Earticle

As language learning that utilizes speech and information processing technology is getting popular. Speech Information Technology & Promotion Center(SiTEC) has created and is distributing speech corpora for STiLL in order to support basic research and development of products. We will introduce the corpus for Korean and those for English which we have created and are distributing.

본 연구는 프로젝트 수업을 활용한 한국어 교육의 실제 적용 방안을 탐색하는 것을 목표로 한다. 전통적인 강의식 교육 방식에서 벗어나 학습자가 주도적으로 참여하는 프로젝트 수업은 언어 학습 효과를 높일 수 있다. 프로젝트 수업은 학습자가 특정 주제 를 탐구하고 결과물을 창출하는 과정에서 말하기, 듣기, 읽기, 쓰기 네 가지 언어 기능 을 통합적으로 학습할 수 있도록 한다. 또한 문제 해결 능력, 비판적 사고력, 협업 능력 등을 자연스럽게 향상시킬 수 있다는 점에서 효과적인 교육 방법으로 평가된다. 본 연 구에서는 프로젝트 수업의 주요 특징과 절차를 살펴보고, 실제 대학 수업에서 적용된 사례를 제시한다. 특히 학문 목적 한국어 학습자들을 대상으로 한 프로젝트 수업을 설 계하고, 단계별 진행 과정을 구체적으로 소개한다. 이 연구를 통해, 프로젝트 기반 수 업은 학습자의 학업 성취도를 높이고, 실생활에서 활용할 수 있는 언어 능력을 효과적 으로 함양하는 데 기여하는 것을 알 수 있다. 이 연구는 한국어 교육에서 프로젝트 기 반 수업이 가지는 교육적 의의를 조명하며, 효과적인 운영 방안을 제시한다는 데에 연 구의 가치가 있다. 향후 연구에서는 다양한 교육 환경과 학습자 수준을 고려한 프로젝 트 기반 학습 모델이 개발되어 실제 수업에 활용되고, 온라인 환경에서의 적용 가능성 도 탐색될 필요가 있다.

This study aims to explore the practical application of project-based learning (PBL) in Korean language education. Moving away from traditional lecture-based instruction, project-based learning enhances language learning effectiveness by allowing learners to take an active role in their education. Through the process of exploring specific topics and producing outcomes, project-based learning enables the integrated development of four language skills: speaking, listening, reading, and writing. Additionally, it is considered an effective teaching method as it naturally improves problem-solving skills, critical thinking, and collaboration abilities. This study examines the key characteristics and procedures of project-based learning and presents a case study of its application in an actual university course. In particular, a project-based learning model is designed for academic-purpose Korean language learners, and its step-by-step implementation process is introduced in detail. The findings of this study confirm that project-based learning contributes to enhancing students’ academic achievement and effectively fostering language skills applicable in real-life situations. This study highlights the educational significance of project-based learning in Korean language education and provides practical strategies for its implementation. Future research should focus on developing project-based learning models tailored to various educational contexts and learner levels and exploring the feasibility of their application in online learning environments.

최근에 전 세계적으로 외국어교육에 있어서 문화교육의 중요성이 부각되고 있다. 외국어로서의 한국어교육도 이러한 국제적인 추세에 예외가 아니지만, 문화를 교육과정에 통합하는 시도는 아직 초보단계에 머물고 있다. 본 논문에서는 미국의 외국어교사협의회가 중심이 되어 제시한 ‘미국 외국어학습 표준’을 중심으로 문화적 요소가 외국어교육과정에 어떻게 접목될 수 있는지에 대해 소개하였다. 미국의 외국어교육과정 지침은 우리나라의 한국어교육과정 개발, 특히 문화적 내용이 포함된 교육과정 개발에 많은 시사점을 줄 수 있을 것이다.

In recent years, teaching culture has emerged as an important aspect in the field of foreign language education worldwide. Korean as a foreign language (KFL) education is no exception to this global trend, but integrating cultural components into KFL curriculum is in its inception stage. This paper introduces the efforts of the United States to promote culture teaching and learning in foreign language education curriculum. Specifically, general outlines of the National Standards for Foreign Language Learning (NSFLL) are presented, followed by suggestions on how to develop culture education curriculum. It is hoped that KFL education can get some insightful ideas from NSFLL in developing culture-incorporated KFL curriculum.

이 논문은 지금까지의 국제적인 CALL 연구 추세를 살펴보면서, 작은 요건들에 중점을 두기보다는, 전체적인 학습 환경을 관찰하는 것이 필요함을 제시한다. 많은 이전의 논문들을 볼 때, 이미 학습 환경의 중요성은 증명되었지만, 현 CALL연구들은 영어교실에서 일어나는 큰 그림을 보기보다는, 일부의 학습요건들을 보는데 만 치중되어있다. 그래서 진정한 CALL이 주는 언어학습의 모습을 연구하기위해서는 전체적인 학습 환경을 주시해야한다고 이 논문은 보여준다.

Background: The rapid growth of the aging population has increased the demand for technologies related to muscle health, assessment, prevention, and functional support. Purpose: This study aimed to analyze technology trends in muscle-related innovations using natural language processing and machine learning applied to South Korean patent and utility model data. Study design: Descriptive study using unsupervised machine learning. Methods: A total of 2,836 records were analyzed using combined title and abstract texts. Semantic embeddings were generated using Sentence-BERT, followed by dimensionality reduction with Uniform Manifold Approximation and Projection and clustering with Hierarchical Density-Based Spatial Clustering of Applications with Noise (HDBSCAN). Keywords for each cluster were extracted using term frequency-inverse document frequency, and annual filing patterns were examined to identify the trends. Results: Two dominant macro-domains were identified, including a Wearable and Sensor Technology domain (n=1,695) and a Biological and Preventive Technology domain (n=903). HDBSCAN yielded substantially better cluster validity, with a silhouette coefficient of 0.610 and Davies-Bouldin index of 0.525. Within these macro-domains, sub-domains related to stem cell and regenerative therapy, functional food and bioactive extracts, antibody and antiviral therapeutics, aging and sarcopenia mechanisms, and massage devices were identified. Conclusions: These findings provide an overview of muscle-related technology development and demonstrate the value of machine learning-based patent text analysis for technology landscape mapping and innovation assessment.

This study investigated individual differences in language learning traits and intercultural sensitivity among Uzbek first-language speakers learning Korean as a second language(L2) in relation to their attained proficiency. Participants(N = 68) were divided into lower- and upper-proficiency groups according to scores on the Test of Proficiency in Korean. Data were collected from two questionnaires conducted separately over four weeks. The two groups were compared with regards to self-perceived sensitivities to L2 input and preferences in L2 use. Their differences in intercultural sensitivity were compared across three domains: affective, cognitive, and behavioral. The results reveal that advanced learners have greater sensitivities, particularly in lexicogrammatical knowledge, language-related memory, and behavioral adaptation in crosscultural contexts. The affective and cognitive domains of intercultural sensitivity did not vary considerably between the two groups, suggesting that L2 proficiency achievement may not be directly modulated by these factors. The findings suggest that individual differences in linguistic and intercultural sensitivities play a role in L2 development to some extent, but not all constructs are equally influential.

Distance language learners require new kinds of skills, motivation and commitment to work effectively in a learning setting that is largely new and unfamiliar to them, and which is likely to have a direct impact on their development and use of learning strategies (Oxford & Burry- Stock, 1995; White, 2004). This paper is based on a study of a group of Chinese students learning English at a distance at Shantou Radio and Television University, China, and investigates their use of language learning strategies. The study found that distance English learners in China are gradually shifting from dependence on teachers to a more autonomous approach to learning. In many cases they are beginning to deploy a variety of strategies to facilitate their learning, and at the same time taking more responsibility for their studies. This appears to challenge the traditional stereotype of the dependent, ‘spoon-fed’ Chinese language learner as portrayed in previous studies. The paper concludes that learner training should be integrated into the instructional design of the materials in order to enhance strategy awareness and emphasize the facilitative role of learning strategies in language study.

Self-directed learning has been viewed as the key to human survival and it has also been set as the ultimate goal of university education (Briggs, 1999; Knowles, 1975). Also in the field of language education, researchers have stated that learner’s self-directed learning ability is the major goal in this field (Holec, 1981). Since language learning strategy is often seen as the tool for learners to exercise self-directed learning, and both language learning strategy and self-directed learning are proven to be significantly related to learner’s learning achievement, the purpose of this study is to understand young adult EFL majors’ selfdirected learning readiness and their language learning strategy use, and further identify the best language learning strategy predictors for selfdirected learning readiness. Findings of this study is hoped to serve as a reference for language educators and learners in cultivating successful self-directed language learners.

Recently the use of language learning apps such as Rosetta Stone and Duolingo has gained popularity among foreign language learners, especially for those who want to learn foreign languages for general purposes. In this presentation, the presenters are going to report the results of 10 graduate students who used various language learning apps using their mobile over a period of ten weeks. The study aims to investigate learners’ attitudes toward foreign language learning apps and examine whether there is any significant difference in their attitudes depending on various factors. For the data collection, the questionnaire survey was administered to the participants and they were also asked to submit their progress reports (Weeks 2, 6, and 11). Then, their reports were analyzed using the NVivo (version 12). Due to the small sample size and short length of the participants’ use of the apps, the results may be preliminary in drawing any substantial conclusive findings, but will still give us some insights as to what we can do to help these language learners in the future

This study investigates a teacher"s practice regarding how Dynamic Assessment (Dixon-Krauss, 1996) is realized in his evaluative activities in a language classroom. First of all, the study pinpoints eight properties of dynamic assessment, and operationally defines and classifies the teacher"s evaluative activities into 6 categories: prior knowledge check, assignment review, task comprehension check, task customization, instance quiz, and achievement check. Furthermore, the study examines how the teacher"s evaluative activities are worked out for a small group of children who are learning their heritage language (Korean). The effectiveness and potentiality of dynamic assessment for a language classroom organized by special purposes are also discussed.

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 the impact of Online Interactive Learning Environments (OILE) integrated with AI technologies on students' English Language Learning (ELL) skills, specifically focusing on reading, writing, speaking, and listening. The research involved 50 English major students, divided into control and intervention groups, and utilized AI-assisted tools such as WhatsApp Groups, Google Documents, ELSA Speak, and Zoom to enhance interactive and personalized learning experiences. The results demonstrated significant improvements across all assessed areas, indicating the effectiveness of these interventions. The data revealed notable enhancements in reading comprehension, writing development, speaking proficiency, listening comprehension, vocabulary acquisition, and pronunciation accuracy. This study highlights the potential of AI-assisted OILE to create engaging, interactive, and personalized learning environments that foster active student participation and improve overall language proficiency. These findings contribute to the ongoing global discourse on the role of artificial intelligence in education, offering practical implications for educators, curriculum designers, and policymakers who aim to transform traditional EFL classrooms into dynamic interactive learning spaces. Future research should focus on optimizing these technologies to address specific skill deficits and to enhance the efficacy of AI-assisted language learning.

Studi ini menyelidiki dampak Lingkungan Pembelajaran Interaktif Daring (OILE) yang terintegrasi dengan teknologi AI terhadap keterampilan Pembelajaran Bahasa Inggris (ELL) siswa, khususnya berfokus pada membaca, menulis, berbicara, dan mendengarkan. Penelitian ini melibatkan 50 mahasiswa jurusan Bahasa Inggris, dibagi menjadi kelompok kontrol dan intervensi, dan memanfaatkan perangkat berbantuan AI seperti Grup WhatsApp, Google Documents, ELSA Speak, dan Zoom untuk meningkatkan pengalaman belajar yang interaktif dan personal. Hasilnya menunjukkan peningkatan yang signifikan di semua area yang dinilai, yang menunjukkan efektivitas intervensi ini. Data menunjukkan peningkatan yang signifikan dalam pemahaman membaca, pengembangan menulis, kemahiran berbicara, pemahaman mendengarkan, penguasaan kosakata, dan akurasi pengucapan. Studi ini menyoroti potensi OILE berbantuan AI untuk menciptakan lingkungan belajar yang menarik, interaktif, dan personal yang mendorong partisipasi aktif siswa dan meningkatkan kemahiran berbahasa secara keseluruhan. Temuan ini berkontribusi pada wacana global yang sedang berlangsung tentang peran kecerdasan buatan dalam pendidikan, menawarkan implikasi praktis bagi para pendidik, perancang kurikulum, dan pembuat kebijakan yang bertujuan untuk mengubah ruang kelas EFL tradisional menjadi ruang belajar interaktif yang dinamis. Penelitian di masa mendatang sebaiknya berfokus pada pengoptimalan teknologi-teknologi ini untuk mengatasi kekurangan keterampilan tertentu dan meningkatkan efektivitas pembelajaran bahasa yang dibantu AI.

Recent research on students’ multiple intelligences, self-efficacy, and language learning strategies has provided evidence for the development of crucial constructs and generalizations which have direct applications to language classrooms. The present study examined the interrelationships between the strategies language learners take, their level of self-efficacy, and the types of their intelligences (based on Gardner’s (1983) Theory of Multiple Intelligences). To do so, Nation’s (1990) 50-item multiple - choice vocabulary test was administered by a university department to form homogeneous groups across all the majors of the department. Then, three surveys were adapted to explore the links between (1) Self-efficacy in Reading (SER) (Prat-Sala & Redford, 2010), (2) a Multiple Intelligence Scale (Armstrong, 1993), and (3) Oxford’s (1990) Language Learning Strategies. The most striking observation to emerge from the data comparison was that self-efficacy had no significant correlation with multiple intelligences. However, as expected, there was a significant correlation between language learners’ perceptions of their self-efficacy and their language leaning strategies. Additionally, a multiple regression analysis indicated notable results on the use of self-efficacy and multiple intelligences to predict language learning strategies.

To measure the amount, type of anxiety, and gender differences in foreign language classes through online and face-to-face studies, 80 Omani EFL learners were randomly selected to participate in the current research. The adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire was distributed among the face-to-face participants, and Foreign Language Virtual Classroom Anxiety Scale (FLVCAS) among the online students. To ensure the practicality of the aforementioned questionnaires, the reliability of both tests was measured in depth. Whereas the students who participated in face-to-face classes stated some low degree of anxiety, the degree was insignificant compared to their online counterparts. In the case of gender, during the online classes, students did not show any difference based on the anxiety; however, through face-to-face learning, the female students experienced a low amount of anxiety.