Earticle

This study investigated the impact of Teacher-correction, Peer-correction, and Self-correction on the performance of Iranian advanced students on IELTS writing test. The participants of the study were 54 students who were chosen from among 75 IELTS candidates, and then divided into three groups of 18. All of the students took writing pre-test at the beginning of the term and, then the 8-week treatment in which they received different types of feedback started. One-way ANOVA results of the post-test revealed that there was a significant difference among the performance of the three groups. The results of the Scheffe Test showed that there was a significant difference between Teachercorrection and Self-correction groups, between Teacher-correction and Peer-correction groups, and between Self-correction and Peer-correction groups. The findings suggested that Peer-correction and Self-correction were much more effective than the traditional Teacher-correction, and Peer-correction was shown to be the best method of giving feedback.

This study investigates the effectiveness of self-correction in improving lexical stress placement among Korean English learners, a critical yet challenging feature for speakers of Korean, which lacks lexical stress contrasts. Grounded in Schmidt’s (1990) Noticing Hypothesis, the research compares the benefits of self-correction— where learners reflect on and correct their own pronunciation errors —with the shadowing technique. Forty-seven college students participated, with an experimental group practicing self-correction and a control group engaged in shadowing. Pre- and post-test analyses revealed that the self-correction group demonstrated significantly greater improvement, particularly with trisyllabic and tetrasyllabic words, while the shadowing group showed minimal change. These findings highlight self-correction’s role in promoting learner engagement, error awareness, and deeper cognitive processing, offering practical implications for pronunciation instruction that emphasizes learner autonomy and focused attention.

This paper investigates on how children's implicit knowledge of their mother tongue helps their language development from 12 to 48 months. For the literature review, this paper discusses kernel theoretical aspects of language development regarding three themes: 1) the relationships between implicit knowledge and language acquisition, 2) the role of self-correction for language development, and 3) the significance of the error analysis of children's utterances. To discuss these themes by analyzing empirical data, the author observed and collected data for a couple of twins' verbal utterances. The targets of analysis are their utterance errors and the courses of self -correction in three prominent grammatical aspects－i.e., negation ‘an,’ subject particle ‘i/ga,’ and deixis ‘this, that, it’－which frequently appear and are crucial grammatical morphemes in child language. Based on the discussion, this paper emphasizes that children employ and test various hypotheses on the rules of their mother tongue as the part of their implicit knowledge, and they finally gain grammatical knowledge from ‘unseen’ efforts of self-correction

L'etude presentee compare les interpretations entre le groupe d'etudiants japonais rapatries sans formation d'interprete et le groupe d'apprenants EFL (i.e., anglais comme langue etrangere) japonais non-rapatries sans formation d'interprete. Selon Takahashi (2012), les rapatries ont frequemment insere des pauses remplies et ont fait des auto-corrections avant et pendant l'interpretation, et ces actes ont cause des interpretations legerement incomprehensibles. Cependant, on ne sait pas si le phenomene etait unique au groupe de rapatries ou si le phenomene etait universe! a tous les apprenants EFL japonais, en raison de l'absence de formation d'interprete. Afin d'explorer Ia question, des non-rapatries (apprenants EFL) ont ete demandes a servir d'interprete du meme discours que dans Takahashi (2012), et les frequences des pauses remplies et auto-corrections ont ete compares. Le resultat indiquait que les frequences des pauses remplies et auto-corrections etaient plus eleves pour le groupe de rapatries que pour le groupe de non-rapatries bien qu'il n'y eut pas de difference significative. En plus, dans les interpretations effectuees par les rapatries, une grande variete de pauses remplies et auto-corrections coexistait tandis que celles-ci n'ont pas ete trouvees dans les interpretations effectuees par les non-rapatries, sauf dans quelques cas.

Learning how to translate a text involves not only the acquisition of linguistic or transfer competence. It also requires students to understand translation strategies and to select the strategy appropriate to the situational and textual contexts. Therefore, a translation class needs to provide an environment in which a student can take action, receive a reaction, and draw learning in a consistent manner. With this understanding, the present study aimed to explore the benefits of guided self-correction as one of the activities during the reaction phase. Whereas students generally translate a text (the action), and others, either a teacher or peers, react to the translation, this study assumed that self-correction can also serve as an effective reaction activity, which may not only help students improve their translation, but more importantly nurture their meta-cognition. Reviewing what students corrected and why, this study found that, even with only the simplest guidance, students were able to identify problems and areas for further improvement in their own translations, and to endeavor to make them better. Certainly, issues indicating potential difficulties that are less marked are not as easily identified as those that are more marked, such as conjunctions and inanimate subjects. Moreover, students were found to achieve different levels of correction, despite identifying the same problem. However, such findings do not indicate limitations to guided self-correction. Rather, the findings suggest the possibility of understanding various types of translation problems that may be commonly experienced, and of identifying individual students who are not gaining optimal advantage of guidance given in class, and who may therefore require a more personalized approach from the teacher.

인터넷이 경제사회활동의 플랫폼(platform)이 되면서 온라인상의 개인정보보호가 중요한 이슈가 되고 있다. 정보통신기술의 발달로 개인정보 수집 및 활용은 더욱 쉬워지고 있고, 개인정보가 타깃(target) 광고나 맞춤형 서비스 제공을 위한 수익모델의 기초가 되면서 중요한 경제재(economic goods)의 하나가 되고 있다. 이에 따라 개인정보에 대한 기존의 기술적 접근위주에서 더 나아가 개인정보를 시장에서 거래되는 재화(goods)로 보고 소비자와 기업이 자신에게 가장 유리한 결과를 얻기 위해 최선을 다하는 경제학적인 관점에서 새로운 접근이 절실히 요청되고 있다. 본 연구는 개인정보를 하나의 재화로 간주하고 이 재화를 중심으로 소비자와 기업이 어떻게 행동을 하며, 시장의 힘에 의해서 사회적으로 바람직한 결과가 자연스럽게 달성될 수 있는 지를 게임이론의 틀 속에서 분석하고자 한다. 그리고 개인정보보호를 둘러싼 기업과 소비자의 행동이 상황연동적(state dependent)으로 결정됨에 따라, 개인정보문제가 시장의 힘에 의해 자율적으로 해결(self-correction)되는 데는 한계가 있음을 보여준다. 이의 해결책으로 정부가 시장에 개입하여 기업이 개인정보보호원칙을 잘 준수하는 지 여부에 대한 평판도(reputation) 정보를 수집하여 제공하는 넛지정책(nudge policy)을 실시하고 개인정보보호원칙을 위반한 기업에 대해서는 페널티(penalty)를 강화하는 것이 필요함을 제기한다.

Internet privacy has become a significant issue in recent years in light of the sharp increase in internet-based social and economic activities. The technology which collects, processes and disseminates personal information is improving significantly and the demand for personal information is rising given its inherent value in regard to targeted marketing and customized services. The high value placed on personal information has turned it into a commodity with economic worth which can be transacted in the marketplace. Therefore, it is strongly required to approach the issue of privacy from economic perspective in addition to the prevailing approaches. This article analyzes the behaviors of consumers and firms in gathering personal information, and shielding it from unauthorized access, using a game theory framework in which players strive to do their best under the given conditions. The analysis shows that there exist no market forces which require all firms to respect consumer privacy, and that government intervention in the form of a nudging incentive for information sharing and/or strict regulation is necessary.

본 고는 일본어 접속사 ｢ながら｣의 학습자 작문 314개를 분석한 것이다. 먼저 학습자 오용의 패턴을 보면 ① 한 문장에 ｢ながら｣를 여러 번 사용한 경우, ② 부대상황과 양태의 구별에 대한 인식 부족, ③ ｢ながら｣로 표현되는 두 동작 사이의 시간성을 고려하지 못한 경우, ④ 두 동작 사이의 시간성 및 공간성을 고려하지 못한 경우로 나뉘었다. 이들 학습자 오용을 정정해본 결과 학습자의 오용은 대체로 ｢て形｣, ｢ます形｣, ｢つつ｣, ｢一方(で)｣, ｢中･中(で)｣, ｢した時｣의 6가지로 정정이 가능했다. 일본어 접속사 ｢ながら｣절의 오용을 줄이기 위한 학습자 자가 정정을 촉진하기 위해서는 먼저 한 문장 안에 ｢ながら｣를 중복해서 사용하지 못하기에 주절의 동사를 강조할 수 있는 쪽에는 ｢ながら｣를 쓰고 다른 쪽은 ｢て形｣ 혹은 ｢ます形｣으로 바꿀 수 있도록 지도하고 또한 ｢ながら｣로 이어지는 두 동작 사이의 시간차가 현저히 벌어진 경우 ｢て形｣으로 대체할 수 있도록 지도할 수 있을 것이다. 그리고 일본어 접속사 ｢ながら｣는 두 동작 사이에 시간적･공간적 차이가 발생할 시에는 사용할 수 없으므로 ｢一方で｣로 대체하도록 지도할 수 있을 것이다. 마지막으로 학습자 오용이 가장 많았던 양태에 관한 교수 및 인식 강화가 필요하다고 사료된다. 이번에 수집된 학습자 작문 예에 한해 양태의 상황에서 사용된 작문 예의 경우 ｢ながら｣를 ｢つつ｣, ｢する中｣, ｢した時｣로 대체가 가능했기에 학습자의 사용 예에 따라서 이것들을 비교･제시하면 학습효율을 높일 수 있을 것이라 기대된다.

This paper analyzes the Japanese conjunction ‘-nagara’ in 314 learner compositions. First, the patterns of learners’ misuses could be categorized into the following cases: 1) ‘-nagara’ being used several times in one sentence, 2) a lack of understanding of the situation where simultaneous events occur and distinguishing the particularity of the circumstance, 3) a failure to consider the time difference between the two actions expressed with ‘-nagara’ and 4) a failure to consider both time and space factor between the two actions. As a result of correcting misuses of the learners, the misuses were generally corrected in six ways: ‘te-form’, ‘masu-form’, ‘-tutu,’ ‘-ippoude’, ‘chu･-naka(de)’ and ‘-sitatpki’. In order for learners to correct their mistakes on ‘-nagara’ conjunction themselves, first it should be explained that ‘-nagara’ cannot be used repeatedly in one sentence and therefore it should be used in the main clause where the verb can be stressed; then learners could be instructed to use ‘te-form’ or ‘masu-form’ in the subordinate clause. If there is a significant time difference between two actions connected with ‘-nagara’ conjunction, learners can be instructed to use ‘te-form’ instead. If the misuse is related to both time and space it should be explained that ‘-nagara’ conjunction cannot be used in such case, and ‘-ippoude’ can be used instead. Finally, the learning efficiency can be expected to improve by instilling grammatical awareness regarding ‘circumstances’, which was the most misused pattern of learners (74 cases, 28.8% of the total 262 cases), by comparing ‘-nagara’ with ‘-tutu’, ‘chu･-naka(de)’, ‘-sitatoki’ according to various circumstances.

本稿は日本語接続詞｢ながら｣における学習者の作文314例を分析したものである。まず学習者の誤用のパターンをみると、①一つの文に｢ながら｣を重複して用いたケース、②付帯状況と様態に対する認識があいまいなケース、③｢ながら｣で繋がる二つの動作における時間性に対する認識があいまいなケース、④｢ながら｣で繋がる二つの動作における時間性及び空間性に対する認識があいまいなケースの概ね4つのパターンがみられた。 このような学習者の誤用を訂正した結果、｢て形｣、｢ます形｣、｢つつ｣、｢一方で｣、｢中･中(で)｣、｢した時｣の6つに訂正できた。 以上の考察から日本語接続詞｢ながら｣における学習者の自己訂正を促すためには、まず一つの文に｢ながら｣を重複して用いることはできないため主節の動詞が強調できる方に｢ながら｣を用い、他方には｢て形｣又は｢ます形｣に変えるように指導すること。また｢ながら｣で繋がる二つの動作の間の時間差が著しい場合は｢て形｣に変えるように指導すること。そして時間差に加えて著しい空間的違いが認められる場合は｢一方で｣に変えるように指導すること。最後に日本語接続詞｢ながら｣において学習者の使用頻度及び誤用が一番多かった様態(全262例のうち74例28.8％が誤用)についての教授及び認識の強化が必要と見られた。今回収集できた学習者の作文例の限りでは様態として用いられる作文例は｢つつ｣、｢中･中(で)｣、｢した時｣に訂正できたので学習者の使用例に合わせこれらを比較して提示しすることで学習の効率をあげることが期待できる。

배경: 자가 중력 지압 프로그램 참여 후 내반슬이 개선되는 사례가 개별적으로 확인되고 있으나 체계적인 관찰 이 진행되지 못한 상태이다. 목적: 자가 중력 지압 프로그램을 실시 후 무릎 내측 각도의 변화를 후향적으로 관찰하여 자가 중력 지압 프로그램이 내반슬 교정에 미치는 효과를 평가하기 위함이다. 방법: 내반슬이 관찰되는 50명을 대상으 로, 지압 도구 위에 누워서 75분간 지압 프로그램을 수행한 후 프로그램 실시 전후 무릎 내측 각도의 변화를 비교했다. 결과: 연구대상자들의 무릎 내측의 평균 각도는 지압프로그램 실시 후 좌측 7.29±3.85o (p < .000), 우측 7.08±3.86o (p < .000) 증가하여 연구 대상자의 내반슬이 유의하게 개선되는 것이 확인됐다. 결론: 본 연구의 결과는 자가 중력 지 압 프로그램이 내반슬 교정에 활용될 수 있다는 가능성을 제시한다. 본 연구의 결과를 임상적으로 활용하기 위해, 자 가 중력 지압 프로그램이 내반슬을 개선하는 효과에 대한 기전 및 임상적 효과를 최적화하는 추후 연구가 요구된다.

Background: Despite the positive effects of the self-gravity acupressure program on genu varum correction, no systematic observation has yet to be made. Purpose: In this study, the effect of the self-gravity acupressure program on varus knee correction was confirmed retrospectively by comparing the medial angle of the knee before and after the self- gravity acupressure program. Methods: Fifty people with varus knees were subjected to a 75-minute acupressure program while lying on an acupressure tool, and then the medial knee angles were compared before and after the program. Results: The average angle of the inside of the knee of the study subjects increased by 7.29±3.85° (p<.000) on the left side and 7.08±3.86° (p<.000) on the right side after the acupressure program was implemented, indicating that the study subject’s varus knee significantly improved even after applying for a short period time. It was confirmed. Conclusion: This study confirmed that the self-gravity acupressure is a valuable program for correcting the genus varus. However, to use the results of this study clinically in the future, further studies are required to optimize the mechanism and clinical effects of the self-gravity acupressure program on the improvement of the genu varus knee.

Error-correction feedback research has focused mostly on how students perceive their teachers’ feedback but much less has been done to ascertain L2 writing teachers’ perceptions of their own feedback practice. To address this research gap, three research questions were investigated: (1)what the quantity of teacher-written feedback is according to the type of feedback, (2)what the relationship is between students’ perceptions of teacher-written feedback and teacher self-assessment, and (3)what the relationship is between teacher self-assessment and their actual practice. Analyses of the survey data and students’ writing tasks with teacher-written feedback showed that the teacher’s self-assessment and students’ perceptions did not match well and the students perceived receiving more feedback than the teacher perceived giving. The accuracy of the teacher self-assessment was not high indicating that the teacher may not be completely aware of his own feedback practice. More importantly, the teacher provided more local feedback than global issues, which was different from what he perceived himself doing. Finally, the results and possible implications pertaining to ways to improve current error correction practices were discussed.

본 연구는 가정폭력을 예방하고, 가정폭력의 재발을 방지하며, 가정폭력 피해여성을 보호하고자 하는데 목적이 있었다. 그 방법으로 가정폭력 행위자 교정집단상담이 가해자의 폭력행동, 공격성 및 자아존중감에 미치는 효과와 가정폭력 행위자 교정 집단상담이 개인상담에 비해 효과적인지 검증하려는 것이다. 대상자는 P시의 법원으로부터 상담위탁 4개월 결정을 받은 가정폭력 행위자를 실험집단, 비교집단 및 통제집단에 각각 12명을 배정하였다. 실험집단에는 가정폭력 행위자 교정집단상담을, 비교집단에는 가정폭력 행위자 개인상담을 실시하였고, 통제집단에는 아무런 처치를 하지 않았다. 실험처치의 효과를 검증하기 위하여 실험집단, 비교집단 및 통제집단을 각각 폭력행동, 공격성, 자아존중감척도로 사전-사후검사를 실시하였다. 실험의 윤리적인 문제로 통제집단은 사후검사 후 프로그램을 진행하다. 연구결과 가정폭력 행위자 교정집단상담은 가해자의 폭력행동, 공격성 수준의 감소와, 자아존중감 향상에 효과가 있었으며, 폭력행동과 공격성 수준을 감소시키는데 개인상담보다 효과가 있었다. 이를 바탕으로 가정폭력 행위자 상담을 하는 상담소에서는 개인상담과 더불어 집단상담 프로그램을 병행하여 운용하는 것이 바람직하다고 생각된다.

The purpose of this study was to analyze the effect of family violence correction group counseling on violence act, aggression, and self esteem of the family violence injurers. The subjects of this study were composed of 36 men who were decided' counsel decision' from judge. They were assigned to an experimental group 12 men, comparative group 12 men and control group 12 men. This study design was a pre-posttest control group design. The family violence injurer correction group counseling was carried out with the experimental group. The family violence injurer correction individual counseling was carried out to the comparative group. The hypothesis and the results for the study were as follows. First, the experimental group would be significantly lower than the comparative and control groups on the family violence injurers's violence act. The experimental group showed statistically significant lower scores than the comparative and control groups on family violence injurer's violence act. Second, the experimental group would be significantly lower than the comparative and control groups on the family violence injurers's aggression. The experimental group indicated statistically significant lower scores than the comparative and control groups on aggression levels. Third, the experimental group would be significantly higher than a comparative and control groups on the family violence injurers's self esteem. The experimental and comparative groups showed statistically significant higher scores than the control group on the family violence injurers's self-esteem. The results of the study indicated that family violence batterer group counseling was more effective than individual counseling on family violence injurer's violence act, aggression. However, self esteem showed no significant differences between the experimental and comparative groups.

With the rapid development of wireless communication and embedded system, wireless positioning systems are paid more and more attention to. Radio Frequency Identification (RFID) localization system is getting more important, due to its own advantages, such as no contact, non-line-of-sight nature, promising transmission range and cost-effectiveness. To improve the accuracy of active RFID indoor location system, some traditional RFID indoor localization systems were studied, such as LANDMARC. On this basis, an adaptive self-correction location algorithm was presented, which uses a positioning correction value to correct the positioning result. N minimum errors and position results are obtained by using adaptive K-nearest neighbor algorithm N times. The positioning correction value calculated with N minimum errors in weighted way. The sum of the positioning average value and the positioning correction value would be the final positioning results. Experimental results show that compared with adaptive K-nearest neighbor algorithm and error self-correction algorithm, the proposed method provides a higher accuracy and stability.

HPGe 검출기를 이용하여 밀도가 다양한 환경시료에 대한 정밀 분석시 정확한 분석을 위해서는 밀도보정인자가 필요하다. 밀도에 대한 보정인자를 구하기 위해서 본 연구에서는 몬테카를로 코드인 MCNPX 코드를 사용하여 크리스털의 높이, 지름및 코어의 크기와 같은 특성이 다른 세 대의 p-type HPGe 검출기를 모사하고 밀도 1 g/cm3의 교정용 표준시료를 이용하여 모델링을 검증하였다. 검증을 통하여 모델링을 확정한 후 0.3, 0.6, 0.9, 1.0, 1.2, 1.5 g/cm3 밀도를 가진 샘플에 대한 효율을 시뮬레이션하고 밀도보정인자를 도출하였다. 도출된 각 검출기에 대한 밀도보정인자를 비교하였을 때 전 에너지 범위에서 그차이가 거의 없음을 확인하였으며 이는 검출기의 크리스털과 같은 주요 특성에 대해 밀도보정인자가 독립적임을 의미한다.

The precise determination of the activity for each radionuclide in environmental samples requires the self-absorption correction factor. In this research, we derived the self-absorption correction factor for three p-type high purity germanium detectors using the Monte Carlo code MCNPX. These detectors have different characteristics such as crystal diameter, height and size of the core. We compared the calculated full-energy peak efficiency with the experimental value using a standard sample with 1 g/cm3 density and verified the modeling. We simulated the dependency of the full-energy peak efficiency on the 0.3, 0.6, 0.9, 1.0, 1.2 and 1.5 g/cm3 samples and obtained the corresponding self-absorption correction factor. The self-absorption correction factors calculated for the three detectors differ by less than 1% over most of the energy range and sample densities considered. This indicates that the self-absorption correction factors are independent of the crystal characteristics of HPGe detector.

이 논문은 자기소개서의 첨삭을 지도하는 방법론으로써 인지치료적 기법 도입의 필요성을 밝 히고자 하는데 목적이 있다. 자료는 충청북도 모 대학의 1학년을 대상으로 이루어진 글쓰기 교양 수업의 결과물이다. 자기소개서는 글의 목적에 따라 자기성찰을 위한 것과 취업을 위한 것으로 구분되는데, 본 논문에서는 취업을 위한 자기소개서를 연구대상으로 삼았다. 취업을 목적으로 하는 자기소개서는 회사마다 요구하는 양식이 다르지만, 대부분의 대학교에 서는 기본 항목에 해당하는 성장배경, 성격, 지원동기，입사 후 포부 등에 대한 글을 작성하고 첨 삭을 받도록 지도하고 있다. 이때 학생들이 가장 많이 범하는 오류는 부정적인 측면을 지나치게 부각시키는 것이지만, 지극히 개인적인 영역에 대한 것이기에 구체적인 첨삭 방향을 제시하기는 어려운 것이 사실이다. 이에 본 논문에서는 작성된 자기소개서에 대한 첨삭의 방법론으로써 인 지치료기법을 활용할 것을 제안하였다. 인지치료기법은 자기소개서에서 발견되는 부적응적 신념 을 살펴보고, 어떠한 인지적 왜곡이 작용한 것인지를 스스로 확인하여 수정하게 하는 데에 매우 유용한 방법론이기 때문이다. 2장에서는 인지치료적 기법을 도입해야 하는 필요성에 대해 설명하였다. 인지치료이론에 따르 면 사람들의 감정이나 행동은 상황 자체가 아니라 그에 대한 자신의 해석에 의해 영향을 받게 된 다고 한다. 3장에서는 인지치료적 관점에 따라 자기소개서에서 발견되는 부적응적 신념을 살펴보 고, 구체적으로 어떠한 인지적 왜곡이 작용한 것인가에 대한 분석을 하였다. 마지막으로 4장에서 는 인지치료적 기법을 활용한 첨삭 전략을 제시하였다.

This study aims to identify the need to introduce cognitive therapy skills as a teaching methodology through the correction a letter of self-introduction. To this end, this study used letters of self-introduction written by freshmen at A university, Chungcheongbuk-do during their Writing class. The letter of self-introduction is classified into that for introspection and that for an employment position ; this study focused on the letter of self-introduction for an employment position. The form of the self-introductory letter aiming for employment varies depending on company. Most universities ask students to write letters of self-introduction describing: childhood, personality, reasons for application and plan after joining the company and to receive corrections from their tutors. In particular, while the most frequent error made by students in the personality section is an excessive description of negative features of personality, such personality description is very individual. Thus, it is very difficult to propose any detailed directions for writing about personality. This paper proposed the use of cognitive therapy as a methodology for correcting letters of self-introduction written by students. Cognitive therapy is a very useful methodology that enables students to examine maladaptive convictions observed in self-introductory letters, identify what kinds of cognitive distortion are being activated and correct their writing on their own. Section 2 explains the need for introducing cognitive therapy. In accordance with the theory of cognitive therapy, a person’s emotions or behaviors are not influenced by any particular situation itself but by his/her analysis of the situation. Section 3 examines maladaptive convictions identified in the letters of self-introduction in accordance with cognitive therapy aspects and analyzes what kinds of cognitive distortion was applied. The final section proposes strategies for correcting writing using cognitive therapy.

Background: Forward head posture, present in approximately 60% of individuals with neck pain, is commonly associated with muscular imbalances, including weakness of the deep neck flexors and overactivity of the cervical extensors and superficial neck flexors, which may compromise cervical spine stability. This pilot study compared therapist-guided postural correction (using manual or verbal cues) with self-directed exercise on pain, disability, cervical alignment, and psychosocial outcomes in individuals with neck pain. Methods: Twenty-one participants with neck pain were randomly assigned to one of three groups (n=7, each): manual guidance (MG), verbal guidance (VG), or self-exercise (SE). All participants completed 12 intervention sessions over four weeks (three sessions per week). Outcomes were assessed pre- and post-intervention using the numeric rating scale for pain, the Korean neck disability index, craniovertebral angle for postural assessment, and the 12-Item short form health survey (SF-12) for psychosocial status. Results: All three groups showed significant improvements in pain and functional disability after the intervention (p<.05). However, CVA significantly improved only in the MG and VG groups, both pre- and post-intervention (p<.05). Additionally, the degree of change in these variables differed significantly among the groups (p<.05), with the MG group showing significantly greater improvements than the SE group (p<.05). Conclusion: All interventions were effective in reducing pain and improving physical function. However, therapist-led exercise relieves pain and improves function, and postural correction—particularly with manual guidance—was associated with a greater tendency toward cervical alignment improvement. These results suggest that professional involvement in postural retraining may provide additional benefits for individuals with neck pain.

Writing conferences are one-on-one feedback sessions that enable teachers and students to engage in constructive interactions to improve students’ writing. While interacting individually, a teacher can use various feedback strategies to improve the quality of a student’s writing. This study examined how a secondary English teacher elicited students’ self-correction of writing issues during EFL writing conferences conducted in Korean (L1) as part of an after-school English program at a Korean high school. One English teacher and five first-year students participated in writing classes for two weeks during the winter vacation. Their conversations were video-recorded and analyzed using Conversation Analysis. Findings revealed that the teacher elicited the student’s self-correction through four key strategies: (1) metalinguistic clues, (2) building on initial corrections, (3) leveraging morphological knowledge, and (4) guiding students through a stepwise construction of sentence elements. This study can enhance our understanding of corrective feedback in secondary EFL writing conferences and offer insights for improving teacher-student feedback interactions.

This study investigated the effectiveness of self-correction in writing of Spanish L1 students of Korean as a Foreign Language. The subjects were 23 Spanish students majoring in Korean in university. The writing activities consisted of Spanish-Korean back translation prepared by the teacher. L2 learners self-corrected their errors while indirect feedback was provided in the classroom and then uncorrected errors were examined; L2 students observed the feedback provided by the teacher to their fellow learners during class time and corrected their own errors based on the model texts of their peers. During the self-correction process, students could ask questions or discuss with their peers and the teacher and referred to textbooks, class materials, note taking, and dictionaries. The results showed that the learners’ uncorrected errors could be classified into orthographic errors (53.6%), particle errors (19.9%), conjugation errors (17.1%), and lexical errors (9.2%). More than half of the errors that were not self-corrected were grapho-phonological errors: consonant errors (31.8%) were more frequent than vowel errors (21.8%). It is largely attributable to Spanish L1 learner’s difficulty with noticing certain Korean phonemes due to the interference of their mother tongue.

This paper presents self-correcting features of Korean EFL learners and their relevance to L2 oral proficiency. In an attempt to explore the significance of language form awareness and its impact on the development of L2 oral proficiency, self-correcting features were identified and compared among different L2 proficiency groups. Subjects were 34 sixth graders attending J primary school in Seoul, and they were given a series of elicitation tasks. To assess their oral language proficiency, a standardized oral test was administered. Based upon the test results, they were grouped into four; low intermediate, intermediate, high intermediate and advanced. The results of interlanguage analysis show that learners in the intermediate level and above self-corrected some interlanguage features during their task, with or without corrective feedback. Low intermediate learners had difficulty noticing the language form although interactive feedback was given during the task. From these results, it is implied that EFL learners, even at a primary level, begin to be conscious, or aware of target language form as they reach a certain level. Or their language development might be possible as they gradually pay attention to the language form. From these findings, pedagogical implications are briefly discussed.