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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 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.

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 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 paper explores the linguistic specificity of English and Korean by comparing the formal realizations of specificity. The indefinite articles in English and zero articles in Korean are argued not to indicate the specificity features of the noun phrase[NP] concerned, with these features dependent partially on the contexts of the sentences and partly on additional lexical markers and word orderings of the arguments under the principle of communicative dynamism. Secondly, the two aspects of specificity effects are compared between the two languages. The first effect concerns the gradience of specificity when supplementary elements like certain/specific in English and etten/-ul in Korean are added to noun phrases. The supplementary elements in English ensure the specificity of the NPs, while these elements in Korean increase the probability of specificity, but do not guarantee it. The second effect is that the notion of specificity serves as a constraint on movement and co-reference. In English the specificity constraint for movement applies to the wh-movement and complex NP constraint for relativization, while it does not apply in the Korean language. It is argued that the specificity requirements for co-reference applies to long-distance co-reference of personal pronouns in English, while they apply to the reflexive pronoun caki and casin distinction in Korean.

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 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.

Language is more than just a tool for communication; it embodies humanity’s cultural diversity, with over 7,000 globally recognized languages, each containing profound historical and cultural knowledge that is crucial for preserving human history and knowledge. However, many languages are under severe threat of extinction, and with them, entire cultures and traditions are at risk of disappearing. This paper examines the causes of language extinction, including natural disasters, wars, globalization, industrialization, urbanization, and the influence of the Internet and Artificial Intelligence (AI), which have created a new linguistic landscape in the 21st century. The importance of linguistic diversity is discussed in relation to biological diversity, cultural heritage preservation, academic research, and global business. Recommendations for preserving endangered languages include documentation, revitalization efforts, the use of digital technology, and collaboration with organizations such as UNESCO, emphasizing the importance of sustaining cultural and historical legacies.

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.

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.