The study aims at implementing a literature-based approach in an EFL course for university students. The students in this study read the text outside of the class and met regularly to do reading related activities throughout the semester. Data collection consisted of audio-recordings of classroom conversations and interviews,both the students’ and the instructor’s journals, and pre- and post-class surveys. Research questions were set up to explore the dynamic aspects of foreign language learning. Data analysis revealed the following results: The first finding was that students could refine their language skills based on communicative language use by improving English production skills while as learning how to use text structures in developing language skills. The second finding was that students changed their perceptions of language learning. Students started to take ownership toward their learning and thus they could grow as language learners by showing their voluntary work in learning the new language. The third finding was that students in this study could extend experiences through dynamic reading transaction by identifying themselves with the characters from the texts and nurturing reflective responses. Based on the results, the implications of the findings and suggestions for follow-up studies were provided.

This study was designed to evaluate to acute oral toxicity and skin irritation of Chrysanthemum dye in Sprague-Dawley (SD) rats. SD rats were orally treated with Chrysanthemum dye at a dose of 0, 1 and 2 ml/kg body weight. After oral administration, the rats were observed for 14days. In primary skin irritation test, SD rats were dermally treated with Chrysanthemum dye and observed for 3 days. To ensure the safety of Chrysanthemum dye such as the following were observed and tested. We examined the body weight, the feed intake, the clinical signs, the ophthalmological test, the histopathological test, the mortality and skin irritation. As a result, no significant differences were found in body weight, feed intake and histopathological test between control and Chrysanthemum dye treated group. In the result of skin irritation test, Chrysanthemum dye did not induce erythema and edema after topical application. Primary irritation index was “0” in the test. Therefore, it is suggested that Chrysanthemum dye has no effect on acute toxicity and side effect in SD rats and is non-irritant material based on the score “0” of primary irritation index.

This study was conducted to explore the possibility and potential of developing a new EFL (English as a Foreign language) curriculum which aims to promote foreign language learning and enhance students’ understanding of the world. For this purpose, the study examined the integration of poetry and dialogue journal writing within an EFL curriculum. The Data collection consisted of a survey, interviews, samples of dialogue journal writing, a classroom video recording, the classroom teacher’s journal and the researcher’s field note and journal. Both quantitative and qualitative data were analyzed to address the research question: What happens when EFL students read poetry within a response-oriented framework? Data analysis revealed that: 1) The students showed positive attitudes and beliefs toward using poetry through response-based instruction, 2) Students perceived that poetry and dialogue journal writing were a good resource for promoting English language, and 3) Students extended their learning experiences through their transactional readings of poetry. The study suggests that poetry and dialogue journal writing hold the potential to develop EFL curricula.

This study investigates the implementation of a new EFL course, English Practice. This is designed to enhance English reading and writing skills, and increase literary experiences among university students. For this study, literature for young adults and e-mail writing were introduced to change teaching/learning conventions in an EFL setting. The research framework was practitioner research. Data collection consisted of a survey, students’ writing in the classroom, and the instructor’s field notes and journal. Data were analyzed to address the following research question: What happens when university EFL students read and write English for real purposes? Data analysis revealed that: 1) the students viewed literature and e-mail writing as a new experience of language learning, 2) the students showed changes in their learning, and 3) the students’ experiences with the literature went beyond language learning. The author concludes that the unique course program provided students with new ways of developing understanding English as a foreign language and provided opportunities to express individual experiences of the texts they read.