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Byun, Ji-Hyun. 2014. Learner perceptions and reponses toward written feedback in English composition class. Journal of Linguistic Studies 19(3), 27-51. The main aim of this paper is to explore EFL college learners' perspectives toward written feedback in English composition class. In this study, the researcher offered L1 and L2 feedback to the participants' six different compositions. By doing this, the participants could experience both L1 and L2 feedback. Regarding data collection, survey, interview, classroom observation and field notes were applied. According to the result, the participants appreciated both L1 and L2 feedback and perceived both types of feedback as an important means to improve their English writing proficiency. At the same time, the participants suggested that teachers' feedback should be given to every stage of writing process in order to have productive outcome. The participants also mentioned that L2 feedback can be helpful in learning vocabulary. However, they stated that L2 feedback was not helpful in improving grammatical knowledge. (Hannam University)

Although the Japanese discourse of nihonjinron argues that the increasing hegemony of the English language will have negative effects on the Japanese identity, some scholars have suggested the opposite, that English in Japan plays a significant role in strengthening and maintaining the ideologies of the Japanese national identity. This paper investigates the potential for both positive and/or negative impacts of English education in Japan by analysing the attitudes and perspectives of 97 Japanese tertiary-level EFL students towards the study of English on Japan’s national and cultural identity. The findings suggest that support for the theories of the nihonjinron discourse are not as strong amongst the younger generation in Japan as what they once were. Participants identified the Japanese language as a constituent element of national identity, and it is therefore suggested that removing Japanese from the EFL classroom entirely, as has been advocated for in foreign language policies, may actually cultivate negative ideologies towards the study of English in general. The findings suggest the need to build a positive relationship between the English language as a support for Japanese identity if we are to see an improvement in Japanese students’ attitudes toward, and development of, EFL on the whole.

The main purpose of this study is to explore the EFL learners' perspectives toward native and nonnative instructors in general English classes at college in Korea. The data were collected through survey and semistructured interview. The result of the present study indicated that the participants showed strong preferences toward native instructors of English in terms of learning pronunciation. But for pronunciation and culture, a majority of the participants reported that they could benefit from the nonnative instructor of English. One interesting finding was the importance of rapport between the teachers and learners as well as their teaching attitudes. (Hannam University)

The rapid rise of generative artificial intelligence is challenging key assumptions in learner corpus research. As learners increasingly use AI to draft, translate, revise, and receive feedback, learner language can no longer be understood simply as unaided human production. This special session, Learner Corpus Research in the AI Era: Perspectives from Asia, explores how learner corpora are being reconceptualized across Asian contexts as evidence of interlanguage development, benchmarks for AI evaluation, and pedagogical resources for AI-mediated language learning. The contributions examine how national learner corpus traditions are responding to new technologies; how learner-produced and AI-generated texts differ in lexical, cohesive, phraseological, and discourse features; and how AI can support corpus compilation, annotation, transcription, feedback, and writing instruction while preserving human linguistic judgement. Drawing on studies from Japan, Korea, China, Hong Kong, Taiwan, Indonesia, and broader Asian learner datasets, the session highlights the continuing value of carefully designed corpora, transparent metadata, human-in-the-loop validation, and pedagogically grounded interpretation. It argues that Asian learner corpus research is entering a new phase in which authenticity, comparability, scalability, and ethical use must be reconsidered together.

이 논문은 성인교육에서 교사의 역할에 대한 다양한 개념적 설명을 검토하고, 교사의 역할에 대한 대표적인 개념인 촉진의 대조되는 두 가지 관점인 학습자 중심 촉진과 조정으로서의 촉진을 비교 분석하였다. 학습자 중심 촉진은 인간주의 교육의 전통이라는 역사적인 맥락을 배경으로 하는 관점으로서 학습자의 자기주도성과 비판적인 자각을 전제로 한다. 그러나 학습자 중심 촉진은 교사와 학생의 상호작용을 단순화하고 교사의 역학을 수동적인 조수나 정보 제공자로 한정한다는 비판을 받아왔다. 이 연구는 학습자 중심 촉진에 대한 대안적인 관점으로서 Brookfield가 사용한 조정으로서 촉진 개념을 도입하였는데, 이 관점에 따르면 교사는 학습자에 의해 제안된 행동의 가치나 적절성을 문제시하고 학습자가 색다른 사고방식을 고려하도록 독려하는 활동을 포함해야 한다. 촉진 개념의 두 가지 상반되는 관점에 대한 검토 결과, 조정으로서의 촉진 관점이 채택하고 있는 협상 개념이 조정으로서의 촉진 관점의 한계를 보완할 것임을 밝혔고 향후 협상을 적용한 교수활동의 실제에 대한 연구는 성인교육에서 촉진에 대한 논의를 진전시킬 것임을 제안하였다.

This study reviews the descriptions of educator's role in adult education literature and examines two contrasting perspectives on the concept of facilitation, learner-centered facilitation and interventionist facilitation. Learner-centered facilitation derives from the historical context of the tradition of humanistic education and assumes learner's self-directedness and critical awareness. However learner-centered facilitation has been criticized for simplifying the dynamic of educator-learner interaction and potentially limiting the educator's role to passive assistant or resource person. In order to provide an alternative perspective to learner-centered facilitation this study adopts Brookfield's(1986) usage of interventionist facilitation, which argues that educators could challenge the value or appropriateness of an activity proposed by a learner and the role of educators should be broadened to include activities that encourage adult learners to consider different ways of thinking. This study recommends that studies on the practice of negotiation are needed for further discussion on the notion of facilitation as the "hallmark of adult education."

This study investigates learner perspectives on learner autonomy as well as preferred multimedia and contents in order to suggest a blended learning model for fostering learner autonomy in EFL conversation classes. The subjects for the study consisted of 228 university students taking beginning conversation courses. Data sources included a questionnaire and an interview. The results are as follows: 1) learner perspectives of English and blended learning were mostly positive, but 55.7% responded negatively regarding English use in classrooms; 2) the participants showed learner independence in regards to English, making learning choices, choosing materials, and current status in relation to their goals, but showed dependence regarding exams and assignments; 3) their learning attitude was generally positive with exceptions for those lacking learning strategies and consciously trying to overcome their weaknesses; 4) learner preference for types of multimedia was multimodal and contents were preferred based on entertainment and contextual value; 5) significant differences were found in majors regarding interest in English, frequency of English use, learning choices, materials, awareness of weaknesses, overcoming weaknesses, and learning strategies; and 6) a fortified blended learning model for fostering learner autonomy is presented. Based on the results, suggestions for further study are provided.

This study aims to identify how participants in online-incorporated English learning perceive interaction between achievement and factors of learning and personality. Using grounded theory analysis, this study attempts to generate a theoretical model depicting how the factors work with the L2 learners situated in the learning setting. A total of 231 college freshmen participated in online and offline EFL learning programs for the duration of one semester. In addition, all respondents completed a survey questionnaire on their learning experiences. In the investigation of the differences between low- and high-proficiency groups, audio-taped interviews with 20 selected students, 10 from each group, have revealed differences not only in the types of personal and instructional factors, but also, more importantly, in the interrelationship between these factors in each group's learning model. These models effectively explained the statistically significant differences in four questionnaire items, such as online learning and contributions of offline class sections to their L2 achievement. These findings entail L2 practitioners' shared understandings of their students' perspectives of learning in the specific L2 learning context.

As social networking service (SNS) platforms become increasingly integrated into foreign language education, their impact on learner motivation and intercultural competence may vary depending on the learning context. This mixed-methods study compares American college students learning Korean as a foreign language (KFL) and Korean learners of English as a foreign language (EFL) to examine how SNS-mediated intercultural contact affects motivational orientations and intercultural development. A total of 107 university students (56 KFL, 51 EFL) engaged in semester-long Facebook-based interactions. Pre- and post-semester surveys assessed intrinsic and extrinsic motivation, intercultural communicative competence, and intercultural sensitivity, followed by qualitative analysis of students’ reflections. KFL learners showed a significant increase in intrinsic motivation across the semester, while extrinsic motivation remained unchanged. Compared with the EFL group, they achieved greater gains in intercultural communicative competence (attitudes and skills) and intercultural sensitivity (respect), reflecting deeper interpersonal engagement and emotional openness. Their reflections emphasized peer-based cultural learning beyond textbook knowledge. EFL learners, without significant motivational changes, showed growth in intercultural communicative competence (knowledge and awareness) and increased confidence and enjoyment in the SNS interaction. Their reflections portrayed the interaction as academically structured and limited in spontaneity. These findings highlight the critical role of learning context in mediating how SNS-based intercultural engagement supports motivation and intercultural development.

This study explores university EFL students' perspectives and experiences during the COVID-19 pandemic to provide guidelines for the future application of ERT (Emergency Remedial Teaching) when the need arises. For the study, 122 students taking College English courses at A university in South Korea participated. Mixed data were gathered through a questionnaire to investigate their previous experience and general perspectives, perspectives on online learning features, the online learning experience, and difficulties and positive attributes of online learning. It was found that the majority did not have previous experience in full or partial online learning, and they considered learning content and teacher-learner interaction to be the critical features of online learning. Regarding their perspectives on ERT, content, and teacher-learner interaction were positive across the board, while motivation and contacting classmates were considered negatively. Significant differences were found between proficiency levels, showing that more proficient learners responded more positively and engaged in autonomous learning. ERT's benefits and drawbacks show that procuring devices is not a serious concern, but overcoming technical issues such as server shutdown and LMS errors were challenging. Based on the results, recommendations for implementing ERT are provided as well as suggestions for further study.

This study investigates learning transfer from a second language (L2) writing course to a disciplinary course, with particular attention to learners’ perceptions of transfer, a disciplinary instructor’s understanding of it, and task similarities reflected in the primary assignment documents of the two courses. To achieve this aim, data were collected from students, the disciplinary instructor, and course documents through student reflections, an instructor interview, and a comparison of the primary assignment documents. By triangulating these data sources, the study explores learning transfer from multiple perspectives and across the contexts in which the students were situated. The data were analyzed thematically, and recurring themes were categorized as aspects of learning transfer. The findings show that, from the perspectives of both students and the instructor, learning transfer can be understood in terms of four categories: conceptual, linguistic, strategic, and affective transfer. The two assignment documents also exhibited transferable aspects in terms of purpose, rhetorical structure, evidence use, contextual consideration, formatting, and process.

This study reviews the descriptions of educator's role in adult education literature and examines two contrasting perspectives on the concept of facilitation, learner-centered facilitation and interventionist facilitation. Learner-centered facilitation derives from the historical context of the tradition of humanistic education and assumes learner's self-directedness and critical awareness. However learner-centered facilitation has been criticized for simplifying the dynamic of educator-learner interaction and potentially limiting the educator's role to passive assistant or resource person. In order to provide an alternative perspective to learner-centered facilitation this study adopts Brookfield's(1986) usage of interventionist facilitation, which argues that educators could challenge the value or appropriateness of an activity proposed by a learner and the role of educators should be broadened to include activities that encourage adult learners to consider different ways of thinking. This study recommends that studies on the practice of negotiation are needed for further discussion on the notion of facilitation as the "hallmark of adult education."

This study investigates students’ perspectives on Socrative, a learner response system for instant learner response, in 4-skills integrated EFL classes. The participants of the study consist of 114 college freshmen enrolled in a beginner level English course in an A university in Korea. They were given a questionnaire in two parts?in the beginning and at the end of the study to investigate interest at the onset and perspectives based on experience. The quantitative data was analyzed statistically, and qualitative responses were categorized into themes based on frequency. The main findings are as follows. First, the students were not interested in learning English initially. Second, students’ perspectives on Socrative were positive across the board. Third, they found the use of Socrative to be positive, particularly for ‘Increase Participation’, ‘Share Individual opinion’, and ‘Interact with Teacher’. Fourth, students preferred to use Socrative to check comprehension and to submit responses for speaking activities. Fifth, students considered instant interaction and hidden identity to be the strengths but having to use cellular data and lack of wi-fi strength and range were considered weaknesses in using a LRS in EFL classrooms. Based on the findings, recommendation for classroom use and further studies are provided.

Purpose: The current study examines how learner engagement influences satisfaction in Korean language education, applying a value-oriented perspective grounded in service and consumer behavior theories. It aims to reinterpret educational experiences as value creation processes within a service-based context. Research design, data and methodology: A systematic literature review was conducted using Google Scholar and Scopus Dataset as the primary database. Fifteen peer-reviewed studies related to learner engagement, satisfaction, and service value were selected and analyzed through thematic synthesis to identify consistent conceptual relationships. Results: The findings of the present study reveal that learner engagement operates as a multidimensional construct encompassing behavioral, emotional, and cognitive dimensions, which significantly contribute to satisfaction outcomes. Furthermore, satisfaction is conceptualized as a key indicator of perceived value in educational services. The results also indicate that engagement functions as a critical mechanism through which value is co-created between learners and educational providers. Conclusions: In summary, this study demonstrates that Korean language education can be effectively understood as a service system where engagement drives satisfaction and value creation. The findings provide theoretical and practical implications for designing learner-centered educational services and highlight the importance of integrating value-oriented strategies in language education contexts.

This study investigated the effectiveness of the EBSe learner-centered online English writing program and the writing portfolio method from the students’ perspectives. Fifty-five Korean university students participated in the study by completing the writing tasks offered by the EBSe learner-centered online English writing program and collecting their writings in the portfolio format. At the end of the course, they were asked to respond to a survey about the usefulness of the EBSe online English writing program and the writing portfolio method. The data were then analyzed both quantitatively and qualitatively using the computer software SPSS 17.0 and the grounded theory techniques. The findings indicated that most of the students thought that their English writing skills had improved through the EBSe learner-centered online English writing program and that the feedback from the EBSe teacher was one of the most useful aspects of the entire program. In addition, they reported that the portfolio method was useful as it enabled them to see the gradual improvement of their English writing skills. Based upon these findings, the pedagogical implications of computer-assisted instruction and a portfolio method are discussed.

The purpose of this paper is to explore the responses toward the TedED-based English reading class through flipped learning. In this research, the researcher implemented flipped learning using videos in TedED. A total of 27 students participated in the study. Throughout the semester, students were required to watch six TedED videos prior to the class. While they were watching the videos, they were required to find the definitions of unknown words, summarize, and find related articles. During the classroom, students were engaged in classroom discussion, problem-solution activity, and group discussion. According to the results, students noted that watching the related TedED videos prior to the class was helpful in broadening their lexical knowledge and schema. Regarding TedED as an English learning tool, the students found it helpful due to its various animations. It was also noted by learners that various topics and scripts can be useful in self-directed learning, thus, implementation of TedED as pre-learning materials in flipped learning classroom can be effective and useful in learning English.

This thesis asserts that to realize a learner-centered education in the field of history education, content selection needs to reflect the perspectives of the learners. Also a research has been carried out for the purpose of finding other methods of content selection that reflects the perspectives of the learners on the basis of an analysis of learner perceptions on the present curricular contents. With the introduction of Post-modern historical science and Constructivism, the perception that knowledge is constructed within the internals of a learner and the perception that the teachers and the students are entities that actively construct knowledge proliferated. Under such influences, ‘The 7th curriculum’ and ‘The 2007 reformed curriculum’ emphasizes ‘learner-centered education.’ Learner-centered education values the learners’ abilities, interests, and demands and calls for an active participation in the selection of contents and the process of learning on the part of the learners. The history pedagogy academic field maintains that learners be considered an important axis in the criteria of content selection In spite of this, the content selection of the history education has been done by professionals such as professors and teachers even upto now. The learners have been excluded in the process of content selection and have not taken up an active and principal role in this process. Thus this writer asserts that learners should be made to participate and by doing so the content selection reflect learners’ perspectives. On the other hand, the perception of the learners of the present contents of the middle school Korean History textbook in terms of importance and interests proved to be much influenced by the curriculum and the textbook itself. Because of this, queries on important events have drawn out similar responses revealing a common perception among the students. On the contrary, the students appeared to have different thoughts and showed varying interests on the issue of what is interesting. It has been verified that students make differing selections of contents even with the same criteria. Also the learners showed greater interests in aspects of the past that differed much from the present. While the learners considered the political aspects to be the most important but the least interesting, they rated the cultural aspects to be the most interesting but the least important. This implies much about the content construction of the present middle school Korean History textbook. On the basis of this analysis, this writer has looked for methods of content selection that reflect the learner’s perspective that is applicable in an actual class instruction. Considering the times, purposes and scopes, this writer suggested two methods of reflection. One reflection method is having complement classes on a finished unit based on an in-class conducted written survey of the learners’ perceptions of the finished unit. Another is carrying out a simple investignishn of the learners’ perceptions on the curriculum content previous to instruction through multiple-choice questionnaires then reflecting them in the following classes. This writer has also suggested the use of theme-based studies in selecting contents and designing classes. Many discussions and researches, trial and errors, and experiments are needed for learners to take on an active role in content selection. However, the learner is not only a principal in studying history but another historian carrying out the same thinking tasks and inquiries into the field. So we must make a way to enable the learners to actively participate in the whole process of history education.

This paper is a study on the research history of learners in Korean grammar education. This study reviewed the study on learners in Korean grammar education from 2011 to 2016. And in this study, we confirmed the papers in 5 journals and the doctoral thesis in Korean grammar education. Several problems and study orientations of the study on learners in Korean grammar education are as follows. The first, in Korean grammar education so far the study on learners has not been studied enough. Researchers is not enough and it has problems in research environment. It is needed to activate the study on this field. The second, the study on learners has been concentrated on the field of the curriculum and the method of instruction-learning. It is needed to study on teaching-learning goal, learning evaluation and the more field. The third, most of the study on learners has been conducted by confirming the present state of learners. Not only this study but also studies that verify a hypothesis, an alternative and an argument of researcher are needed. The forth, so far the study on this field has been conducted superficially and partially. The study on learners should work in earnest for example the field like relation development of learner?s grammar competence and grammar education.

본 연구는 21세기 한국 사회의 교수학습 활동에서 필요한 패러다임에 대한 논의를 그 주제로 하고 있다. 특히 21세기 한국 사회에서의 교수학습의 방법과 접근에 대한 논의에 초점을 둔다. 한국교육은 어떤 방향으로 어떻게 인간 행동을 변화시키느냐에 대한 관심을 논의선상에 두고, 변화하되 그 변화가 미래지향적이고 21세기에 필요한 인간의 행동으로 변화하느냐하는 것에 대한 다양한 논의를 제기하고자 한다. 구체적으로 내용에서의 변화로 평준화 유지와 수월성 추구문제를 제시하고 방법의 변화로는 자기주도학습의 중요성을 논의하며, 사교육의 문제를 다양한 측면에서 다루고 있다. 더 나아가 정의적 특성에 대한 관심, 고등교육에서의 선발에 대한 관심, 21세기 우리 교육의 경쟁력 문제, 더 나아가 창의적 인간상의 문제 등을 다양하게 논의한다.

This study has focused on leaner-centered paradigm for 21 Century. Especially I'm concerned on methods and perspectives of the learners. We should think about future learning methods for growing younger. The reason that they need new way thinking process for preparing future learning environment. I would like make the question which way the children should go and obtain from the existing educational environment. I would like suggest five main items. First of all, it is that should learn self-directed learning skills. This method gives them creative thinking, furthermore produce his own knowledge which they need to become the best professionist. Second, for Korean educational situation, the Korean educational system include after school learning. It means the school managing the private education in the public school system. Third, most of student in Korea escape from the fixed thinking which produce creative thinking. The Korean educational system has been fixed extremely to average thinking level. Fourth, in the human beings psychological process most of scholar think intellectual capacity. So they have not hit other area. We should think broader system of human beings psychological domain. In conclusion, we scholars should think new way of Korean educational system. So we make to adventure new area of learning method for new generations.

The study investigates the potential effects of EFL process drama on the 21st-century skill development of English learners. To achieve this objective, the researcher distributed a questionnaire to teachers who took a fifteen-week process drama course during the TESOL graduate program from 2017 to 2022. The questionnaire was based on the P21 (Partnership for 21st-century skills) framework, which has been utilized by numerous educational institutions in curriculum development. There were 47 respondents in the survey. All respondents agreed that process drama assists students in developing collaboration and communication skills which are suggested as learning skills in 21st-century skills; however, three respondents had a negative view of creativity, and one had a negative view of critical thinking skills. Similarly, when asked which cognitive capacity from the revised Bloom’s taxonomy had the most potential to develop through EFL process drama, 40 respondents selected “to create.” Regarding literacy skills, 30 respondents indicated that process drama has the most development potential for information literacy. Among five life and career skills, 36 respondents indicated that process drama offers the most significant growth opportunity for social skills. The explanations revealed that the EFL process drama’s improvisation structure and cooperative system with imagination are the primary reasons why it helps students build 21st-century skills.