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The purpose of this study is to explore how elementary English education in Korea has changed since English was introduced as an official elementary school subject in 1997. For this purpose, the study quantitatively analyzed fifteen English class videos using the five categories of COLT Part A—activity, participant organization, content, student modality, and materials—across the 7th, 2007, 2009, and 2015 revised national English curricula. The results are as follows. First, with regard to activity, controlled and guided activities accounted for approximately 50% overall, compared to about 40% for free activities, with no notable differences across the four curriculum periods. Second, for participant organization, whole-class teacher– student interaction occupied about 70–80%, while individual, pair, and group work were relatively low, and again, no notable differences were found among the curricula. Third, regarding content, about 70% of the analyzed classes focused on language functions, with little or no focus on language form, discourse, or sociolinguistics. Fourth, regardless of curriculum period, two or more language skills were integrated in 90–100% of the classes. Finally, concerning materials, aside from the partial use of edutech in recent lessons, similar instructional materials have been consistently used from the past to the present.

This study aims to examine pre-service elementary school teachers’ perceptions of English teaching demonstration competency. In the current study, 112 pre-service teachers were recruited and asked to complete a questionnaire consisting of 20 closed-ended questions about the importance and self-evaluation of the items in assessing English teaching demonstration competencies. Specifically, closed-ended questions were divided into three competency categories such as lesson planning, lesson execution, and classroom English use. They were also asked to answer two open-ended questions about the challenges they anticipate during the English teaching demonstrations and the support needed to improve their English teaching demonstration competencies. The results showed that overall, participants’ average confidence level was lower than their perceived importance of each item. Furthermore, among the three sub-skills, confidence in classroom English use skills was relatively low compared to the other skills. It was also found that participants expressed concerns about their own limited English skills and difficulties assessing learners’ level. They also said they need more training programs and practical teaching experience as the support needed to improve English class demonstration competencies. Based on the findings, discussion and suggestions on ways to improve pre-service teachers’ English teaching demonstration competencies were presented.

This study examines Kule-based reactive expressions, which remain relatively underdescribed in Korean as a Foreign Language (KFL) education. It adopts a mixed methodology combining spoken corpus analysis, a Discourse Completion Task (DCT) administered to KFL learners, and a survey of native-speaking KFL teachers. The corpus analysis reveals that some frequent expressions are absent from or only marginally addressed in existing works, raising questions about current lexicographic practices. The DCT results show inconsistent learner responses, indicating limited awareness of distinctions among these expressions and a strong reliance on implicit auditory input. Teacher survey data further point to the absence of a shared pedagogical framework regarding instructional timing and methods. Overall, the findings suggest that despite their key role in managing reactions in spoken Korean interaction, Kule-based formulas remain peripheral in KFL classrooms. This research therefore highlights the need for context-sensitive descriptions, multimodal teaching and learning materials, and empirically grounded pedagogical resources.

The study aims to investigate the effects of a ChatGPT-based speaking task on students’ strategic self-regulation for speaking (S2RS) and their satisfaction in a university-level English class. Thirty English majors participated in the study. The speaking task, which involved interacting with ChatGPT, was conducted over a six-week period. To measure the impact of this technology-enhanced task, students completed the S2RS questionnaire twice-once before and once after the intervention. Paired-samples t-tests were used to analyze changes in the S2RS domains, and frequency analysis was employed for the satisfaction data. The research findings are as follows. Firstly, the technology-utilized task had a statistically significant positive impact on the following domains: metacognitive (remembering and planning, assistance-seeking), social (interactional practice, environmental control), and motivational (anxiety control). However, some strategies did not reach statistical significance at the p＜0.05 level, including metacognitive (goal-based monitoring and evaluation, self-reflection), social (feedback management), and motivational (interest enhancement, motivational self-talk). Secondly, the students’ overall satisfaction with the ChatGPT-based speaking task was high. with scores ranging from three to five on the scale. For future research on the differentiated impact of the ChatGPT-mediated speaking task on speaking strategies, a mixed-methods study should be conducted.

This study examines the integration of ChatGPT into an advanced Korean course in a U.S university context, with a focus on its instructional design and classroom implementation. Over a semester, eighteen students used ChatGPT as a supplementary tool within process-oriented writing tasks. Survey data were used to examine learners’ responses to this instructional use of ChatGPT. The results indicate that students perceived ChatGPT as particularly helpful for grammatical corrections and receiving immediate feedback. Learners who recognized its benefits reported a positive impact on the usefulness of feedback, their writing development, and interest in future AI use. However, concerns about over-reliance, ethical issues, and occasional inaccuracies were also noted. By situating ChatGPT within a specific instructional context, this study highlights both the perceived benefits and limitations of AI-assisted writing in Korean language education. This study also offers practical guidance for educators, including structured stages for AI application in writing, usage guidelines, assessment criteria, and sample prompts. Finally, it emphasizes a balanced approach in which AI complements, not replaces, teacher feedback to maintain quality through professional judgment.

The purpose of this study was to investigate research trends in Foreign Languages Education by analyzing the articles published from its inaugural issue in 1995 to 2025, commemorating the journal’s 30th anniversary. The study analyzed a total of 1,347 research articles written by 1,892 researchers. The analysis focused on target learners, author types, target languages, article language, and research topics, categorized into three ten-year periods. The results reveal notable enhancements in the quantity and quality of research conducted over the period. Findings indicate that research activities peaked between 2005 and 2015, accompanied by a shift from single-authored papers to collaborative studies. While English remained the dominant target language, recent years have demonstrated diversification into Korean as a foreign language, Chinese, Vietnamese, and others. College students were the most frequently studied participants, and language learning/acquisition and teaching methods were consistently the most prominent research topics. Moreover, a notable increase in collaborative authorship was observed, reflecting expanded academic networking and growing research cooperation. By providing a comprehensive overview of three decades of research, this study offers valuable insights and a foundational resource for guiding future directions in foreign language education.

Inverse morpheme words in Chinese refer to word pairs formed with the same characters in reverse order, typically in an “AB–BA” structure. Despite sharing identical morphemes, these pairs often differ in meaning, usage, and grammatical function, which can lead to confusion for Chinese language learners. This study investigated how advanced Korean learners of Chinese understand and use inverse morpheme words, utilizing a paper-based test. The findings reveal frequent learner errors, including syntactic misuse, incorrect collocations, semantic confusion, and pragmatic misinterpretation. These difficulties are attributed to the inherent complexity of inverse morpheme words, learners’ avoidance strategies, negative transfer from Korean, overgeneralization of Chinese grammar rules, and limitations in current teaching practices. To address these challenges, the study proposes instructional strategies: integrating morpheme- and word-based teaching, implementing multimodal vocabulary instruction, adopting output-driven language learning approaches, and using instructional language more effectively. These methods aim to improve learners’ ability to distinguish inverse morpheme words, enhancing vocabulary acquisition and overall language proficiency.

同素异序词是指由相同汉字组成、字序颠倒的一对词汇，属于汉语构词法中的一种特殊形式，通常呈现“AB-BA”的结构。这类词语在构词成分上完全一致，但在词义和词性上既存在相似之处，也体现出一定差异。词汇教学本就是汉语教学中的一大难点，而同素异序词因其“字形相同、字序相反”的特点，可能进一步加大对外汉语教学的难度。本研究选取《国际中文教育水平等级标准》中的部分同素异序词，设计相应测试题，对高级阶段的韩国汉语学习者进行习得情况的实证评估。研究结果表明，学习者在掌握同素异序词过程中普遍存在句法成分错误、搭配不当、词义混淆、语用偏差以及任务理解偏差等问题。这些偏误主要源于同素异序词本身的复杂性、学习者的回避策略、母语负迁移、对目标语规则的泛化与过度类推，以及当前同素异序词教学方法的不足。基于韩国学习者的习得特点，本文提出如下教学策略：结合语素教学法与词本位教学法，实施多模态词汇教学，采用产出导向法，并合理使用教学语言。这些策略旨在帮助学习者更清晰地辨析汉语与其母语中同素异序词的异同，并为对外汉语教学中的同素异序词教学提供实践指导和理论参考。

This study aims to identify instructional design elements for flipped learning in Korean language education targeting foreign learners. A total of 61 studies published between 2014 and 2024 on flipped learning classes for foreigners were analyzed. The extracted instructional design elements were reviewed and validated by experts. The structure of flipped learning classes was categorized into three main stages—pre-class, in-class, and post-class—and further subdivided into six phases: presentation, practice, introduction, activity, evaluation, and reinforcement. For each phase, specific instructional materials, teaching strategies, and the roles of instructors and learners were defined. Based on expert feedback, the final elements were refined to reflect adjustments such as proficiency-based difficulty levels, the use of authentic language resources, clearer d escriptions o f activity t ypes, a nd appropriate limitations on group size. Through this process, this study derived and validated instructional design elements for flipped learning-based Korean language instruction, highlighting their relevance and practical significance for instructional design research.

This mixed-methods study explores perceptual learning style preferences among Korean and Uzbek EFL learners and examines teachers’ interpretations of these preferences. Quantitative data were collected from secondary-level learners in both countries (N= 208) using Reid’s PLSPQ, followed by semi-structured interviews with English teachers (n= 18) to contextualize survey patterns. The PLSPQ was selected for its modality-based structure and comparability with current EFL research, and teacher interviews were added to triangulate self-report. Independent-samples t-tests showed that Uzbek learners reported significantly higher preferences across all six modalities, with no group differences on visual. These higher scores are interpreted as context-responsive tendencies rather than indicators of superior ability, with Uzbek patterns linked to smaller classes, limited private tutoring, early instruction prior to full literacy, and movement-based activities in resource-limited schools. In contrast, narrower preference profiles among Korean learners align with exam-oriented, text-focused instruction, larger classes, and classroom norms of deference. While this study contributes a cross-context perspective on learning style preferences, its findings are limited by reliance on self-report and the absence of factor analytic validation of the PLSPQ. Future research should include psychometric testing and behavioral measures. Overall, results underscore the value of inclusive, multimodal pedagogy and learner metacognitive awareness.

This study aims to analyze a case of a short-term Korean language training program for learners from the United Arab Emirates (UAE) and to derive its implications. The program was structured in the following sequence: student recruitment by the UAEU (United Arab Emirates University) coordinator, pre-program preparation by the coordinator at University B, joint operation of the program by coordinators from both institutions, and the preparation and sharing of a final report by the University B coordinator. This study focuses on training programs conducted from 2023 to 2025 and employs qualitative analysis based on responses to surveys administered after the program. The analysis revealed that while learners generally expressed high satisfaction with the Korean language classes and cultural experiences, some reported lower satisfaction in aspects related to daily living, such as food and accommodation, due to cultural differences. These findings suggest areas for improvement in future program design. By presenting a practical case of short-term Korean language training for UAE learners, this study serves as foundational data for the development of Korean language education programs and related research targeting learners from the Middle East.

This study investigates the Korean language learning needs of international students enrolled in English-track programs at universities in Korea, with the goal of suggesting improvements in both instruction and the broader educational environment. A survey of 329 English-track international students at a university in Busan was conducted, examining their needs in four areas: learning environment, Korean language courses, instructors, and learners. To complement the quantitative analysis, in-depth interviews were carried out with 10 selected participants. Findings reveal that students expressed the greatest needs in relation to the learning environment and learner-related factors. Specifically, they emphasized the importance of increased opportunities for interaction with Korean students, the establishment of student clubs and common spaces, courses designed for the Test of Proficiency in Korean (TOPIK), and classes emphasizing practical speaking skills. By contrast, satisfaction with instructors was generally high. Correlation analysis showed the strongest relationship between the learning environment and Korean language courses, underscoring the necessity of improving the overall educational environment to enhance course satisfaction. This study offers practical implications for tailoring Korean language instruction to the needs of English-track international students and recommends further research across diverse regions and language backgrounds.

This study investigates teacher mediation strategies in CLIL-based Korean presentation classes, with particular attention to how teachers support learner agency and intercultural competence. Using a multi-cycle action research design, classroom interactions were closely examined to identify the instructional moves through which teachers facilitated communication, scaffolded learner output, and integrated cultural perspectives into language practice. Analysis revealed four principal categories of strategies: interaction facilitation, spontaneous output promotion, cultural understanding and communication, and critical reflection. These categories frequently co-occurred within the same instructional episode, reflecting the dynamic and layered nature of CLIL pedagogy. Early stages of the course emphasized stabilizing interaction and reducing learners’ performance anxiety, while later stages increasingly foregrounded intercultural reflection and the negotiation of cultural meanings. The findings demonstrate that teachers act as strategic mediators who coordinate linguistic, cognitive, and cultural processes in real classroom situations. This study highlights how CLIL-based presentation classes can operationalize integrated learning goals and offers pedagogical insights for designing Korean-language courses that cultivate both communicative competence and intercultural awareness.

This study examines the development of Korean language education in Sri Lanka from secondary to tertiary levels and identifies key institutional challenges. Korean has recently been introduced as a high school subject and added to the university entrance examination, yet systematic academic research remains limited in the local educational context. Using document analysis and field-based inquiry, the study investigates the expansion and implementation of Korean language programs. Data come from statistics by the National Institute of Education, a survey of 123 secondary school teachers, and interviews with university instructors. The analysis covers curricula at the secondary and upper-secondary levels as well as programs in five universities that offer Korean courses. Findings show persistent structural issues, including insufficiently qualified and understaffed teachers, curriculum inconsistencies, limited instructional materials, and a lack of specialized institutions and research infrastructure. The study proposes a teacher-qualification framework, mentoring-based training, localized textbooks, and the expansion of university-level Korean majors.

This qualitative study explores how fifth-grade elementary school students experience AI-based feedback in English writing. Two students participated in writing activities and received feedback from ChatGPT. Data were collected from observation logs, drafts, reflection journals, and interviews over several weeks. The analysis focused on participants’ perceptions, cognitive/meta-cognitive and affective responses, and the impact of feedback on revision. Results indicate AI-based feedback is helpful, clear, and supports self-directed learning, increasing motivation and confidence. Effective classroom use requires instructional sequences integrating AI feedback with teacher facilitation, including drafting, feedback reception, revision, and reflection stages. Teacher training should prepare educators to manage AI tools effectively and foster students’ self-regulation. Teacher-led research and collaboration can enhance AI feedback integration, ensuring meaningful learning experiences for young EFL learners. These findings provide foundational insights for developing personalized feedback systems and instructional models combining technological innovation and pedagogy, supporting young learners’ growth as confident and autonomous writers.

This study examined Korean university students’ ability to distinguish between authentic and modified spoken English texts and their perceptions of each in relation to language learning and content appeal. A total of 125 students completed a questionnaire after listening tasks, assessing their perceptions in three domains: authenticity versus modification, language learning, and content appeal. Questionnaire responses were analyzed using descriptive statistics and independent samples t-tests. The results indicated that participants could distinguish between the two types of texts. Modified texts were rated significantly higher for clarity and fluency, whereas authentic texts were viewed as more reflective of natural speech, including features such as unclear pronunciation and hesitation. Pronunciation clarity, however, was not perceived to significantly influence listening comprehension or difficulty. Participants evaluated modified texts more favorably for supporting language learning, particularly in pronunciation, listening skill development, and content understanding. Both text types were considered similarly effective for comprehending real-life conversations. Regarding content appeal, modified texts were rated as more engaging, though no significant differences emerged in their usefulness for real-life application or new information. These findings highlight the pedagogical importance of using both authentic and modified texts to address diverse learner needs.

This study examines Korean–Turkish hortatives using a quasi-spoken parallel corpus and proposes a three-stage instructional model. From 20 K-dramas, 457 hortative–response pairs were extracted through a three-step protocol. In Korean, indirect strategies (77.7%) outweighed direct forms (22.3%). In translation, however, many indirect Korean hortatives were rendered as direct forms in Turkish, indicating speech-act clarification and a typological asymmetry between the languages. A chi-square test showed that speaker gender significantly influenced t he K orean choice o f hortative type ( χ² =14.21, p < .01), whereas this effect was largely neutralized in the Turkish renderings. Differences also emerged in refusal sequences: avoidance and silence in Korean tended to be translated as explicit refusals in Turkish. On this b asis, the p aper a dvances a n Awareness–Analysis–Application model that sequences corpus-based noticing, guided contrastive analysis, and discourse-level tasks. The model aims to move beyond grammar- centered instruction and to strengthen learners’ pragmatic competence in authentic interaction, with adaptable materials for tertiary-level Korean programs for Turkish-speaking learners.

Bu çalışma, Korece ve Türkçedeki istek-teklif yapılarını sözlü dile yakın paralel bir derlem kullanarak incelemekte ve üç aşamalı bir öğretim modeli önermektedir. 20 Kore dizisinden, üç adımlı bir protokol aracılığıyla 457 adet istek-teklif-yanıt çifti çıkarılmıştır. Korecede, dolaylı s tratejiler (%77,7), doğrudan biçimlere (%22,3) göre daha ağır basmıştır. Ancak çeviride, Korecedeki birçok dolaylı istek-teklif ifadesinin Türkçeye doğrudan biçimler olarak aktarıldığı görülmüştür; bu durum, söz edimi belirginleştirme (speech-act clarification) ve diller arasındaki tipolojik bir asimetriye (typological asymmetry) işaret etmektedir. Ki-kare testi, konuşmacı cinsiyetinin Korece istek-teklif tipi seçimini anlamlı düzeyde etkilediğini (χ² = 14,21, p < .01) göstermiş, ancak bu etkinin Türkçe aktarımlarda büyük ölçüde nötrleştiği saptanmıştır. Reddetme sekanslarında (refusal sequences) da farklılıklar ortaya çıkmıştır: Korecedeki kaçınma ve sessizlik, Türkçeye belirgin reddetme ifadeleri (explicit refusals) olarak çevrilme eğilimindedir. Bu bulgulardan yola çıkarak makale, derlem temelli fark etme (corpus-based noticing), yönlendirilmiş karşılaştırmalı analiz (guided contrastive analysis) ve söylem düzeyinde görevleri (discourse-level tasks) sıralayan bir Farkındalık– Analiz–Uygulama (FAA) modeli sunmaktadır. Model, dil b ilgisi odaklı öğretimin ötesine geçmeyi ve anadili Türkçe olan öğreniciler için yükseköğretim düzeyindeki Korece programlarına yönelik uyarlanabilir materyallerle, öğrencilerin otantik etkileşimdeki edimsel yeterliğini (pragmatic competence) güçlendirmeyi amaçlamaktadır.

With AI and other digital technologies emerging as the norm in our daily lives, it’s time for teachers to prepare for a transition to a technology-based class. This study is aimed at understanding learners’ perceptions of an EduTech-utilized practicum at a university English pedagogy course. For this purpose, three questions were presented in terms of students’ overall satisfaction, user experience, and difference in perceptions of technology-based class by prior exposure to digital technology. Twenty-one students participated in 6 periods of digital technology-based practicum spanning for 8 weeks in the spring of 2024. The study collected student questionnaires, in-depth interviews, and classroom observations for data analysis. Frequency analysis and independent samples t-tests were conducted for quantitative data, and theme analysis for qualitative data. Three major findings are as follows: Firstly, the analysis of the quantitative data revealed a high level of students’ overall satisfaction and user experience of EduTech-utilized practicum. Secondly, qualitative data supported the usefulness of digital technology-based class in general and pedagogical benefits in particular. Lastly, students’ prior exposure to digital technologybased class did not make a significant impact on their perceptions of EduTech-utilized practicum.

This study examined levels in self-directed learning (SDL) and learning engagement among 158 students at a college in Incheon, based on gender, video lecture usage, and English achievement level, using data collected through a Google survey. Pearson correlation coefficients and independent samples t-tests were conducted to investigate the relationships between variables and group differences. Female students scored significantly higher than male students in all subcomponents of SDL while no significant gender differences were found in learning engagement. Significant differences were observed in English achievement, learning action, cognitive engagement, and behavioral engagement between students who used video lectures and those who did not, suggesting that a weak blended learning environment can positively influence learning motivation. Although there was a clear performance gap between the high and low achievement groups, no statistically significant differences emerged in any subcomponent of SDL or learning engagement. Notably, approximately 70% of female students in the blended learning environment voluntarily utilized video lectures for various purposes such as previewing, reviewing, and clarifying contents, demonstrating active SDL. Qualitative interview data further supported these findings, providing concrete examples of SDL and learning engagement in practice.

This paper analyses strategies for strengthening the job relevance of Spanish education at cyber universities, focusing on Spanish for Specific Purposes (SSP) and industry-academic cooperation. As demand grows for lifelong learning content among the general public, the role of cyber universities in adult education has expanded significantly. However, existing Spanish curricula often fail to meet the needs of learners seeking career development or global employability. Drawing upon theoretical frameworks in adult learning and competency-based education (CBE), this study examines three practical cases: a children’s Spanish instructor program in collaboration with Daekyo, cultural content programs conducted with the Catalonia Tourism Board, and a public-sector language training initiative under the National Institute for the Promotion of Special Foreign Languages. Based on these cases, the study proposes a five-track SSP curriculum—Health & Wellness Spanish, Tourism Spanish, Business/Legal Spanish, Entertainment Spanish, and Translation & Interpretation — each tailored to global industry demands. It further suggests that, in the context of Korea, foreign language curricula should prioritize preparing outbound professionals for overseas engagement, especially in fields such as trade, entertainment, and cultural diplomacy. The findings underscore the importance of demand-driven, field-specific training models and recommend strategic institutional partnerships to ensure effective and sustainable implementation.

Este estudio analiza estrategias para reforzar la pertinencia laboral de la enseñanza del español en las universidades en línea, centrándose en el Español con Fines Específicos (EFE) y la cooperación universidad-empresa. Con el crecimiento de la demanda de contenidos de aprendizaje permanente entre el público en general, el papel de las universidades en línea en la educación de adultos se ha ampliado de manera significativa. Sin embargo, los planes de estudio actuales de español a menudo no logran responder a las necesidades de los estudiantes que buscan desarrollo profesional o empleabilidad global. Basándose en marcos teóricos del aprendizaje de adultos y de la Educación Basada en Competencias (EBC), este trabajo examina tres casos prácticos: un programa de formación de instructores de español para niños en colaboración con Daekyo; programas de contenidos culturales realizados con la Oficina de Turismo de Cataluña; y una iniciativa de capacitación lingüística en el sector público bajo el Instituto Nacional para la Promoción de Lenguas Extranjeras Especiales. A partir de estos casos, el estudio propone un currículo de cinco itinerarios de EFE: Español para la Salud y el Bienestar, Español para el Turismo, Español de Negocios/Jurídico, Español para la Industria del Entretenimiento, y Traducción e Interpretación, cada uno adaptado a las demandas de las industrias globales. Asimismo, se sugiere que, en el contexto de Corea, los planes de estudio de lenguas extranjeras deberían priorizar la preparación de profesionales para su inserción en el extranjero, especialmente en sectores como el comercio, el entretenimiento y la diplomacia cultural. Los resultados subrayan la importancia de modelos de formación basados en la demanda y en ámbitos profesionales específicos, y recomiendan alianzas institucionales estratégicas para garantizar una implementación eficaz y sostenible.

In the context of globalization and increasingly frequent intercultural communication, L2 willingness to communicate (WTC) is a crucial factor influencing language acquisition, use, and teaching. Despite the growing body of L2 WTC research, there is a paucity of systematic reviews in this area. This study conducts a comprehensive review of 44 empirical articles (2019-2024) sourced from SSCI and KCI/KISS journals, focusing on WTC among Korean and English language learners. The analysis delves into research trends, participant demographics, methodologies, and thematic emphases. Notably, there has been a marked increase in publications since 2020. Korean WTC studies predominantly feature in education journals, concentrating on Korean as a second language (KSL) contexts. Conversely, English WTC studies are more prevalent in psychology journals, focusing on English as a foreign language (EFL) environments. The primary cohort of participants in these studies comprises university students. Methodologically, both fields heavily favor large-scale quantitative designs, although longitudinal approaches are more prevalent in English-focused studies. The majority of investigations center on the antecedents of WTC, with limited exploration of its impact on learning outcomes. The findings underscore substantial research gaps, particularly the necessity for diversified methodologies and in-depth examinations of Korean learners’ WTC.