Earticle

본 연구는 중급 한국어 학습자의 듣기 학습 및 수업에 대한 인식을 질적으로 분석하여 한국어 듣기 교육의 개선 방향을 제안하는 데 목적이 있다. 이를 위해 대학 부설 한국어교육기관에 재학 중인 중급 학습자 5명을 유의 표집하여 한국어 듣기 학습과 수업에 대한 인식 및 경험을 중심으로 반구조화된 심층 인터뷰를 실시하였다. 수집된 자료를 주제분석법으로 분석한 결과 다음과 같은 특징이 확인되었다. 먼저 듣기 자료에 대한 인식과 관련하여 학습자들은 유튜브 등 실제적 담화를 선호하였으나 교재와 실제 담화 사이의 격차로 인해 실제 의사소통 상황에서 심리적 위축을 경험하고 있었다. 다음으로 듣기 이해 및 학습 방식과 관련하여 학습자들은 어휘 및 문장 해독 중심의 상향식 학습 방법을 주로 활용하는 반면 맥락 추론이나 배경지식 활용과 같은 하향식 전략에 대한 인식은 부족한 것으로 나타났다. 마지막으로 듣기 수업 운영과 관련하여 학습자 간 이해도 차이로 인한 반복 듣기의 비효율성, 교수 단계 간 불균형, 듣기 후 활동의 부족 문제가 확인되었다. 이러한 결과를 바탕으로 본 연구는 하향식 전략 지도 강화, 학습자 간 차이를 고려한 맞춤형 수업의 도입, 효율적인 시간 배분을 통한 듣기 후 활동의 확대를 제언하였다.

The purpose of this study is to examine intermediate Korean language learners’ perceptions and experiences of listening learning and instruction and to suggest directions for improving Korean listening education. To this end, five intermediate learners enrolled in a university-affiliated Korean language institute were purposively selected, and semi-structured in-depth interviews were conducted. The collected data were analyzed using thematic analysis, and the following findings were identified. First, regarding listening materials, learners preferred authentic discourse such as YouTube videos; however, they experienced psychological anxiety in real communication situations due to the gap between textbook materials and authentic discourse. Second, regarding listening comprehension and learning approaches, learners primarily relied on bottom-up learning methods focusing on vocabulary and sentence-level decoding, while demonstrating limited awareness of top-down strategies such as contextual inference and the use of background knowledge. Third, regarding listening instruction, issues were identified, including the inefficiency of repeated listening caused by differences in learners’ levels of comprehension, imbalances across instructional stages, and insufficient post-listening activities. Based on these findings, this study suggests strengthening instruction in top-down listening strategies, implementing differentiated listening instruction that takes learner differences into account, and expanding post-listening activities through more effective time allocation.

The current study is designed to investigate the use of classwide peer tutoring for controlled grammar practice activities in a university English as a Foreign Language classrooms. In total, this study included 128 Korean university student participants. This research employed a quasi-experimental approach with two distinct groups. Across four different grammar lessons, 67 learner participants experienced classwide peer tutoring, while 59 learner participants experienced the traditional approach to controlled grammar practice activities. In doing so, the effectiveness of the two teaching approaches, as well as student perceptions, were analyzed. The results indicated no difference in the effectiveness between classwide peer tutoring or the traditional approach in the short-term or long-term. Furthermore, the results showed there was no significant difference between lower proficiency students and higher proficiency students. However, the results did indicate students found classwide peer tutoring to be more satisfying, interesting, and comfortable than the traditional approach to controlled grammar practice activities. Implications and classroom suggestions from these findings are included.

The current study is designed to investigate the use of deductive and inductive grammar teaching approaches in online instructional videos in a fully online asynchronous learning context across four different grammar lessons. More specifically, the study aimed to analyze two aspects about these two options for grammar instruction; their impacts on effectiveness in learning the grammar, and also the students’ perceptions of the two options in terms of interest, effectiveness, and difficulty. To address these research aims, this study employed a quasi-experimental approach where 82 participants were divided into two groups, and each group was taught via only deductive instruction or only inductive instruction. As for the results, regarding effectiveness, an ANCOVA test resulted in no differences when comparing across all four lessons combined. Furthermore, Mann-Whitney U tests indicated no difference in effectiveness for each individual grammar lesson. Regarding student perceptions, ANOVA tests indicated no difference in the students’ perceptions of interest, effectiveness, or difficulty.

The main purpose of the study is to develop lesson plans based on form-focused instruction to teach language forms of 1st grade high school English textbooks of 2009 revised curriculum and apply them to actual classes. For the purpose, at the preparation stage, the researchers analyzed frequencies of form-focused techniques found in five textbooks by five types and found there were only 21 percent of consciousness- raising techniques among all language form activities. In order to draw students’ attention to language forms through form-focused instruction, then, five lesson plans were designed from focus-on-form perspective and put into action through ten classes for three weeks at the action stage. Finally, learner perceptions toward form-focused instruction were collected through a survey questionnaire at the verification stage. The results of the survey are as follows. First, students revealed a higher level of interest in the newly implemented grammar activities. They found the form-focused instruction more interesting and easier than traditional one, which led them to participate in the class activities more actively. Next, students found those focus-on-form techniques useful in their grammar learning. Study limitations and pedagogical implications are provided at the end of the paper.

In a teaching environment where all instructors have to teach the same class materials within limited time, from which they have to create the same test items, it is very difficult to create some space that could foster learner autonomy (LA). The purpose of the study is to examine the effects of LA on college students’ academic achievements, task perceptions, and classroom engagement at a Korean university. The study was undertaken in four sections of the same beginner level college English course over the course of a semester. A total of 84 students enrolled in the college English class participated in the study, of which 41 students were assigned to the control group and 43 students to the experimental group. The students’ learning outcomes between the control and experimental groups, their responses to the LA task, and the instructor’s observations of the students’ learning process were analyzed. The study revealed that the students in the experimental group produced significantly higher scores in their exams than those in the control group. Also, compared to its counterpart, the experimental group appeared to engage in the learning process more actively. Educational implications for promoting LA in EFL college classes are discussed.

Grounded in social cognitive theory and expectancy-value theory, the current study aimed to present a demotivation scale — Learner Perceptions of Demotivators Scale (LPDS) — designed specifically for use in L2 research and tested empirically to provide evidence of its construct, validity, and reliability. Study 1 sample consisted of 295 Chinese college English learners. An exploratory factor analysis offered preliminary support for a factor structure comprising three dimensions: negative teacher behavior, loss of task value, and low expectancy for success. Study 2 sample consisted of another 320 Chinese college English learners. The proposed factor structure was further corroborated through confirmatory factor analysis, and support for its validity was provided by means of correlating the three dimensions with academic performance and self-efficacy measures. Specifically, all the correlations were negative except for the positive association between academic performance and negative teacher behavior. Further, whereas the model fit confirmed a well-fitting second-order model, one low first-order loading (negative teacher behavior) does not seem to support a second-order factor model. Therefore, the three dimensions should be regarded as separate to best capture the nuances of different demotivators. By establishing a nomological network (demotivation, academic performance, and self-efficacy), the current study illuminates selected aspects of ESL pedagogy.

본 연구는 다중양식의 대학 전공수업에의 적용 가능 여부와, 학생들의 다중양식 과업에 대한 인식을 살펴 보는 것을 목적으로 한다. 이 연구를 위해 28명의 영어를 전공하는 학생들이 전공수업의 일환으로 디지털 스토리 텔링 과제를 수행하였다. 디지털 스토리텔링에 대한 학생들의 인식을 조사한 설문지와 성찰지를 분석해 본 결과, 디지털 스토리텔링 과제가 학생들의 적극적 참여와 동기부여를 제공한다는 사실을 알게 되었다. 그러나 다른 한편 으로, 디지털 스토리텔링 과제는 학생들에게 더 많은 정신적 노력을 요구하고 더 많은 긴장을 초래한다는 사실도 알게 되었다. 디지털 스토리텔링은 학생들로 하여금 다양한 기술을 공부하게 하고 학습 과정 중에 다중양식 측면 을 적용할 수 있도록 지원함으로써, 학생들의 적극적 참여를 유도하고 유의미하고 재미있는 결과를 가져오는 자기 주도 학습을 유도할 수 있다.

The present study intends to understand how multimodality can be implemented in a content course curriculum and how students perceive multimodal tasks. Twenty-eight students majoring in English were engaged in a digital storytelling assignment as a part of the content curriculum. Findings from the questionnaire and reflective essays that investigated students perceptions of digital storytelling showed that students felt that the assignment helped them engage in the task and felt motivated. In comparison to traditional writing tasks, students perceived digital storytelling to be more engaging and motivating, but felt that the assignment required more mental effort and caused more anxiety. By supporting students to explore technology and implement multimodal aspects in the learning process, digital storytelling can encourage engagement and autonomous learning to create meaningful works that are purposeful and enjoyable.

This study seeks to introduce subject-based language teaching mediated English material (SBLT MEM) to primary school learners and review learner perceptions of such material. This study explores five principles of SBLT MEM, how the SBLT MEMs were used during a four-week intensive English camp, and the perceptions held toward the material by 29 upper grade primary school learners from Chungcheong province. The results show that most learners had positive perceptions toward the SBLT MEM, preferred them to the regular English textbooks they used in their English lessons at school, would choose SBLT MEM for future use, and thought that the content and language of the SBLT MEM were easy to understand. Among learners of different grade levels, there were differences between the degree of positive regard in which they held the SBLT MEM and which aspects of the SBLT MEM they perceived positively. Although the results of this study may not be generalized due to the small number of participants involved, they study provides insights by which other researchers may reinvite English and other subject integration into regular English lessons in Korean primary schools without creating the extra burden of using difficult language for this type of curriculum.

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)

팬데믹의 영향으로 사회활동의 대부분 영역에서 비대면 활동에 관한 관심이 높아졌다. 이미 소개된 지 오래된 개념인 메타버스 또한 필요한 인프라가 갖춰지고 기본적인 온라인 커뮤니케이션에서 한계를 느끼면서 관심이 증가하고 있으며, 그 활용 또한 증가 추세에 있다. 교육의 영역도 마찬가지이다. 최근 초등학교부터 고등교육이 이루어지는 대학교에 이르지까지 메타버스를 도입하는 사례는 증가하고 있다. 특히 자기주도적 학습이나 토론의 필요성으로 인해 다양한 학습 방법의 적용과 관련된 연구가 진행되어온 고등교육에서도 메타버스 도입 여부를 두고 관심과 논의가 증가하고 있으나, 주로 입학식, 오리엔테이션, 상담, 축제 등과 같은 수업 이외의 활동에서 한정적으로 활용되고 있다. 이에 메타버스는 비대면 학습활동 도구로서 교육의 소비자인 학습자들에게 어떻게 인식되고 있는지에 대해 탐색적 연구를 진행하였다. 그 결과, 재미와 실재감과 같은 요소들이 중요하며, 대면 수업이나 기존의 온라인 수업과는 달리 활발한 상호작용과 피드백 등을 유도하여 학생들의 자발적인 참여도를 높일 수 있는 도구로서 관련 요인들이 발견되었다. 또한 이러한 학습자 인식을 기초로 사용자 관점에서 메타버스 수업이 갖는 장점을 살려 유용한 학습도구로 활용하기 위해 준비 단계부터 필요한 사항들을 탐색하고 정리함으로써 메타버스 수업의 활성화 및 효과적인 활용 방안에 대한 전략적 시사점을 제시하였다.

Under the influence of the pandemic, interest in nonfacetoface activities has increased in most forms of social interactions. Due to provision of necessary infrastructure and limitations apparent in basic forms of online communication, there has been growing interest and widespread usage of metaverse, a concept already established a while ago. The same holds true in the field of education. Ranging from elementary schools to universities where higher education takes place, the implementation of metaverse is constantly increasing. Although interest in the introduction of metaverse is increasing in the area of higher education, especially in response to the demand for selfdirected learning or discussion, applications of the concept have been mostly confined to extracurricular activities such as entrance ceremonies, orientation sessions, consultations and festivals. Therefore, an exploratory study was conducted on how learners, as primary consumers of education, perceived metaverse as a nonfacetoface learning activity tool. As a result, entertainment and a sense of presence were revealed to be significant, and other factors which could induce voluntary student participation, contrary to those from facetoface classes or preexisting online classes, were also discovered. In addition, based on this learner's perception, the advantages of metaverse classes from the user's point of view are explored and analyzed from the preparatory stage to use them as a learning tool, thereby presenting strategic implications for the activation and effective use of metaverse classes.

본고의 목적은 실시간 온라인 학습에 참여한 한국어 교육기관의 학습 자가 온라인 학습에 대해 가지는 인식과 만족도를 분석하여 실시간 온라인 학습의 방향을 제시하는 것이다. 이를 위해 D대학교 한국어 교육 기관의 학습자 96명을 대상으로 실시간 온라인 학습에 대한 기대도, 만족도, 선호도, Webex 프로그램 ․ 학습 기기 ․ 수업 에 대한 인식, 참여도, 실시간 온라인 수업의 어려움 등에 대해 설문조사를 실시하였다. 연구 결과 실시간 온라인 학습 시스템 활용의 용이성, 교수자들이 제공하는 콘텐츠, 상호작용을 활성화하기 위한 전략 등이 학습자들의 학습 만족도를 높인 것으로 나타났다. 그러나 학습자들은 학습에서 수동 적인 역할을 수행했고 학습 참여도도 높지 않았다. 따라서 학습자가 실시간 온라인 학습 상황에서도 자기 주도적으로 학습하고 참여할 수있는 역할을 부여할 수 있는 콘텐츠와 활동 개발, 상호작용 활성화 전략, 학습자들의 동기 유발 방법과 참여도를 높이는 방법의 개발을 제안하였다. 또한 학생들이 학습 기기로 휴대폰을 사용하는 경우 어려움을 느끼고 있었으므로 휴대폰에 적합한 수업 콘텐츠와 수업 전략의 개발도 필요하다. 후속 연구를 위해 실시간 온라인 학습에 대한 인식과 만족도에 대한심층 인터뷰, 대학부설 한국어기관 학습자뿐만 아니라 학부 학생을 포함한 다양한 온라인 학습 수요자에 대한 비교 연구도 제안하였다.

Journal of the International Network for Korean Language and Culture 17-2, 247-278. The purpose of this paper is to suggest the desirable direction of real-time online learning by analyzing the perceptions and satisfaction levels of learners of Korean language educational program who participated in the classes. To this end, a survey was conducted on 96 learners of Korean language education program at D University to find out the levels of their expectation, satisfaction, and preference on the virtual classes, their perceptions on Webex program, learning device, and class progress, their class participation, and the difficulties they had in the classes. As a result of the study, it was found that the ease of using the real-time online learning system, contents provided by instructors, and strategies for activating interactions increased the learner satisfaction levels. However, learners played a passive role in learning, and their participation in classes was not high. Therefore, we proposed the development of contents and activities that can give learners self-directed learning and participation in real-time online learning situations, activating strategies for interactive learning, and ways to increase learners' motivation and participation. In addition, there were students experiencing difficulties when using a mobile phone as a learning device, so it is also necessary to develop class content and a teaching strategy suitable for them. For follow-up studies, we also suggested in-depth interviews on real-time online learning perception and satisfaction and comparative studies on various online learning consumers including undergraduate students as well as learners of Korean institutions affiliated with universities were proposed.(Dongguk University)

This study explored the effectiveness and second language (L2) writers' perceptions of process-oriented writing, using portfolio-basedinstruction in a secondary English class at general school settings. The participants were 110 high school students enrolled in a private independent school in Gyeonggi. They learned to produce a four-paragraph-English-essay based on the process-oriented writing methodology, keeping a portfolio note for the entire semester. The instructor was a bilingual teacher of English whose native language is Korean. The 17 weeks' records written in the portfolio note were analyzed to portray whether the approaches enhanced overall performance and understandings about essay-writing. Findings revealed that the participants were satisfied with this approach and improved their writing skills using portfolio-based- instruction. For the sake of implementing the new assessment appropriately at public school settings, further studies are suggested to develop how to enhance classroom environment in order to increase the degree of learner-satisfaction in the essay-writing classes.

이 연구는 대학생을 대상으로 지각된 학습자중심수업 인식, 학업도전과 핵심역량으로 구성된 가 설모형을 설정한 후 모형의 적합성을 살펴보고, 학업도전의 매개효과를 살펴보았다. 연구대상은 대 학생 233명이였고, 구조방정식모형검증과 부트스트랩핑(bootstrapping)을 통해서 매개효과의 통계적 유의성을 분석하였다. 그 결과, 학습자중심수업 인식은 핵심역량에 직접적인 영향을 미치고 동시에 학업도전을 매개로 간접적인 영향을 주는 부분매개모형이 적합한 모형이었다. 또한 학습자중심수업 인식과 핵심역량의 관계에서 학업도전은 통계적으로 유의한 매개효과가 있었다. 이 상의 연구결과 들을 토대로 대학생의 핵심역량을 증진시키기 위해서는 학습자중심수업을 학생들이 긍정적으로 인 식하고, 학업도전을 높일 수 있는 교수·학습환경 조성방안에 대해 논의하였다.

This study was conducted to analyze hypothetical models of undergraduates’ perceptions of learner-centered instruction, academic challenge, and key competencies and to examine a mediation effect of academic challenge with respect to undergraduates’ perceptions of learner-centered instruction and key competencies. The participants were 233 undergraduates. Pearson’s correlations, structure equation model, and bootstrapping analyses were performed. The results of structural equation model revealed perceptions of learner-centered instruction directly and indirectly affected key competencies mediated by academic challenge. The mediation effect of academic challenge was significant. These findings suggested that teachers should make learner-centered instruction and learning environment considering undergraduates’ perceptions of learner-centered instruction and academic challenge to improve key competencies.

This study examines how written language shapes the use of a free AI-powered image-generation tool by language learners in processes of writing and meaning-making, and how such image-supported interaction affects learners’ writing performance. To evaluate the potential benefits of image utilization in language learning, DALL·E 3 was employed via the free version of ChatGPT 4.5. The participants were sixty lowproficiency Korean EFL college students enrolled in a general writing course, who were divided into two groups: Group A, comprising beginner and elementary learners (CEFR A1–A2), and Group B, made up of lower-intermediate learners (CEFR B1). The study draws on sentiment analysis of learners’ responses to image use, conducted in Python using a Hugging Face transformer model. The resulting sentiment scores were compared with learners’ Likert-scale ratings, and pre- and post-test writing performance was measured separately. The findings provide an integrated account of how images and AI support shaped both affective responses and measurable gains in EFL writing, although more for Group B than for Group A learners.

Previous research has shown that learners generate focus on form mainly prompted by a task designed to promote attention to form. The current study investigated learner-generated focus on form with respect to its lexical focus and effectiveness for learning and explored the role of the learner in focus on form in the classroom. Twelve ESL learners’ dyadic task-based interactions were analyzed for instances of attention to form, and tailor-made posttests were created to measure the learners' retention of the forms they focused on. The learners were then interviewed about their perceptions of focus on form. The results indicated that the learners’ difficulty in producing a lexical item was a major cause of focus on form. The overall retention rate was 47.6% with considerable individual variation. Qualitative analysis revealed that the learners’ learning style and goals, as well as task demands, influenced their decision to initiate incidental focus on form and learner-generated focus on form in this classroom had a unique complementary relationship with teacher-initiated focus on form. These findings suggest that learners' active involvement in focus on form in the classroom may help the teacher design and individualize further focus on form intervention tailored to learners' needs.

This present study investigates learners’ perspectives on using LRS in EFL classrooms and the influence of academic background on their perspectives. For the study, a questionnaire, classroom observation, and interview were conducted to 232 EFL students in enrolled in A university in Korea. The findings show that learner perspectives on the LRS as a teaching and learning tool, the use of LRS in EFL classroom activities, and preferred features of LRS were positive across the board. Furthermore, findings on learner perspectives on strengths and weakness of using LRS in classroom are presented. Although largely positive across the board, significant differences were found in terms of academic majors where social welfare and healthcare services majors were significantly more positive than performing arts and science majors and liberal arts majors. According to the interview, the learning goals, expectations, and instructional methods of their respective majors were found to have influenced the participants’ perspectives on LRS activities. Based on the findings, pedagogical considerations and suggestions for using LRS with consideration for language learners with varied academic backgrounds in EFL classrooms are provided as well as suggestions for future studies.

This study investigates Korean EFL elementary students' perceptions of Native (NEST) and Non-Native (NNEST) English teachers, focusing on affective and socio-cultural variables. Analysis of questionnaires from 136 students (grades 5 and 6) revealed significant differences based on grade level and language proficiency. While NNESTs were received positively across groups, fifth graders displayed a stronger affective attachment to NESTs than sixth graders. Additionally, advanced learners reported higher self-esteem and more positive perceptions regarding NEST instruction compared to lower-proficiency students. These findings challenge the notion that teacher preference is uniform among young learners, suggesting instead that proficiency and age significantly mediate student perceptions. The study concludes with pedagogical implications for addressing the specific affective needs of young learners through the strategic deployment of NESTs and NNESTs.