Earticle

The purpose of this study was to investigate changes of language anxiety in EFL classroom and relation between the change in anxiety and learners’ performance. The participants were 76 first-year non-English majors from various disciplines of a Korean university. Demographic information questionnaire, English performance test, and Foreign Language Classroom Anxiety Scale were administered to the participants at two time points during a 12-week interval. Mean differences of quantitative data from Time 1 and Time 2, effects of gender and self-perceived proficiency level on anxiety, and the relationship between anxiety and performance were statistically analyzed. The results revealed significant decrease in English anxiety over time, significant effect of self-perceived proficiency level on anxiety, and negative correlation between variation of anxiety level and successful performance. This study suggests that reducing learners’ anxiety level might help their language improvement, and self-perceived language proficiency might be correlated to changes in language anxiety in EFL classroom. Possible implications for English instructors and limitations for future research were presented.

This study explored the perceptions of Korean university students studying English as a foreign language (EFL) after using the AI chatbot tool ChatGPT in an advanced writing class for one semester. A questionnaire was used to collect data from students about three learner variables (being comfortable in completing a task, being motivated to complete a task, and being confident that they can complete a task). The questionnaire also asked students if they felt their learning experience was improved by using AI tools (as opposed to classes taught only using traditional methods) and if they thought a blended method using both AI tools and traditional methods was preferable to one using strictly one or the other. The results showed that students were much more comfortable writing in English with the assistance of AI writing tools, that they felt less anxiety while completing tasks with the assistance of AI writing tools, and that they felt more confident when writing in English with the assistance of AI writing tools. They also indicated that using AI writing tools in the classroom was preferable to classes taught only in the traditional method, and that classes using a blended method were preferable to those taught using strictly AI tools or traditional methods alone.

본고에서는 외국인 피험자를 언어 숙달도에 따라 중급과 고급으로 나누어 학습자의 발화 양상이 목표어에 어떻게 근접해 나가고 있는지 학습자의 불평 화행 전략 사용이 어떻게 전개되어 가는지 그리고 한국인과 어떤 차이가 나타나는지 등에 대해 분석하였다. 본 연구에 참여한 피험자는 한국어를 배우는 다양한 언어권의 외국인 중급 학습자 15명, 고급 학습자 15명, 한국인 학습자 15명으로 총 45명으로 전 연령대는 20대이다. 설문 도구는 Trosborg(1995)가 사용한 DCT 자료로 본고에서 수정 보완하여 사용하였다. 화자와 청자 간의 사회적 지위와 친밀도 간의 관계를 조정하여 9개의 담화 상황으로 구성하였다. 불평 화행 전략 사용에 대한 분석한 결과는 다음과 같다. 첫째, 세 집단의 피험자들이 상황별로 사용한 주화행 전략 중 통계적으로 유의한 차이가 나타난 전략은 ‘질책하기’, ‘비난하기’ 전략이고, ‘짜증내기’와 ‘암시하기’전략은 통계적으로 유의하지 않았다. 둘째, 외국인 학습자와 한국인이 사용하는 보조 화행 전략 중 통계적으로도 유의한 차이가 나타난 것은 내적수식어 항목에서 ‘자문형’ 전략이며, 외적수식어 항목에서는 유의하지 않았다. 외국인 학습자들은 보조 화행 전략 사용보다 주화행 전략 사용에 어려움을 겪는 것으로 나타났다. 본고에서 외국인 학습자들의 불평 화행에서 나타나는 사회화용적 어려움의 원인은 한국 사회에서의 권력 관계보다는 친밀도 관계에 따라 달라지는 화행을 잘 이해하지 못해 전략 사용에서 한국인과 유의한 차이가 있는 것으로 나타났다. 본 연구에 참여한 피험자는 모두 20대 외국인 학생과 20대 한국인 학생들로만 구성되었고, 참여한 외국인 피험자들 모두가 한국 현지에서 생활하며 한국어를 배우고 있는 경우로 제한되었기에 연구 결과가 모든 불평 화행 현상을 일반화할 수는 없을 것이나 일정 부분 시사점을 줄 수 있을 것으로 기대한다. 향후 다양한 변인-국내외 학습자, 다양한 연령대-등을 포괄한 불평 화행 연구가 진행될 것을 기대한다.

This study aims to examine the developmental process of foreign learners’ use of complaint speech act strategies through comparative analysis with Korean native speakers. The subjects in this study were 15 foreign intermediate learners and 15 advanced learners from various countries learning Korean, all in their 20s. Fifteen Korean speakers in their 20s also participated. The discourse completion test (DCT) used by Trossborg (1995) was modified and supplemented for the questionnaire in this study. Nine discourse circumstances were composed by adjusting the relationship between social status and intimacy between the speaker and the listener. The analysis results are as follows. First, among the main speech strategies used by the three groups for each situation, the “reproach” and “blame” strategies showed statistically significant differences. The “irritation” and “suggest” strategies were not statistically significant. Second, among the auxiliary speech act strategies used by foreign learners and Koreans, a statistically significant difference was found in the “advisory” strategy in the internal modifier item. There was no significant difference in the external modifier item. Foreign learners had more difficulty using the main speech act strategy than the auxiliary dialogue act strategy. Moreover, foreign learners performed poorly using the complaint speech act, which depends on intimacy rather than power relations in Korean society. Foreign subjects in their 20s who participated in this study were limited to those living in Korea and learning Korean. In the future, speech acts research with domestic and foreign learners of various ages should be conducted.

This research investigated various aspects of language learning strategies used by undergraduate and graduate students studying Korean. The study focused on four language skills, pronunciation, and vocabulary. The survey was conducted on 322 participants, Korean learners both in Korea and in other countries. It examined the usage of learning strategies used by the learners including the following variables: gender, experiences of living in Korea, first languages, and the countries Korean was learned. The quantitative data from the survey were analyzed by univariate ANOVAs to find out which skill is significant among the variables and the findings are as follows: 1) The greatest frequency of learning strategies appeared in the order of listening, pronunciation, writing, speaking, vocabulary, and reading. Listening skill showed the most varied learning strategies. 2) The analysis of learning strategies according to the variables with respect to the language skills revealed that gender influenced listening, the experience of the target country influenced reading, and the first language influenced writing. Pedagogical implications and further research suggestions are discussed.

이 연구는 초급과 중급에 속하는 여성결혼이민자들의 쓰기 자료를 수집하여 통사 복잡성을 측정하고 그 후 대학기관학습자들을 대상으로 통사 복잡성을 측정한 선행 연구들과의 비교·분석을 통해서 초급과 중급에 속하는 여성결혼이민자들의 통사 복잡성은 어느 정도 발달되고 있는지를 논의하였다. 그 후 여성결혼이민자들의 통사 복잡성의 각각의 지표들을 학습자 변인과의 상관관계를 살펴보았다. 먼저 통사 복잡성을 문장 길이, 문장 확장, 문장 확장 유형으로 범주화하여 각각 범주에 맞는 통사 복잡성 측정의 지표를 설정하였다. 연구 결과, 당연히 숙달도가 향상되면서 문장 길이뿐만 아니라 문장 확장에서도 양적으 로 여성결혼이민자들의 중간언어는 발달하고 있었다. 그러나 문장 확 장에 관여하는 문법 항목에서 숙달도에 따른 차이가 존재했으나 중급에서 사용하고 있는 문법 항목은 국제통용에서 제시한 문법 항목과 비교했을 때 초급 단계에 머물러 있었다. 즉 여성결혼이민자들은 숙달도가 상승되면서 문장 길이는 분명히 길어지고 있으나 다양한 문법을 사용하는 것에는 한계가 있다. 한편 숙달도에 따라 대등접속지수(CI)가 낮아지는 일반적인 경향과 달리 여성결혼이민자들은 상반된 결과를 가져왔는데, 이는 언어 습득 환경의 차이로 인한 것으로 판단된다. 아울러 여성결혼이민자들의 학습자 변인(거주기간, 학습기간)은 통사 복잡성을 측정한 모든 지표들과 유의미하게 나타났지만 대등접속지수(CI)와는 유의미한 관계가 없었다. 이러한 본 연구의 결과는 그동안 여성결혼이민자들의 중간언어가 오류 분석에만 치우친 시각에서 벗어나 자연적 습득 환경에서 통사 복잡성의 발달이 어떻게 발달되고 있는지를 간략하게나마 살펴보았다는 데에 의의가 있다. 앞으로 자연적 습득 환경에서 통사 복잡성만이 아닌 다양한 역에서도 중간언어 연구가 시도되어야 할 것이다.

Journal of the International Network for Korean Language and Culture 14-3, 313-345. This study was conducted to measure the syntactic complexity and language proficiency of married immigrant women. This study also discusses the correlation between the index measuring syntactic complexity and learner variables. The main purpose of this research was to categorize the length of sentences, sentence extensions, and sentence extension types in order to measure syntactic complexity. Thus, this study was designed to establish a proper index for each category. As a result of this research, it was discovered that both sentence length and extension increased quantitatively according to improvements in proficiency. However, there was a limitation in utilizing various forms of grammar in sentence extensions. Differing from the general tendency of the equality index to decrease along with improvements in proficiency, married immigrant women showed the opposite result. This study determined that the difference was a result of the language acquisition environment. In addition, the proficiency of married immigrant women appeared to be significantly related to all indexes that measured syntactic complexity. However, the residence and learning periods for language did not display significant results on the equality index. Lastly, the significance of this research is that it critically reviewed biased viewpoints present in other research studies, which focused on the interlanguage error analysis of married immigrant women rather than investigating the development of interlanguage along with proficiency based on the concept of complexity. (Dongduk Women’s University)

본 연구에서는 예비 유아교사를 대상으로 실시한 웹기반 사례 토론에서 학습자 변인과 교수자의 지원이 학습자의 참여도, 상호작용 내용 및 형태에 어떠한 방식으로 영향을 미치는지 살펴보았다. 연구 대상은 ○○ 여자 대학교 유아교육과에 재학 중인 학생으로 웹기반 토론과 교실 강의를 병행하는 수업의 수강자 131명이었다. 학습자의 참여도는 토론 게시 횟수 및 조회 횟수로 나누어 분석되었으며, 상호작용 내용은 학습자가 게시한 메시지를 사회적 차원, 인지적 차원, 상위 인지적 차원으로 분류하여 별도로 분석되었다. 상호작용 형태는 학습자가 게시한 메시지를 주도적 차원, 반응적 차원으로 나누어 분석되었다. 학습자 변인(학습 동기, 학습 유형, 글쓰기에 대한 태도, 컴퓨터 사용능력) 및 교수자 지원은 질문지를 사용하여 측정되었다. 본 연구 결과 학습자의 학습 동기(외적 동기, 학습에 대한 가치, 자기효율성, 학습에 대한 통제신념) 및 학습 유형과 교수자의 지원은 학습자의 참여도 및 상호작용 내용과 형태에 영향을 미치는 것으로 나타났다. 반면 글쓰기에 대한 태도와 컴퓨터 사용능력은 학습자의 참여도 및 상호작용 내용과 형태에 어떠한 영향을 미치지 않았다.

The purpose of this study was to investigate how learner variables (motivation, learning style types, attitude toward writing, and computer literacy) and support of teachers influenced learners’interaction (participation, interaction content, and interaction form) in a web-based case discussion in which pre-service early childhood teachers participated. Participants were 131 students majoring in early childhood education who were taking a course that combined an offline and online discussion at a Women’s College. Learners’participation was analyzed in terms of the total numbers of messages that they wrote online and the total numbers of messages and other instructional materials that they read. Interaction content was analyzed in terms of social, cognitive, and meta-cognitive dimension. Interaction form was analyzed in terms of initiative and responsive dimensions. Learners responded to a questionnaire that investigated learners’ motivation, learning style, attitude toward writing, computer literacy, and teacher support. The overall findings of this study were as follows: Learners motivation (external goal orientation, value on tasks, self-efficacy, control beliefs for learning), learners’learning styles, and support of their teacher influenced learners’ participation, interaction content, and interaction form in the web-based discussion. However, learners’ attitude toward writing and computer literacy did not affect their participation, interaction content, and interaction form in the web-based discussion.

This interview study aims at exploring how two Korean college graduates strive autonomously to manage their English world before, during and after college-graduation. The participants were two very autonomous students out of 34 students the researcher met at a 15-week autonomy-based English Speaking/Writing class at a college in 2003. Two major findings emerged from the interview data collected in April 2005: (1) B"s initial interest in English came from teachers" urgings to get good test scores, but his visit to America and Australia made him more interested in learning communicative English; (2) S"s interest in non-Korean people and countries, inspired by her first English teacher, made her go abroad and practice English very actively in and beyond Korea. The findings shed light on a critical issue concerning the application of the learner autonomy theory with Korean students who learn English in Korean educational contexts: the limit and effectiveness of classroom-English-learning. Pedagogical implications of the findings are added at the end.

Duvernay, Nicholas Y. 2018. Learner Aptitude Variables in L2 Learners' Strategy Frame Shift: A Comparative Study on the Effects of Collaborative Group Discussion. Language Information 26. 129-152. This study expands upon the previous research (Duvernay & You, 2017) made to investigate the Collaborative Group Discussion** method and its effects on learning strategy use as described in the Strategy Inventory for Language Learning (SILL, Oxford 1995). In the current study, additional factors in the form of learner types—including personality, gender and learner aptitude—have been included as variables that may affect L2 learners' Strategy Inventory Frame Shift*** after a semester of classroom CGD sessions. The study found that learner types have a significant impact on variations in CGD Strategy Frame Shift (SFS) results and that the three main factors indicate interconnected correlations. In particular, introverted personalities, females and language learners of lower language-learning aptitude all demonstrated SFS in the form of improvements in metacognitive, affective and social strategy use.

본 연구는 대학생의 디지털 리터러시 역량을 객관적 지표로 측정할 수 있는 진단 도구를 개발하고, 학습자의 개인적 특성 및 개인 인식이 디지털 리터러시 역량에 미치는 영향을 분석하고자 하였다. 이를 위해 문헌 연구와 설문조사를 통해 디지털 리터러시 역량 진단 도구로 6개 요인, 38문항을 개발하였다. 디지털 리터러시와 개인적 특성 및 개인 인식과의 영향력 분석 결과, 성별, 연령, 학력, 단과대학 등 개인적 특성 및 학점은 디지털 리터러시 역량에 영향을 미치지 않았다. 반면 전공만족도, 전반적 학업만족도, 학습을 포함한 디지털 기기 활용 능력, 학업 도움, 학업을 위한 디지털 기기 사용량은 디지털 리터러시 역량에 긍정적인 영향을 미치는 것으로 나타났다. 본 연구 결과를 바탕으로 디지털 리터러시의 자기조절 역량, 참여 역량, 활용 역량, 평가 역량 측면에서 시사점을 도출하였다.

This study aims to develop and validate a diagnostic tool capable of objectively measuring the digital literacy competencies of college students and also to analyze how learners’ personal characteristics and perceptions are related to these competencies. Through literature review and surveys, a diagnostic tool comprising 6 major factors and 38 items was developed. The findings of the relationships between digital literacy and learners’personal characteristics and perceptions revealed that personal characteristics such as gender, age, education level, and college affiliation as well as grades did not significantly affect on digital literacy competencies. However, learners’perceptions towards satisfaction with major, overall academic satisfaction, ability to utilize digital devices for learning, usefulness of digital devices for learning, and frequency of digital device use for learning positively impacted digital literacy competencies. Based on the results, implications are suggested to facilitate self-regulation, participation, utilization, and evaluation competencies in digital literacy.

본고는 한국어 학습자들이 보이는 언어 학습 불안과 쓰기와 관련된 여러 영역과의 상관관계를 살펴 본 논문이다. CB 대학 부설 언어 교육원에서 학문 목적으로 한국어를 공부하고 있는 40명의 다양한 언어 문화적 배경을 가진 학습자들이 본 연구에 참여하였다. 언어 학습 불안에대한 측정 도구로 Horwitz(1986), Cheng(2004), DiLoreto & Kim(2012) 의 연구에서 사용한 것을 수정 보완하여 사용하였다. 학습자의 작문에나타난 문장과 어휘 사용을 살펴보기 위해 MLU-m과 MLU-w 값을 측정하였다. 한국어 학습자의 불안도와 다양한 쓰기 변인들과의 상관관계를 분석한 결과는 다음과 같다. 첫째, 한국어 학습자의 언어 능숙도가 좋아져도 불안감은 지속적으로 나타났으며 불안을 야기하는 내용에 변화는 일어나나 소멸되지는 않는 것으로 나타났다. 둘째, 중급 학습자들은 교사의 피드백을 이해하지 못하는 경우 불안도가 더 높게 나타났고, 고급 학습자들은 교사의 피드백을 활용하지 못할 경우 불안도가 더 높은 것으로 나타났다. 셋째, 불안도가 낮은 학습자들일수록 작문에서 문장 길이와 낱말 길이가 길어지는 것으로 나타났다. 넷째, 중급 학습자들은 특별히 불안도가 낮다 하여 선호하여 활용되는 전략은나타나지 않았으나, 고급 학습자들의 경우 불안도가 낮은 학습자들이선호하는 전략들이 쓰기 전, 중, 후 단계에 걸쳐 다양하게 나타났다. 본연구 결과는 한국어 교육 현장에서 학습자들을 보다 더 잘 이해하고쓰기 관련 다양한 변인들과의 관계성을 잘 이해하여 지도 시 실질적인도움을 줄 수 있으리라 기대한다.

This study examines the correlation between KFL learners’ anxiety and variables in writing. Forty subjects who have various language and cultural background –China, Japan and Vietnam, etc participated in this study. All of the participants studied Korean for academic purposes. They attended language institutes supported by CB University. Participants answered language learning anxiety related questionnaires created by Horwitz(1996), Cheng(2004) and DiLoreto & Kim(2012). In order to measure writing proficiency, participants wrote an essay. The essay topic was selected from TOPIK questionnaire(2013, V.30). Written language data were measured by MLU-m and MLU-w. Research findings were as follows. First, there existed constant anxiousness in writing even for learners at the higher level of language proficiency. Second, intermediate learner felt higher levels of anxiety when they did not understand the feedback while advanced learners felt higher levels of anxiousness when they could not utilize the feedback. Third, both intermediate and advanced learners who showed lower levels of anxiousness in writing got a higher score at MLU-m and MLU-w. Fourth, there existed several preferred strategies for the advanced learners who showed lower levels of anxiousness at language learning. Understanding the relationship between learner’s anxiety and other influencing variables can provide meaningful pedagogical implications in the Korean language classroom.

본 연구에서는 최근 들어 공교육 체제로 편입되어 새로운 한국어 학습자군으 로 주목 받고 있는 중도입국 청소년의 한국어 학습 동기를 ‘자기결정성 동기’ 유 형을 통해 살펴보았다. 30명의 연구 참여자를 대상으로 6개 동기 유형의 양상과 성별, 연령, 한국 거주기간, 학교 재학 여부 등 개인 변인과의 상관관계를 조사하 였다. 먼저 전체적인 면에서 중도입국 청소년들은 한국어 학습에 대한 동기 수준이 높은 것으로 나타났다. 특히 외적 동기에서 내적 동기화되어 가는 단계인 확인된 조절의 수치가 높게 나타나는 등 한국어 학습에 대한 기본적인 동기가 형성되어 있는 것으로 나타났다. 개인 변인들과 동기 유형들 간의 상관관계에서는 연령대가 높은 집단(19세 이상)이 연령대가 낮은 집단보다 한국어 학습 동기가 높게 나타났다. 한국 거주 기간과 한국어 학습 동기와의 관계에서는 1년 미만의 초기 단계에서의 높게 형 성된 동기 수준이 이후에는 하락하였다가 어느 정도 시간이 지나면 다시 상승하 는 U자형 발달 곡선(U-shaped behavior)을 보이는 것으로 나타났다. 학교 재학 여부도 동기 형성에 영향을 주는 것으로 나타났는데 졸업 및 중퇴자의 한국어 학습 동기가 더 높게 나타난 것이 특징이다. 이는 중도입국 청소년들이 사회에 진출했을 때 한국어교육의 필요성을 더욱 뚜렷이 인식하고 있는 것으로 볼 수 있어서 이에 대한 제도적 준비와 지원이 필요하다.

This study investigated the motivation of Korean youths with migrant backgrounds to learn Korean, and aimed to identify the variables that influenced motivation, such as gender, age, and length of residency in Korea. The study conducted surveys on migrant youths within a school located in Seoul in order to measure their motivation. Thirty participants were selected and answered the questionnaire. Data were analyzed using SPSS and some meaningful results were derived. First, the results showed that participants had a high degree of motivation to learn Korean, and regulation was identified as the most prevalent motivation type. Secondly, the migrant youths tended to lose their motivation over the learning period, but were able to quickly overcome their demotivation. This process was found to be similar to the language acquisition process known as U-shaped behavior. Finally, the study revealed that youths with migrant backgrounds were motivated to learn Korean after graduation.

오늘날 급변하는 노동시장과 평생교육 정책 확대 속에서, 대학은 성인학습자를 위한 교육 인프라로 재정립되고 있다. 본 연구는 수도권 성인학습자 단과대학 재학생의 대학몰입이 학습자 심리특성(자기효능감, 진로성숙도, 자아존중감)에 미치는 영향을 분석하고자 하였다. 특히 특성화고 졸업 재직자 전형으로 선발된 청년 재직자 집단의 고유 특성을 중심으로, 학년·성별·재직기간에 따른 차이와 대학몰입의 심리적 영향력을 규명하였다. A대학교 성인학습자 단과대학 재학생 117명을 대상으로 분석한 결과는 다음과 같다. 첫째, 고학년이 저학년보다 자기효능감과 진로성숙도가 높았으며, 남학생이 여학생보다 대학몰입과 진로성숙도가 높았다. 둘째, 장기 재직자(5년 이상)가 단기 재직자보다 자아존중감 수준이 높게 나타났다. 셋째, 대학몰입은 자기효능감과 진로성숙도에 유의미한 정(+)의 영향을 미쳤으나, 자아존중감에는 미치지 않았다. 본 연구는 수도권 성인학습자 단과대학 재학생의 학습 경험과 심리적 특성을 규명함으로써, 기존 평생교육 연구의 일반화된 접근을 넘어 특정 집단의 특수성을 조명하였다. 연구 결과는 대학몰입 강화 프로그램 제공, 성별·재직기간별 맞춤 교육 지원, 진로·경력 개발 시스템 확대 등의 실천적 시사점을 제공한다.

In the context of rapidly changing labor markets and the expansion of lifelong education policies, I examine how universities are being repositioned as educational infrastructure for adult learners. In this study, I investigate the impact of university engagement on the psychological characteristics of adult learners enrolled in adult learner colleges in the capital region. Focusing on the distinctive characteristics of young employed individuals admitted through the vocational high school graduate worker admission track, I analyze differences according to academic year, gender, and employment duration, and I also examine the psychological effects of university engagement. Results revealed: First, upper-year students exhibited higher self-efficacy and career maturity than lower-year students, and male students showed higher university engagement and career maturity than female students. Second, long-term employees (5+ years) demonstrated higher self-esteem levels than short-term employees. Third, university engagement had a significant positive effect on self-efficacy and career maturity but no significant impact on self-esteem. The findings offer practical implications, including strengthening university engagement programs, providing tailored educational support by gender and employment duration, and expanding career and lifelong development systems.

본 연구는 성인학습자의 자기주도학습 수준에 따른 평생학습 성과에 따른 관련 변인들이 실증적으로 어떠한 영향을 미치는지를 확인함으로써 성인학습자의 자기주도학습이 평생학습 성과에 효과적인 학습요인이 될 수 있다는 것을 밝히고자 한다. 아울러 목표지향성과 자아효능감의 상호작용에 따른 조절효과의 영향력을 검증함으로써 성인학습자의 자기주도학습 수준에 따른 평생학습 성과에 대한 효과적인 학습지도 방안을 모색하기 위한 실증적 자료를 제공하고자 한다. 연구방법은 SPSS win 17.0 프로그램을 활용하여 기술통계, Cronbach's α 계수 산출과 상관분석을 하였고, 가설검증을 위해서는 조절회귀분석(MMR)을 실시하였다. 분석결과로서 성인의 자기주도학습이 평생학습 성과에 영향력을 미칠 때 목표지향성과 자아효능감의 변수들의 상호작용에 의해서 긍정적인 조절효과를 받고 있음이 밝혀졌다. 연구가설의 검증을 통해 나타난 결과는 다음과 같다. 첫째, 자기주도학습은 성인학습자의 평생학습 성과에 직접적인 영향력을 미치는 것으로 나타났다. 둘째, 자기주도학습이 성인학습자의 평생학습 성과에 영향력을 미치는 과정에서 목표지향성과 자아효능감은 각각 상호작용 하여 조절효과를 가지는 것으로 나타났다. 이러한 결과들은 통계적으로 유의미한 결과로서 나타났다.

This study aims to determine what the moderating effects of self-directed learning and its related variables have on outcome of lifelong educational. The research subjects are consisted of 887 adult learners, aged 20-65 living in Daejeon, who are adult learners. The SPSS Win 17.0 computer program was used to obtain descriptive statistics for the empirical analysis and calculate Cronbach's α. Correlation analysis and moderated multiple regression analysis(MMR) were also conducted for the hypothesis tests. As a result of these analyses, it was determined that when outcome of lifelong educational is affected by self­directed learning it is given a positive moderating effect by the variables of goal orientations and self­efficacy. The results of the research hypothesis tests are twofold. Firstly, self­directed learning has a direct effect on outcome of lifelong educational. And secondly, when self­directed learning has a positive effect on outcome of lifelong educational, goal orientations and self­efficacy have a moderating effect through interplay with self­directed learning. On a final note, the results of these tests are statistically significant.

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 examines factors in private English education for Korean-speaking children, focusing on their preferences and perceived effectiveness of native English-speaking teachers (NESTs) vs. Korean-speaking English teachers (KSETs). It also explores learners’ views on the roles of these teachers in teaching pronunciation. A survey of 63 sixth-grade students yielded the following results: 1) The duration, frequency, and nativeness of teachers in private English lessons did not significantly impact students’ perceptions of effectiveness and preference for NESTs or KSETs; 2) There was a moderate positive correlation between perceived effectiveness and preference for both NESTs and KSETs in pronunciation teaching; 3) More students perceived NESTs as effective, yet a slightly higher number preferred KSETs; 4) NESTs were viewed as better at providing accurate pronunciation and error correction, while KSETs were seen as more adaptable and supportive pedagogically and emotionally. Based on these findings, implications were suggested for English pronunciation teaching.

Various factors that exert an influence on foreign Korean-language learners’ achievements have long been studied. Recently, to obtain a better understanding of differences in learning achievements, studies have begun comparing learning achievements between learners in the same educational environment. In this study, we examine whether there exists a difference in academic achievements between genders and between Hanja and non-Hanja culture learners. We also investigate whether those who have received Korean language education from basic to intermediate level with identical textbooks and identical curricula have higher academic achievements than those who have not received such education. To this end, using the linear mixed model, we conducted a statistical analysis of Korean-language fulfillment score data collected from a Korean-language institute administrated by K-university. We found that the high-scoring group tended to make slow, constant progress with regard to advancing to Korean-language level, whereas the low-scoring group tended to withdraw after a significant degree of achievement. Additionally, female learners performed much better than male learners in the high-scoring group, but in the low-scoring group, much poorer performance was observed. Finally, we found that it is a better strategy to start learning Korean from the basic level to the intermediate level at the same university.