Earticle

This study investigates the integration of 21st-century skills and CEFR alignment in a pre-intermediate non-formal English course. Using classroom observations across 34 meetings, the research examined pedagogical alignment with CEFR standards, integration of six key skills (communication, collaboration, critical thinking, creativity, citizenship, and character education), and instructional challenges. Findings reveal incomplete CEFR alignment: while learning objectives were explicitly stated (100%), they lacked measurable rubrics, and assessment practices showed critical gaps, particularly in evaluating listening and speaking skills. Technology remained underutilized despite available infrastructure. Regarding 21st-century skills, communication and character education were perfectly implemented (100%), but collaboration (41.5%), critical thinking (26.7%), creativity (12.8%), and citizenship (10.9%) required urgent attention. Additional challenges included abrupt instructor swaps, fluctuating attendance, and summative assessments that excluded oral skills. The study underscores the need for SMART learning objectives, comprehensive assessment frameworks including listening and speaking, enhanced technology integration, and systematic embedding of higher-order skills. These findings highlight the critical role of non-formal education in complementing formal systems while revealing significant gaps requiring targeted intervention to better prepare Indonesian learners for global workforce demands.

This study is meaningful in that it sought a development plan for reading textbook for pre-middle school students in the background of migration and suggested the reality. In addition, there is a discrimination between separatist reading materials used in intensive reading classes for pre-middle school students in the background of migration. It adopted teaching subjects that mixed subject matter and functions through field situations and Korean teacher and student needs analysis. Development textbook is based on material actually used and collected in the field. Eight sections and 16 themes were selected and operated selectively in class. This study selects cultural items to accumulate background knowledge considering the living environment of the learner and various reading activities. The learner variables are very complex, with a heavy class preparation. The fact that there are not many materials used in intensive reading education is that it contains various types of sentences and themes. To arrange an organized and long sentence between the text and sections, considering the difficulty between sections. We focused on composing reading strategies to learn in the process of various arrangements and activities of reading activities.

본고에서는 초중급 레벨의 일본어 문법 수업에서의 TV광고 활용이라는 관점에서, 광고에 나오는 표현 속의 문법 항목을 분석하였다. 종래의 연구에서 광고의, 외국어 학습 교재로서의 유용성과 가능성에 대해서는 언급되어 왔으나, 문법 수업에서의 구체적 활용안에 대해서는 고찰이 부족하였다고 판단된다. 이에, 한국인 일본어 학습자가 학습에 곤란을 겪는 표현 중, 조건, 아스펙트(テイル), 양태표현, 수수표현의 일부를 구체적인 광고 문구와 함께 분석하였다. 이를 통하여, 광고 속에는 비교적 쉬운 단어가 제시되어 있을 뿐 아니라, 다양한 의미 용법이 나타나 있는 경우가 있음을 명시함으로써, 초중급 레벨의 문법 수업에서 TV광고가,보다 널리 활용 가능함을 제시하였다.

In this paper, from the viewpoint of the use of TV advertisements in Japanese grammar classes, especially at the elementary and intermediate level, some expressions in advertisements were analyzed. In previous studies, the usefulness and possibility of advertisement as a foreign language learning material have been mentioned, but it is judged that there is insufficient consideration in its usefulness in the grammar classes. Therefore, among the expressions that cause difficulties for learners, some of the conditional expressions, aspects, modal expressions, and give-and-take expressions were analyzed along with specific advertisement phrases. Through this, it was suggested that TV advertisements can be more widely used in grammar classes by specifying that not only relatively easy words are presented in advertisements but also various meanings and usages.

This study is meaningful in that it sought a development plan for reading textbook for pre-middle school students in the background of migration and suggested the reality. In addition, there is a discrimination between separatist reading materials used in intensive reading classes for pre-middle school students in the background of migration. It adopted teaching subjects that mixed subject matter and functions through field situations and Korean teacher and student needs analysis. Development textbook is based on material actually used and collected in the field. Eight sections and 16 themes were selected and operated selectively in class. This study selects cultural items to accumulate background knowledge considering the living environment of the learner and various reading activities. The learner variables are very complex, with a heavy class preparation. The fact that there are not many materials used in intensive reading education is that it contains various types of sentences and themes. To arrange an organized and long sentence between the text and sections, considering the difficulty between sections. We focused on composing reading strategies to learn in the process of various arrangements and activities of reading activities