본 연구는 챗GPT를 대학 교양영어 수업의 학습 도구로 활용하는 효과 적인 수업구성을 하는 것을 목표로 하고 있다. 구체적인 논의는 다음의 네 가지이다. 첫째, 교육계에서 챗GPT 사용에 관해 찬반 논쟁이 있음에 도 불구하고 생성형 AI가 교육계에 큰 변화를 가져올 것이라는 점에는 거의 이견이 없다. 둘째, 챗GPT를 사용함에 있어서 발생 가능한 문제점 을 팩트 체크의 부재, 지적 재산권의 문제, 문해력 저하로 정리하였다. 학습에서 챗GPT를 도구로 사용하기에 앞서서 이러한 문제점들을 학습자 들에게 반드시 인식시키는 교과과정을 만들어야 할 것이다. 셋째, 교육현 장에서 챗GPT를 사용하기 위해서 학습자에게 선제적으로 인식시켜야 할 점은 생성형 AI가 학습의 도구로서의 역할을 하며, 학습자가 인공지능에 의존하는 것이 아니라 인공지능과 협업을 한다는 것이다. 넷째, 학습능력 이 매우 상이한 학생집단을 대상으로 챗GPT를 학습도구로 사용하기 위 해서는 그룹별 협업을 통한 활동이 중요하다. 그룹원들의 다양한 질문을 인공지능에 주입하여 다채로운 결괏값을 얻어 지식을 창조적으로 (재)생 산할 수 있기 때문이다. 본 연구의 의의는 연구에서 제시하는 수업구성 을 실제 수업에 적용하여 또 다른 연구물을 도출할 수 있다는 점이다.

This study explores ways to enhance pre-service English teachers’ curriculum development competency through collaboration with in-service teachers. To this end, a course was designed to incorporate three key competencies of curriculum development (curriculum literacy, curriculum development competency, and curriculum evaluation competency) while adopting task-based language teaching and collaboration with inservice teachers as teaching methods. The designed course was implemented in a university for validation and revision. Ten pre-service English teachers participated in the course, where they developed English curricula in response to requests from three in-service middle school English teachers. A questionnaire survey conducted at the end of the semester with both pre-service and in-service teachers revealed that the proposed course model adequately worked to improve the three key competencies of English curriculum development among pre-service teachers. Further, collaboration with inservice teachers was found to enhance pre-service teachers’ responsibility and active engagement in curriculum development, while also providing practical assistance and creative teaching ideas to in-service teachers.

Previous studies on English spelling have investigated the types of spelling errors and their frequencies, and studies on why learners made those errors have been called for. This study aimed to identify factors leading to errors in the English-spelling of Korean elementary school students. The factors were investigated by using the following methods: A total of 130 students from O Elementary School were given three types of word-writing tasks: dictation of single words, dictation of short sentences, and writing words as many as the students can based on pictures depicting familiar scenes. The errors in their writing samples were classified into five types. The students were interviewed about why they made those errors. The results showed that the errors were influenced by the factors: the students’ first language, background knowledge, pronunciation, and morphological reasons. The results suggest that if teachers understood these factors, they would be able to explore better teaching methods for reducing errors in English spelling, and that future research could apply these factors for further investigations.

The present study aimed to explore how pre-service teacher’s individual regulatory focus orientation, currently emerging as an interesting learner variable for language learning, could influence their Englishspeaking abilities. English teaching demonstration videos of 67 pre-service teachers were analyzed in terms of pronunciation, accuracy, and fluency. The regulatory focus orientations of participants were evaluated using a questionnaire. The results of data analysis, using multiple regression analysis, indicated that promotion-focus orientation was a significant positive predictor for pronunciation, fluency (words per minute, ratio of dysfluency), and accuracy (lexical errors, ratio of error-free AS-units). On the other hand, prevention-focus orientation did not emerge as a statistically significant factor affecting accuracy. However, it was observed to have a negative influence on both pronunciation and fluency. In light of the research findings that highlight the favorable impact of a promotion-focus orientation, suggestions were made for future teacher training programs aimed at enhancing the English proficiency of pre-service teachers.

This study aimed to explore the impact of AI image generators on the affective factors of college-level English learners and the correlations among these factors. During a four-week instructional period, 65 participants were asked to use Midjourney as an AI tool for their user experiences. Affective factors including interest, confidence, and participation were measured through pre- and post-surveys. Using Jamovi for analysis, significant improvements were discovered across all affective factors. Noteworthy improvements occurred in confidence, indicating a favorable impact by AI-generated images on English learning. Additionally, correlation analysis demonstrated significant positive relationships between interest and confidence, as well as confidence and participation. This confirms the interconnected nature of these affective elements in the learning process. The findings suggest that the educational use of image-generating AI tools can beneficially influence English learners’ affective domains. The study calls for further investigation into the pedagogical applications of image AI to foster a more interactive, engaged, and self-assured attitude towards language learning.

In light of the expanding use of technology in education, we attempted to analyze how Korean college students perceived the use of Machine Translation (MT) tools in the classroom. Specifically, this study attempted to explore students’ perceptions of their ability to use MT tools and to measure the reliability of the MT-generated output, along with measuring students’ general sense of confidence in English learning. This research analyzed 183 EFL college students’ responses to an online survey, and a one-way ANOVA was used to test for the differences in the averages of three groups. The results of data analysis revealed that 1) Among beginners, intermediate learners, and advanced learners, those self-identifying as advanced had the highest scores on all the factors measured.; 2) There was a significant mean difference in students’ perceptions of the ability to use MT tools, their beliefs regarding MT’s effectiveness as a learning tool, and affective attitudes towards the use of MT tools between beginner and advanced groups. Based on the findings, pedagogical implications for the effective use of MT tools in the Korean EFL classrooms, and suggestions for future research were presented.

해사영어는 선박 운항, 해양 안전, 선내 의사소통 및 선외 교신을 위해 설계된 특수한 영어 언어체계이다. 국제해사기구 STCW(선원의 훈련, 자격증명 및 당직근무의 기준에 관한 국제협약)에 따르면 국제항해에 종사하는 항해사가 되기 위해서는 SMCP를 포함한 해사영어 대한 충분한 이해가 수반되어야 한다. 본 연구는 음성인식, 번역, 단어 기입 등 유형의 해사영어시험을 통하여 학생들 의 해사영어 활용 능력을 측정하고 플랫폼 사용에 따른 시험 점수 향상 정도, 나아가 초임항해사로 나가기 위하여 요구되는 해사영어 시험 플랫폼 활용 시간 등을 조사하고자 하였다. 실험은 먼저 초기 시험을 통해 학생들의 일반영어능력과 SMCP 활용 능력에 대한 연 관성을 조사한 후, 중간 시험 및 최종 시험을 통해 플랫폼 활용에 대한 점수 향상 정도, 응시시간 변화 등 요인을 측정하였다. 초기 시 험을 통해 개인 요인(예: 토익 점수, 본인 스스로에 대한 영어능력 평가)에 따른 그룹 간 해사영어시험 점수에 유의한 차이가 있음을 확인하였으며, 중간시험 및 최종시험을 통해 플랫폼 활용이 유의한 시험점수 향상으로 이어졌음을 확인하였다. 해당 연구는 해사 교육 분야에 다양하게 적용할 수 있는 학습 플랫폼 활용 효능을 조사하였으며 향후 해사영어 교육 외 그 범위를 넓혀 활용될 수 있을 것으 로 사료된다.

The purpose of this study is to compare and analyze the perceptions and attitudes of adult native speakers of Korean and Chinese toward the pronunciation of World Englishes. Fifty-two Korean and 63 Chinese speakers listened to six variations of World Englishes and then completed a questionnaire outlining their perceptions and attitudes toward the different pronunciations. The survey results revealed that Korean adult English learners showed less favorable attitudes toward different pronunciations of World Englishes than Chinese adult language learners did. Korean adult learners preferred American English, but Chinese adult learners preferred Canadian English. Among the three individual variables measured, the first language showed the greatest influence in their responses. The findings of this study imply that, in the context of English education in Korea, it is necessary to raise the awareness of both teachers and learners to the acceptability of World Englishes through exposure to a wide variety of English pronunciations.

본 연구에서는 BTS의 노래가사 언어 코드 비율 변화와 트위터 내 팬 덤 아미(ARMY)의 메타언어적 코멘트를 통해 BTS 현상에서의 언어 이 데올로기를 탐구하였다. 분석대상은 2013년부터 2022년까지 BTS의 앨 범에 포함된 121곡의 노래이다. 연구결과, 영어 코드 선택 비율은 꾸준 히 증가하여 2013년 21.2%에서 2022년에는 57.5%까지 상승하였으며, 반면에 한국어 코드 선택 비율은 2013년 78.8 %에서 점차 하락하여 42.5%로 감소하는 양상을 확인했다. 또한 트위터에 나타난 팬들의 메타 언어 코멘트를 분석한 결과, 언어 민족주의적 순수주의의 태도와 반-언 어 민족주의적 순수주의의 태도가 대립하는 형태를 관찰하였다. 언어 민 족주의적 순수주의의 태도를 가진 팬들은 한국어 사용을 한국적 정체성 의 실현으로 연결 짓고, 영어 코드의 증가를 우려하는 경향을 보였다. 한 편, 반-언어 민족주의적 순수주의의 태도를 가진 팬들은 BTS의 언어 코 드 선택과 정체성의 연결을 지양하며, 언어 코드 선택에 대한 비판에 저항하는 모습을 보였다. 이러한 연구결과를 바탕으로 BTS는 적절한 언 어 코드를 사용하여 글로벌 팬들과 소통함으로써 다양성과 포용성을 장 려하고, 팬덤 "아미"는 언어 선택 행위에 대한 이해와 존중을 확대함으로 써 언어 이데올로기에 대한 인식을 높일 수 있는 방안을 제공하였다는 점에서 의의가 있다.

This study aimed to find out the direction of reinforcing the subject special description as English records. The study analyzed the English subject description data published in 2017 and 2020 by the Ministry of Education. Focus group interviews were conducted with a total of 18 teachers, 6 each for elementary, middle, and high school. Analysis results of the 2017 data showed that the elementary data had a weak link with the curriculum, middle school data focused on functional areas rather than knowledge or attitudes, and high school data only presented examples of students with high achievement levels. On the other hand, the 2020 data includes not only subject special description but also teachers' content of teaching and evaluation materials according to achievement standards. Based on the results, the introduction of Likert scales and the creation of vocabulary groups by achievement standards are suggested.

This study compared research trends in universities general English program before and after the COVID-19 pandemic. After analyzing 248 articles from KCI using frequency analysis, centrality analysis, and topic modeling, this study found consistent keywords indicating a focus on learning objectives, effectiveness analysis, satisfaction surveys, and level-based learning before and after the COVID-19 pandemic. Centrality analysis revealed keywords like “teaching, research, analysis” before COVID-19 and “satisfaction, study, level, activity, effect” after COVID-19, indicating a shift towards learner satisfaction, level-based learning, and effectiveness analysis due to the transition to online learning. Topic modeling revealed shifts in research trends: Pre-COVID-19 focused on effective teaching methods, evaluation techniques, and cultural content, while Post-COVID-19 prioritized online teaching methods, web-based platforms, and selfdirected learning. Future research should address self-directed learning, attitudes and goal setting, closing learning gaps in online/blended learning, and developing effective online assessment tools and evaluation strategies. This study provides valuable insights and directions for further research in general English programs.

The current study presents a methodology of teaching the connotations and nuances of the word Han (恨) to English-speaking Korean language learners. Since Han (恨) expresses unique and traditional aspects of Korean sensibilities, the goal would be for native English speakers to be able to understand the complexities of its meaning, in spite of the differences in culture background. To this end, research was done into how Han (恨) is translated into English, as there is no term in English with the same meaning. From these findings, a list of Korean vocabulary related to the meaning of Han (恨) was made to show its definitions in English. In addition, a survey was conducted on 42 Americans to find out how English speakers understand Han (恨). As a result of this research, the current study demonstrates the need to teach the meaning of Han (恨) to Korean language learners from English-speaking countries, and suggests a teaching methodology which follows the order of Pre-Class, In-Class and After-Class study based on the Flip-Learning model.

This study aims to investigate the effects of using AI chatbots in Korean English education from a macro perspective. For this purpose, 19 experimental studies are selected to conduct a meta-analysis, synthesizing the results of 51 individual study cases. The results of this study are as follows: First, it is found that the overall effect size of using chatbots is more than medium size meaning that a chatbot is an effective tool to learn English. Second, in the aspects of linguistic competence and affective categories, each shows over medium sizes like the overall effect size. In details of the dependent variables, vocabulary and speaking in linguistic competence and motivation in affective categories, large effect sizes are shown. Third, the effect sizes are getting larger, as the younger the students are, the longer the experiment period lasts, and the more purpose-built the chatbot is. But the differences in the effect sizes in terms of these moderators (e.g., school level, experiment period, and chatbot type) are not significant. Lastly, it is suggested that follow-up studies are needed to collect a sufficient number of experimental study cases and subdivide the variables for performing a more detailed meta-anlysis.

This study compares AI PengTalk’s assessments of Korean children’s pronunciation with the assessments of Korean teachers. Sixty Korean sixth-graders participated as assessees, and four Korean elementary teachers participated as assessors. Both PengTalk and the teachers rated the children’s production of 10 English sentences on a five-point scale. They focused on segmentals, stress-rhythm, intonation, and speech rate. The findings were as follows: Firstly, PengTalk evaluated the children’s pronunciation in the four elements significantly lower than the teachers across all English proficiency levels. Secondly, teachers’ ratings of the students aligned more closely with their pre-evaluated English proficiency levels than the AI PengTalk’s assessments. The teachers rated students at the upper level significantly higher than those at the intermediate level, who were, in turn, assessed significantly higher than those at the lower level in all four elements. Furthermore, AI PengTalk and the teachers differed in the mean order of the four elements, particularly in segmentals. Based on the results of this study, suggestions were made for the development and implementation of AI-based English programs.

This study investigated the feasibility of adopting an automatic scoring system (ASS) in a domestic English-speaking education context. Scope, test items, assessment criteria, scoring methods, and reporting strategies of six overseas English-speaking tests utilizing ASSs were examined. Moreover, a comparative analysis was conducted to identify disparities between ASS-based and non-ASS-based speaking tests. Findings were: 1) some ASS-based tests utilized ASS technology throughout the assessment, while others adopted a hybrid scoring system involving human raters; 2) compared to non-ASS-based tests, ASS-based tests used more test items targeting low-level skills such as sound and forms but fewer test items targeting conversation and discourse level skills; 3) pronunciation, fluency, and vocabulary were widely employed as evaluation criteria with sparse use of organization, content, and task completion in most ASS-based tests; 4) differences were minimal in assessment criteria application and score calculation between ASS-based and non-ASS-based tests; and 5) some ASS-based tests provided criteria-specific results and feedback with total scores and proficiency levels.

This paper systematically analyzed research trends of North Korean defectors’ English education in South Korea using the scoping literature review method. From 2001 to 2022, research on this topic was categorized into three phases: 1) Phase 1 (2000-2011), 2) Phase 2 (2012-2019), and 3) Phase 3 (2020-Present). Each phase was analyzed using school levels, themes, and research methods. Approximately a quarter of previous research investigated alternative schools for North Korean defectors, with students having difficulties with their limited English learning experiences. Research themes mainly concentrated on learner factors (48 papers), followed by educational contexts and teaching methods (21 papers). Most studies on appropriate teaching methods for North Korean defectors adopted qualitative methods focusing on a small number of participants. Regarding research methods, studies adopting qualitative methods accounted for 48.0%, whereas studies using quantitative ones accounted for 10.4%, reflecting the limited research opportunities to collect a large set of data from various North Korean participants in South Korea.

본 연구는 러시아와 국제사회가 인식하고 있는 러시아 제2의 도시 상 트페테르부르크의 도시 이미지에 주목하고자 하며, 인터넷 동영상 플랫 폼인 유튜브를 통해 도시이미지를 비교해 볼 계획이다. 본 연구는 기존 의 연구와 차별을 두어 정량적 방법론 중 정성적 해석이 가능한 혼합적 방법론인 의미 연결망 분석법을 활용했다. 본 연구는 영어판과 러시아판 으로 제작된 상트페테르부르크 관련 동영상을 SNS 분석 도구인 노드엑 셀(Node XL)을 활용해 수집 및 분석을 진행하였다. 본 연구에서 러시아 와 국제사회가 인식하는 상트페테르부르크의 이미지는 상당히 유사했다. 본 연구에서 발견한 가장 명확한 차이점은 러시아는 상트페테르부르크를 삶의 공간으로 인식하고 있는 한편, 국제사회는 여행지로 인식하고 있다 는 점이다. 그러나 향후의 러시아와 우크라이나 전쟁의 전개에 따라 상 트페테르부르크가 국제사회로부터 고립될 수 있기에 러시아로서는 이를 극복하고자 하는 상당한 노력이 필요할 것이다.

This research investigated consistency of achievement levels stated in the 2015 revised national curriculum of English, high school English textbooks, and the Korean College Scholastic Ability Test (CSAT) according to CEFR Levels. Based on CEFR levels, this study compared levels of targeted achievement standards in the national curriculum, focusing on reading passages in High School EnglishⅡ and CSAT implemented for three consecutive years (2021-2023). Results indicated that the reading section of textbooks and CSAT included a considerable portion of passages whose text difficulty levels were higher than CEFR B2, exceeding the achievement standards required for high school graduates. These results suggest that difficulty levels in the national curriculum, textbooks, and CSAT should be adjusted according to target levels of language proficiency based on CEFR levels so that learning burden of students can be lessened and competency-based English teaching and learning finally can be performed.

This study investigates the effect of the DDL (Data-Driven Learning) approach on the English sentence writing ability of 6th graders in elementary school. To this end, a total of seven English textbooks were used to build a corpus. Five teachers were then asked to conduct five lessons using a weak version of DDL in their 6-grade EFL classrooms. Students were asked to complete a pre- and post-test and a pre- and post-survey, and a selected number of students and four of the five teachers had in-depth interviews with the researcher. The results are as follows: First, DDL using the textbook corpus was found to be adequate for helping elementary students improve their sentence-writing ability. Second, DDL had a significant effect on upper, middle, and lower level groups of students. Third, the students felt that DDL was neither unfamiliar nor difficult. Fourth, teachers with little teaching experience found it easy to conduct their classes using the DDL approach. This study implies that DDL is an effective approach to teaching communicative functions and language forms in the elementary English classroom and can be useful for all levels of elementary students.