context were indicated, and examples of actual paraphrases were presented and organized into meta-genre. The meta-genre summarized in this study is meaningful in that it explicitly presents the genre characteristics of appropriate paraphrase methods to international graduate students who are writing their theses or dissertations

This study investigates the effectiveness of using rubrics to assess foreign learner’s presentation skills. A total of 43 Japanese learners enrolled in a dual degree program at a Korean university participated in the study. Participants were divided into an experimental group, which received explicit rubric-based guidance and engaged in self-evaluation activities, and a control group which followed traditional speaking practice methods. Quantitative analysis using pre-and post-tests revealed that while both groups improved in speaking performance, only the experimental group showed a significant improvement in discourse competence. Additionally, t-tests comparing the top and bottom 25% of performance indicated a strong correlation between high rubric scores and overall academic achievement. Survey responses and qualitative feedback also revealed learners’ generally positive perceptions of rubric use, highlighting its role in clarifying expectations and promoting focused preparation. However, learners expressed some difficulty in using the rubric to identify personal strengths and weakness, the findings suggest that rubrics serve as effective tools not only for assessment but also for guiding autonomous learning and enhancing speaking proficiency. Based on these results, pedagogical implications and suggestions for future research on long-term and diversified applications of rubrics in language education are discussed.

This study explored the perceptions of Korean university students studying English as a foreign language (EFL) after using the AI chatbot tool ChatGPT in an advanced writing class for one semester. A questionnaire was used to collect data from students about three learner variables (being comfortable in completing a task, being motivated to complete a task, and being confident that they can complete a task). The questionnaire also asked students if they felt their learning experience was improved by using AI tools (as opposed to classes taught only using traditional methods) and if they thought a blended method using both AI tools and traditional methods was preferable to one using strictly one or the other. The results showed that students were much more comfortable writing in English with the assistance of AI writing tools, that they felt less anxiety while completing tasks with the assistance of AI writing tools, and that they felt more confident when writing in English with the assistance of AI writing tools. They also indicated that using AI writing tools in the classroom was preferable to classes taught only in the traditional method, and that classes using a blended method were preferable to those taught using strictly AI tools or traditional methods alone.

This paper explores first-year junior college English majors’ L2 motivation, demotivation, and remotivation in relation to their factors and timeframes. To fulfill the purpose of a mixed-methods study, 63 students completed a questionnaire, motigraph, and retrospective essay; also ten participated in one-on-one semi-structured interviews. Both quantitative and qualitative analyses revealed that each of five timeframes (i.e., right before college, first semester, summer break, second semester, winter break) was intertwined with relevant constructs of L2 motivation, such as attitude, experience, and emotion. The participants also reported that these five time periods played a decisive role in shaping their overall L2 motivation as well as developing goals and strategies. As the participants represent a relatively under-researched cohort, the current study calls for further exploration of diverse contexts where L2 motivation may display unique trends and timeframes could act as a tool for understanding one’s L2 motivational cycle.

The present study attempted to investigate the preference of adult learners towards integrated and isolated form-focused instructions (FFI, hereafter) in learning Korean as a foreign language. It also sought to examine whether their preferences for the two different FFI types would differ depending on grammar and vocabulary learning and their TOPIK levels. To this end, 71 foreign students learning Korean at a local university were asked to respond to a questionnaire consisting of 34 questions including 6 personal background questions. A series of statistical analyses showed that, in general, learners had a higher preference for the isolated FFI than for the integrated FFI. Furthermore, learners at a lower level of TOPIK had a strong preference for the isolated FFI, while those at a higher level showed similar levels of preference for the two FFI types. Finally, learners did not show a strong preference for the isolated and integrated FFI in vocabulary learning, while they preferred the isolated FFI when it came to grammar learning.

This study examines interrogative sentence patterns among Korean speakers aged 50 and above, focusing on how aging, gender, and education influence their usage. Using approximately 649.7 hours of conversational data (288,502 utterances from 3,649 speakers aged 50–90), the study analyzes 11,946 interrogatives, classified as WH-questions and Y/N-questions. Results show interrogative use declines with age but increases with education. Gender differences reveal men using more interrogatives overall, while women favor WH-questions. Multiple regression analysis reveals age as the most influential factor, followed by education and gender, suggesting educational engagement could help offset language changes associated with aging.

Focusing on Free Merge and the Labeling Algorithm within a Minimalist framework, this study aims to investigate the structure of bare infinitival complements selected by perception verbs in English, with occasional reference to to-infinitival constructions for contrast. Although these two types of complement differ only superficially in the presence or absence of ‘to’, they draw contrasts in tense interpretation, auxiliary insertion, and passivization. Previous analyses have often attributed such differences to semantic or pragmatic factors without fully accounting for the underlying syntactic structure. This paper argues that these contrasts arise from the formal properties of T. In bare infinitival complements, T is defective and lacks a valued tense feature (uTdef), undergoing pair-Merge with v, which prevents auxiliary insertion and embedded subject movement. In contrast, to-infinitival complements involve an overt T (toTdef) with valued tense features, undergoing set-Merge with vP—allowing for auxiliary realization, embedded subject movement, and passivization. The properties of T determine the type of Merge operation involved. This analysis offers a unified account of perception verb complements and demonstrates the explanatory power of Merge-based derivations and the Labeling Algorithm in Minimalist syntax.

This study verified the effects of Korean learners’ reading motivation on reading strategies by Korean reading motivation tests and Korean reading strategy tests on 266 Korean learners as a foreign language. As a result the component factors of Korean reading motivation were reading challenge motivation, various genre reading motivation, reading efficacy motivation, reading interest motivation, recognition and competition motivation, and reading importance motivation. And the component factors of Korean reading strategy were active reading strategy, extended reading strategy, and passive reading strategy. The effects of Korean reading motivation in reading strategies were derived by conducting structural equations and bootstrapping analysis. First, reading challenge motivation and efficacy motivation affect active reading strategy. Second, reading challenge motivation, various genre reading motivation, reading efficacy motivation, reading interest motivation affect the extended reading strategy. Finally, reading importance motivation affects passive reading strategies. This study is expeced to expand the discourse on intergrated reading in Korean reading education and provide practical information based on learner information in Korean reading motivation and reading strategies.

This study examined the cases of English education practices at home through the lenses of some language acquisition approaches, theories, and methods. The English educational practices were guided and supported by parents at home, and the parents claimed that their children could master English by being exposed to English from early on. This study suggested some implications of the importance of establishing and implementing English reading programs for children in the public education system. The findings in the current study show that input of English is the most crucial and essential part of acquiring English. Having children exposed to oral and written English, which is fundamental in English education, many parents shared their success stories of raising children who can communicate in English as a tool for having their voices in the world. The present study found that children exposed to English at home enjoyed using English as a useful tool in today’s modern world. This study implies that well-implemented reading programs would provide good quality English education for children.