Earticle

본 연구는 디지털 기술의 발달과 문화 콘텐츠의 생산 및 소비 방식이 변화됨에 발맞추어 문화기술 기반 영어 동영상 제작 수업이 예체능계열 대학생의 영어 학습 인식에 미치는 영향을 분석하는 데 목적이 있다. 이를 위해 예체능계열 대학생 42명을 대상으로 문화기술 기반 영어 동영상 제작 수업을 실시하였다. 자료 수집을 위해 영어 학습 인식 사전·사후 설문조사와 학습 저널을 활용하였으며, 연구 자료는 양적 분석과 질적 내용 분석을 혼합하여 분석하였다. 연구 결과 영어 학습 흥미, 영어 학습 자신감, 수업 참여도, 영어 사용 인식의 모든 하위 요인에서 사후 점수가 사전 점수에 비해 유의미하게 향상된 것으로 나타났다. 또한, 질적 분석 결과 학습자들은 영어 말하기에 대한 심리적 부담이 완화되고 전공 및 문화적 관심사와 연계된 영어 사용을 긍정적으로 인식하게 되었으나 과업 분량 제한과 기술적 부담에 대한 어려움도 함께 경험한 것으로 나타났다. 이러한 결과는 문화기술 기반 영어 동영상 제작 수업이 예체능계열 대학생의 학습 특성을 반영한 효과적인 교양영어 수업모델이 될 수 있음을 시사한다. 본 연구 결과를 바탕으로 학습자의 전공 특성과 디지털 환경을 고려하여 문화기술 융합 기반 영어 학습 활동을 효과적으로 설계하고 지원하는 교수자의 역할을 지속적으로 모색할 필요가 있다.

This study investigates the effects of a culture technology–converged English video production course on the English learning perceptions of arts and physical education major university students. A total of 42 students participated in a 15-week course integrating English learning with digital video production activities. Data were collected through pre- and post-surveys on English learning perceptions and reflective learning journals, and analyzed using a mixed-methods approach combining quantitative and qualitative analyses. The results showed significant improvements in post-survey scores across all sub-factors, including interest in English learning, confidence, class participation, and perceptions of English use. Qualitative findings revealed that students experienced reduced psychological burden toward English speaking and developed positive attitudes toward using English in relation to their major and cultural interests. However, challenges related to task length limitations and technical demands were also reported. These findings suggest that culture technology–converged English video production can serve as an effective general English instructional model for arts and physical education majors.

This study explores elementary school students’ perceptions of English pop songs in regular English classes at a Korean elementary school. Seven 6th graders participated in the study and they were divided into three groups based on their English proficiency level. Data were collected from their interviews, written logs, and group discussions for a qualitative analysis. The results indicate that low level learners associate pop songs with the auditory factor only, while intermediate and high level learners associate the songs with both auditory and visual factors. It is also found that each individual learner exhibits his or her own music preference in selecting pop songs for learning. In addition, the socialization effect, which evokes the sense of unity, is found among the English learners who attended the pop song lessons. Finally, the study presents the results that learning pop songs contributes to self-directed learning of English. Pedagogical implications on using pop songs for a teaching material are discussed.

This article explores college EFL students’ metaphorical perceptions of learning English in a minority area in Northwest China. 120 students (30 English majors and 30 non-English majors), participated in the study by completing a prompt “learning English is (like)… because…”. Through metaphor analysis, it is hoped to have an insights into how students currently perceive their experiences of learning English and what thinking the students’ metaphorical perceptions of learning English may stimulate. 115 metaphors were used for analysis in terms of attitudes towards English, types of metaphors and perceptions revealed through metaphors. It was found that students had a good understanding of English learning. Their metaphors revealed their beliefs about the English learning, about English learning process and about themselves as language learners. They understood that language learning was hard process and that being a successful learner requires a variety of demands such as hard work, perseverance, patience, and a positive attitude. The results of the study may help students in exploring an important aspect of their past, present and even future lives and teachers who work in a similar context in understanding these perceptions and using them to facilitate and foster their students’ English learning.

The present study examines the extent to which key competence and learning competence in particular are promoted in the high school English classes attended by Chinese students. Eight hundred and thirty five college freshmen at a comprehensive four-year university in Jilin Province were surveyed on their experiences in high school English classes. In part 1 of the survey, we found that high school English instruction in China tends to be exam-focused rather than emphasizing the development of key competences. In part 2 of the survey, we found that three aspects of learning competence – attitudes toward learning English, meta-cognitive awareness concerning one’s own English learning, and knowledge about English language instruction – are not consistently instilled in high school English classes. Virtually no differences between ethnic majority and minority students were observed in survey. We believe that because English instruction in Chinese high schools is exam-oriented so that instructors do not have enough time to enhance learning competences. Our conclusion is that reform of instructional methods needs to include greater attention to the aspects of learning competence.

This paper reports on a qualitative study that examined the perceptions of eight preservice English language teachers from mainland China about their English language learning experiences within an undergraduate teacher education program in Hong Kong. Based upon a framework of identity construction, and using in-depth interviews conducted at regular intervals during their freshman year, the study explored how the participants’ constructed identities as English language learners as they crossed geographical and educational boundaries to pursue higher education in Hong Kong. The study illustrates that the participants’ experienced challenges in realizing the multiple language learner identities they sought to attain and that this may have resulted in conflicts and antagonism between different identities positions. Implications for providing language learning opportunities to mainland Chinese learners enrolled in higher education institutions in English speaking environments are discussed and suggestions for future research considered.

This study investigates students’ perceptions of a writing-to-think, critical thinking (CT)-infused learning-log approach designed to support L2 learners’ reasoning and participation in English-medium classroom interaction at a Japanese university. Across seven oral communication classes (N = 182), students engaged in a write–speak–write cycle in which learning logs mediated pre- and post-discussion thinking by prompting learners to generate, clarify, and evaluate ideas through three recurring CTinfused tasks: opinion expression (OE), text interpretation (TI), and evaluation of viewpoints (EV). Quantitative results from a post-intervention survey indicated overall positive perceptions, with students reporting that log-writing helped them organize ideas, prepare for speaking, and participate more actively in discussions, although confidence in spontaneous oral expression remained comparatively lower. Thematic analysis of open-ended responses revealed three themes: (1) OE was perceived as the most effective task for clarifying ideas and building confidence; (2) writing before speaking supported participation by increasing clarity and easing speaking initiation; and (3) linguistic constraints, particularly limited vocabulary and difficulty verbalizing ideas, constrained fuller CT expression. Overall, CT-infused learning logs made students’ reasoning more visible while underscoring the need to strengthen L2 learners’ content-building and meaning-making skills to support fuller CT expression in interaction-focused learning environments.

本研究は、日本の大学英語授業において、L2学習者の思考形成および英語によるディスカ ッション参加を支援することを目的とした、「writing-to-think」に基づくクリティカルシン キング（CT）統合型ラーニングログに対する学生の認識を調査したものである。7つのオー ラル・コミュニケーション授業（N = 182）において、学生は write–speak–write サイクルに基 づく活動に取り組み、ラーニングログを通してディスカッション前後の考えを整理・発展さ せた。ログには、意見表明（opinion expression: OE）、テキスト解釈（text interpretation: TI）、 視点評価（evaluation of viewpoints: EV）の3つのCT統合型タスクが組み込まれ、学習者が自 らの考えを深め、表現することを促した。事後アンケートの量的分析の結果、学生は全体と して肯定的な認識を示し、ログライティングが考えの整理、発話準備、およびディスカッシ ョンへの積極的参加に役立ったと報告した。一方で、即興的な口頭表現への自信は比較的低 い傾向がみられた。自由記述のテーマ分析からは、（1）OEタスクが考えの明確化と自信形 成に最も効果的であると認識されていたこと、（2）話す前に書く活動が、思考を整理し、 発話のきっかけを与えることで参加を支援していたこと、（3）語彙不足や考えを言語化する難しさといった言語的制約がCTの十分な表現を妨げていたこと、の3点が明らかとなった。 以上より、CT統合型ラーニングログは学生の思考過程を可視化し、ディスカッションへの 参加を支援する一方で、より深いCT表現を実現するためには、L2学習者の内容構築力や意 味形成能力をさらに育成する必要があることが示唆された。

This study investigates the effects of writing to learn on sixth graders’ English development compared with speaking to learn and examines their perceptions. The study established the following research questions: (a) what are the effects of writing to learn on English speaking and writing abilities compared with speaking to learn? and (b) what are the students’ perceptions of writing to learn compared with speaking to learn? Students in the experiment group had experienced learning English through writing to learn, whereas those in the comparison group had learned English through speaking to learn. As for the results, writing to learn had significant effects on developing speaking and writing abilities in terms of complexity, accuracy and fluency. Also the students had more positive perceptions on writing to learn in cognitive and behavioral perspectives. Writing to learn has been confirmed as effective in learning English, leading students to use English to express their own ideas with more extensive vocabulary and complicated syntactic structures.

The purpose of this study is to analyze the effects of English learning through social media on the perception and affective factors of college students. To this end, researchers examined whether the educational use of YouTube and KakaoTalk, popular among college students in Korea, differs according to English improvement, affective factors, and English level. The subjects of this study were 63 freshmen majoring in Medical Convergence, who were taking college English at C University located in Gangwon-do. An online questionnaire was used for data collection. The collected data were analyzed using Jamovi, a statistical program. The results are as follows. First, the participants positively changed the perception that the use of social media had on the overall improvement of English. Second, the affective domains such as self-confidence, attitudes, values, beliefs, and interests of the participants also changed positively. Finally, it was confirmed that social media has educational value regardless of English level.

본 연구는 고등학생의 영어 학습에 대화형 인공지능 채팅 서비스인 챗지피티가 활용될 수 있는 가능성 을 탐색하고자 수행됐다. 최근 인공지능 활용 영어 교육에 대한 관심이 높아지고 있으나, 중등교육에서의 연구 들은 아직 부족한 실정이다. 이에 따라 본 연구는 고등학생들의 영어 학습에서 챗지피티의 활용 현황과 인식 수준, 영어 학습 동기 및 디지털 기기 사용 여부에 따른 인식 차이, 챗지피티 활용 영어수업 전후 인식 변화 분석을 수행했다. 연구를 위해 고등학생 197명을 대상으로 설문지를 통해 자료를 수집했다. 그 결과 첫째, 챗지 피티 활용 영어 학습을 경험한 학생들은 49.746%로 나타났다. 둘째, 챗지피티 활용 영어 학습에 대한 인식은 ‘관심 및 태도’, ‘영향력’, ‘유용성’ 순으로 긍정적으로 나타났다. 셋째, 영어 학습 내재적 동기와 외재적 동기 모두 ‘관심 및 태도’에 정적 영향을 미쳤지만, ‘유용성’과 ‘영향력’에서는 외재적 동기만이 정적 영향을 미쳤다. 디지털 기기 사용 여부에 따라 ‘관심 및 태도’ 영역에서만 유의미한 차이가 나타났다. 마지막으로, 챗지피티 활 용 영어 수업 전후 인식 비교를 통해 ‘유용성’과 ‘영향력’의 인식이 유의미하게 향상됨을 확인했다. 결과적으로 챗지피티가 고등학생의 영어 학습에 긍정적으로 활용될 수 있으며, 효과적 활용을 위해 교사의 지도와 구조화 된 전략이 필요함을 시사한다.

This study examined the potential of using ChatGPT, a conversational AI tool, in Korean high school English classes. A survey was conducted with 197 students to investigate usage patterns, perceptions, and differences in English learning motivation, digital device use, and changes in perceptions before and after ChatGPT-assisted lessons. Results showed that only 49.7% had previously used ChatGPT before this study for English learning. Overall perceptions were positive, especially in interest and attitude. Extrinsic motivation influenced usefulness and influence, while intrinsic motivation affected only interest and attitude. Digital device usage patterns also showed significant differences in perception. After participating in ChatGPT-assisted English lessons, students reported a significant increase in their perceptions of its usefulness and influence. These findings suggest the potential of ChatGPT in secondary English education, highlighting the need for guided and structured use.

The purpose of this study is to explore how Korean college students feel the ways of explicit explanation and participatory learning in English grammar course. For the study, 34 students who enrolled in a grammar course for 2012 spring semester were encouraged to explain their own personal history and expectations of learning English grammar. After 16 weeks of the classes based on explicit explanation and participatory pair or group work, the students were asked about their feelings of the ways of learning English grammar. They showed positive attitudes of explicit explanation by the teacher, discussion with their classmates in the class, and group presentation. They were especially challenged by the task of finding some sentences in authentic materials. However, they learned how to negotiate and to collaborate in order to complete the task successfully. As a result, they enhanced their grammar ability at the same time. Pedagogical implications of this study are also addressed.

This study aims to investigate pre-service English teachers’ perceptions and satisfaction on major courses using flipped learning, a type of online and offline blended learning. Fifty-four college students who were taking English education courses participated in the research. The data were collected through survey questionnaires. Statistical analyses including correlation and regression analysis were utilized for data analysis. The participants’ perceptions and satisfaction were analyzed according to the five categories: (1) attention, (2) relevance, (3) interaction, (4) convenience, and (5) satisfaction. These domains were analyzed and compared in terms of the students’ gender, school year, academic achievement, and prior experience of flipped classes. Among the categories, ‘attention’ is the most influential factor on the satisfaction of the flipped learning. Compared with face-to-face or non-face-to-face classes, the students’ overall satisfaction and the preference for the flipped learning class were significantly high. Possible reasons were discussed along with the pre-service English teachers’ open comments. Based on the major findings, pedagogical suggestions for the effective implementation of flipped learning were provided.

The purpose of this study is to investigate elementary school teachers’ and students’ experience of teaching and learning English grammar and how they perceive English grammar education with regard to its role in learning English and the need and ways of including grammar instruction into the curriculum. Questionnaires were administered to 123 teachers and 1513 6th grade students. In addition, written interviews with 20 teachers were done through e-mail. Major findings from the analysis of this survey are three-fold. First, most of the teachers and the students had experiences of teaching and learning English grammar and they perceived that English grammar knowledge plays a positive role in learning English. Second, majority of both the teachers and the students believed that grammar instruction should start in 5th grade, but there is a gap between the teachers and the students with respect to grammar teaching approaches; the teachers prefer the inductive method, while the students prefer the deductive one. Third, many teachers considered that grammar instruction would not have a negative effect on English classes based on the communicative language teaching approach, but they believed that activities for grammar instruction should be well designed in order to keep students interested in learning English. Based on these results, several suggestions for improving English education in elementary schools are made.

The purpose of this study was two-fold: to evaluate the effectiveness of an English program under a practical curriculum for English majors in college and to investigate the relationships among students' perceptions of the program, language learning styles and strategies, perceived and actual improvement in English, and their satisfaction with the program. To this end, the study followed the changes in college students' perceptions of the program and their learning of English for four semesters from their freshman to sophomore years. Questionnaires were administered four times to measure and trace the students' perceived utility of the program, affective attitude, use of language learning styles and strategies, perceived and actual improvement in English, and satisfaction with the program. The results showed a statistically significant increase every semester in actual improvement in the students' TOEIC scores. Compared to their high expectations for improvement, the students' perceived improvement was shown to be the lowest at the end of the first semester, after which it got slowly higher each semester during the 2-year period. However, their overall satisfaction with the program got lower each semester. Native speaker instructors and interactive activities in class were found to positively affect the students' perceptions of program utility and affective attitude, which, in turn, significantly affect the students' use of language learning styles and strategies.

The purpose of this study was to investigate the college students’ English grammar ability and their perceptions of learning English grammar. The participants in this study consisted of 134 college students. A grammar test, and a questionnaire concerning their perceptions and a brain dominance questionnaire were administered. The brain dominance questionnaire categorized the participants into three groups: left-brain dominance (LBD), right-brain dominance (RBD) and whole-brain use (WBU). The main findings are summarized as follows: First, there was a statistically significant difference between left-brain dominant group and right-brain dominant group in English grammar ability. The left-brain group has a higher English grammar ability than the right-brain group.; and second, there was a statistically significant difference among the three groups in degrees of grammar-related anxiety. The right-brain group has the highest grammar anxiety among the groups. The findings suggest that alternative grammar instructions for right-brain dominant students should be developed in order to lower their anxiety and improve their English grammar ability. (Inha University)