This study investigated speaking anxiety among advanced Korean language learners in Korean Language Institution classrooms, and the strategies they used to overcome it. The study employed qualitative methodology using online interviews for data collection. The sampling technique involved purposive sampling by selecting 13 Korean learners who had completed an advanced Korean course at TOPIK Levels 5 or 6, with Level 6 being the highest. The interview questions addressed various aspects, including comparisons of speaking skills, anxiety in Korean classrooms, fear of making mistakes, concerns about classmates’ reactions, and anxiety induced by teachers. Thematic analysis was performed by generating initial codes, grouping related codes to uncover potential themes, and highlighting recurring patterns in the participants’ responses. The results revealed three factors that contribute to speaking anxiety: personal reasons, teachers’ classroom approaches, and teaching methods. Advanced learners manage anxiety through three coping strategies: preparation, positive thinking, and seeking support from peers. The study concludes with discussions on the pedagogical implications, limitations, and recommendations for future research in advanced Korean language learning classrooms.

The purpose of this study was to examine the use of machine translation by Uzbek-speaking Korean learners, focusing on their usage patterns, attitudes, perceptions, and expectations, as well as identifying the educational implications of using machine translation. An online survey, lasting two weeks, involved 85 Korean language learners from universities in Korea and Uzbekistan. The main findings indicated a high reliance on machine translation for Korean language learning, with the majority of respondents using machine translations to find accurate vocabulary and expressions. Regarding their attitudes towards machine translation, learners mainly utilized it for literal communication, reading, and writing, and were generally satisfied with them, especially as tools for learning spellings and pronunciations. The use of machine translation significantly influenced learners’ confidence, interest in learning, and anxiety reduction. In terms of perception, learners found machine translation effective for learning Korean vocabulary, expressions, and writing, but also perceived machine translators as sources of stress and anxiety. Expectations for using machine translation were high for completing tasks in vocabulary, expression, and writing, but low for improving grammar skills and producing error-free Korean expressions.

This study aimed to compare the effects of self-regulation, goal orientation, and speaking anxiety on speaking performance between metaverse and face-to-face contexts. We randomly assigned 253 Korean middle school students to either metaverse or face-toface groups for 12 weeks of English-speaking lessons. Before and after the experiment, students completed speaking tests and submitted a post-questionnaire. Structural equation modeling and multi-group analysis revealed that student attributes had a similar impact on speaking performance in both settings. Specifically, self-regulation and mastery goal orientation positively influenced speaking performance, while speaking anxiety had a negative effect, regardless of the context. Furthermore, self-regulation played a mediating role in reducing speaking anxiety in both settings. This implies that metaverse-mediated and face-to-face classes offer similar learning environments, where students can leverage their goal orientation and self-regulation skills to manage speaking anxiety. Ultimately, students can enhance their speaking performance by employing selfregulation strategies and nurturing a mastery goal orientation, irrespective of the learning context.

본 연구는 독일어권의 사물인터넷을 이용한 데이터 거래와 블록체인 기술로 인한 사회혁신을 조망하고자 한다. 먼저, 독일어권 국가에서의 빅 데이터와 블록체인 기술의 활용을 조사하기 위해 문헌 연구 및 선행 연 구 검토가 수행되었다. 또한, 데이터레이드(Datarade)와 같은 독일의 데 이터 회사 및 정부의 데이터 경제 관련 프로젝트(GAIA-X)에 대한 사례 연구가 진행되었다. 이를 통해 독일에서의 데이터 및 블록체인 활용 현 황을 파악하고, 각 산업 분야에서의 적용 사례를 식별하였다. 금융 산업 에서는 블록체인 기술을 활용하여 계좌 번호 및 구매 세부 정보를 안전 하게 저장하고 있으며, 부동산 산업에서는 임대 계약, 임대료 결제 확인 등을 블록체인을 통해 효율적으로 관리하고 있다. 특히 교육 부문에서 블록체인 기술의 활용에 대한 현지 사례 및 연구 결과를 종합하여 분석 하였다. 블록체인의 보안이라는 장점을 살려 학습자의 학습 성과나 평가, 성적 증명, 학습낙오자나 성적부진자의 학습활동 추적, 부정행위 방지, 스마트 계약을 통한 과제 관리, 평생학습증 및 학습이력부 제공 등의 방 식으로 이미 독일은 교육계에 혁신을 이루어나가고 있다. 교육 부문에서 의 이러한 조사 방법을 통해 독일에서의 기술 혁신 및 사회적 변화에 대 한 종합적인 이해를 제공하고자 한다. 이러한 결과들은 독일정부 주도의 데이터거래와 블록체인 분야의 기술혁신의 효과를 입증하기에 한국정부 의 산업혁신에도 활용할 수 있는 중요한 통찰을 제공할 것이다.

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.

본 연구는 교실에서 말하기 수업을 진행할 때 효과적인 수업 진행을 위한 Techniques들을 알아보고자 하는 것에 목적을 두었다. 연구 방법으로는 부산외국어대학교에서 말하기 수업을 수강하고 있는 고급 학습자 50명을 대 상으로 설문조사를 하여 효과적인 말하기 수업의 진행 Techniques에 대한 해답을 얻고자 하였다. 연구문제 1)에 대한 문제는 6문항으로 말하기 수업을 할 때 효과적인 자리배치, 강의실의 크기, 강의실의 밝기 그리고 1:1로 시험을 볼 때 평가자와의 거리에 대해 질문이다. 연구문제 2)에 대한 문제는 3문항으 로 고급 말하기 수업에서 선호하는 발표 준비 유형과 발표 방법 유형에 대한 질문이다. 연구문제 3)에 대한 문제는 4문항으로 효과적인 교실 활동의 유형, 교실에서 활동을 할 때 학습자 간 국적 및 친밀도가 수업 중 학습자의 심리 및 학습의 효과에 영향을 미치는가에 대한 질문이다. 연구문제 4)에 대한 문제는 4문항으로 교수자의 몸짓언어, 교수자의 발화 크기와 속도가 수업 중 학습자의 심리 및 학습의 효과에 영향을 미치는가에 대한 질문이다. 이러 한 연구문제를 가지고 총 17문항의 설문을 작성하여 설문조사를 하였으며 그 결과 다양한 답변이 나왔다. 이러한 답변이 차후 현장 교실 수업에서 적용 되기를 바라고, 그러므로 현장 한국어 말하기 수업에 기여할 것이라는 교육적 시사점을 제안하였다.

Nearpod, an online teaching cloud-based platform, offers great potential to generate pedagogical tasks and yield better results in teaching communication skills. This study thus examined the effects of Nearpod-based English-speaking classes. To this end, one-on-one speaking tests were conducted twice in a semester, and a questionnaire was administered to assess university students’ perceptions of the usefulness of Nearpod in offline classroom. The participants comprised 39 university students who took a mandatory English class titled Communication in English. The paired samples t-test results indicated that the students’ overall speaking performance has improved over time. Specifically, compared to the high-level students, the low-level students showed a significant increase in speaking performance. The questionnaire analysis demonstrated that most students were satisfied with Nearpod-based English speaking classes because of enhanced interest, active participation in class, and increased interaction with class content and peers. The pedagogical implications are suggested and the limitations of the study are further discussed.

본고의 목적은 홍콩 교육국이 발행한 비화교 학생들의 중국어 학습에 관한 문서를 소개한 후 성공적인 몰입교육에 대한 원칙이 있는지 조사하기 위함이다. 선행 연구 고찰에서 중국어를 제2외국어로 가르치는 원리 유도, 기원 및 교원 제공. 비계 이론, 포괄적인 입력 가설 및 출력 가설뿐만 아니라 몰입 교습의 4단계 및 관련 교수 전략을 논하였다. 또한 아동을 대상으로 한 제2외국어 학습의 적절한 교육 전략을 해석하고. 몰입 교육의 실행 과정에서 교사들은 우선 진행되고 있는 몰입 수업의 오류를 인식한 후, 몰입수업의 개념과 실천을 확정하고, 수업의 각종 효과적인 수업전략을 생각하며, 간략한 "PRAISE" 등 4가지 소통전략 등을 견지해야 한다. 몰입교육을 추진할 때, 교사의 수업 목표가 명확해야 하며, 교수전략은 적절하고 효과적이어야 하며, 계획내용은 전반적 고려를 필요로 하며, 행정 방면에서 학교측의 지원과 협조가 필요하다. 이런 것들은 모두 몰입교육 성공의 요소이다.

Considering critical roles of teachers in education, an increasing number of studies have investigated language teacher identity. Although many studies have reported nonnative English-speaking teachers’ identity, few studies have explored native English-speaking teachers’ (NESTs’) professional identity. Taking poststructural approaches towards identity, the present study investigated how two NESTs working in Korean universities perceived themselves professionally and how their identities were realized in class. Data were collected through interviews, class observations, and material collections. Findings showed that the NESTs constructed multiple identities differently shaped by various factors, such as previous experiences and college majors. One NEST had identities of a role model for foreign language learning and a caretaker, while the other showed weak identities as a teacher with identities of a writer and a babysitter. Despite such differences, the NESTs commonly manifested an overarching identity as a guide who desired to create safe and comfortable learning environments. These findings confirm close connections between teachers’ professional identity and practices.

This paper analyzes the Korean conjunctives –ko and –ese, and the Turkish converb –Ip, which have various meanings, and reveals their similarities and differences visually using the semantic map model. –ko and –ese are learned at the beginner level but Turkish learners have shown many errors. Those two Korean conjunctives express different temporal meanings, however, the corresponding Turkish converb expressed them in a single form. Korean textbooks have introduced the meanings of –ko and –ese as [sequential] and [continuous], but it can be made more confusing for learners by presenting the meaning using the same term. Therefore, it is necessary to teach the meanings of the two connectives in more detail according to their syntactic characteristics. Since most textbooks of Korean do not clearly present the differences between the –ko and –ese, effective teaching methods for Turkish-speaking learners based on the Focus-on-Form approach are proposed. To teach the conjunctives –ko and –ese, distinguishing between features of different meanings and to recognize those differences is encouraged.

The present study investigated students’ preferences for the types of tasks used to assess English speaking performance. It further examined whether students’ task type preferences affected their perceptions of test effectiveness. One hundred eighty-two high school students responded to a self-report questionnaire. A series of frequency analysis and paired samples t-tests were used for the analysis. The results showed that students’ most preferred task types and their least preferred ones overlapped with each other, suggesting that the task types of English-speaking performance tests used in schools are limited. The four key reasons determining students’ task type preferences were identified, including task difficulty, emotional comfort, practical value, and interest. In addition, the results indicated that students’ task type preferences could affect their perceptions of task effectiveness. Overall, the results suggest the need for developing more varied task types for English-speaking performance tests as well as helping students become familiar with English speaking performance tasks. Pedagogical implications were discussed along with study limitations.

This study examines L2 fluency in speaking interactions based on the number and type of utterances. The participants were 25 Korean eighth-grade learners of English as a foreign language. They performed five communicative tasks in groups, and their speaking interactions were audio-recorded and analyzed to measure the frequencies of sentence-level and word-level utterances. Results showed that learners of different levels of L2 fluency greatly varied in their frequencies of sentence-level utterances. Construction-based analyses found that the frequency variation in sentence-level utterances was primarily attributable to the transitive construction and a small set of intransitive constructions. Further investigation of the transitive complementation patterns suggested that L2 learners’ use of the nominal complementation [V+NP] became more productive as they expanded their repertoires of transitive complementation in developmental sequence based on a set of complementation clusters. Regarding these acquisitional patterns of the constructions in respect to L2 fluency development, the present study concludes with pedagogical implications and suggestions for future studies.

This study explored the effect of writing activity on EFL participants’ speaking performance. In order to attain this purpose, three research questions were presented; 1) What are the characteristics of learners’ writing? 2) How does their speaking fluency change during the writing sessions?, and 3) What is the effect of writing practice on learners’ speaking fluency, in terms of features of spoken grammar? Four college students participated in this study. Pre- and post-oral proficiency test scores, the participants’ writing products, and recorded data of their speaking performance were used for data analysis. Results of data analysis showed that, first, the more proficient participants were, the fewer the errors they made in their writing. Second, there was an increase in scores of intermediate- and beginning-level of students between the pre- and post- oral tests while the scores of advanced level of students did not show any differences between those two tests. Lastly, the result shows that the learners with higher proficiency in writing ability have higher recognition to the spoken grammar. Pedagogical implications are also made on the effective teaching of English writing and speaking in the Korean classroom setting.

본 연구는 중국어 말하기 교재의 사자성어를 살펴보고 사자성어에 대한 설문조사를 분석 하여 사자성어 선정 기준을 제시하는 것이 목적으로 한다. 1장에서는 서론을, 2장에서는 두 종류의 말하기 교재에 출현한 사자성어를 조사한 후 중국어 코퍼스를 활용하여 사용빈도와 특징을 알아보았다. 학습하는 사자성어의 수와 사용빈도의 차이가 매우 컸다. 3장에서는 중국 인을 대상으로 자주 사용하는 성어에 대한 설문조사를 실시한 결과를 코퍼스를 활용하여 사 용빈도와 특징을 알아보았다. 4장에서는 2장과 3장의 결과를 토대로 교육용 사자성어 선정 기준을 제안하였다. 본 연구의 결과는 교재 편찬 및 중국어 교육, 특히 어휘 교육의 사자성어 교육 방안에 도움이 될 수 있을 것이다.

This study aimed to investigate the effects of voice recording as a speaking assignment on Korean EFL nursing students’ speaking confidence and perceptions of speaking assignment. The participants of the study were 22 nursing students who took college English course and were divided into two groups. One was an experimental group performing voice recording assignment for speaking practice during 5 weeks and the other was a control group that did not receive treatment by the researcher. Speaking confidence questionnaire and in-depth interview were used to collect the data in this study. The result of this study showed that there was some statistically significant achievement of the participants’ speaking confidence after speaking assignment of voice recording performed by them. In addition, the participants had positive reaction to the experience of the assignment. This suggests that voice recording assignment encourages students to have their speaking confidence and helps them to overcome speaking difficulties in EFL environment.

악의 문제는 선하고 전능한 하나님을 믿는 이들에게 난해한 주제가 되어 왔는데, 이는 둘의 공존이 모순이 되기 때문이다. 악을 죄의 결과로 보는 전통적 견해는 하나님의 선하심에 상처를 입힌다. 화이트헤드와 힉은 하나님의 선하심을 옹호하면서, 전능성을 희생하는 또 다른 신정론을 제시한다. 화이트헤드는 악을 우주의 창조성의 원천이자 통제 불능의 능력으로 봄으로써, 하나님조차 그 악과 고난의 문제를 해결하기 위해 애쓰는 분으로 인식한다. 힉은 악을 하나님의 창조적 이상을 실현하기 위한 과정에서 한 인간의 성장을 위해 중요한 역할을 하는 것으로 인식한다. 이 저자들은 악의 문제에 대한 중요한 통찰을 제공하지만, 실제적인 해결책보다는 악의 문제에 대한 재해석을 제공하는데 그쳤다는 평가를 면하기 어렵다. 이에 본 연구자는 하나의 대안으로서 욥의 고난을 통해 현상 이면의 영적 및 종말적 관점의 이해를 추구하는 새로운 모델을 제시하였다.

This study investigated whether task complexity may affect L2 speaking performance as predicted by the Cognition Hypothesis (Robinson, 2011), and whether the effect of task complexity may interact with individual differences in working memory capacity. A total of twenty Korean advanced-level EFL learners performed two separate picture description tasks, which were different in task complexity along [+/- here and now] dimension. Their working memory was measured by an L1 version of a reading span task. The results showed that there was no significant difference between Here-and-Now task (i.e., a simple task) and There-and-Then task (i.e., a complex task) in terms of complexity, accuracy, and fluency of English speaking performance, rejecting the prediction of the Cognition Hypothesis. Yet, it found that working memory correlated with accuracy in L2 performance on the complex task, but not on the simple task. This indicates that the effect of individual learners’ working memory capacity is observable only when a task demands a high control of attentional resources. Conversely, when a task is simple, individual differences in working memory capacity do not result in significant differences in L2 speaking performance.

Kim, Jeongyeon. 2018. “A Case Study of Nonnative English-Speaking International Students' Adjustment to a Korean University”. The Sociolinguistic Journal of Korea 26(1). 111~133. In the midst of intense global economic competition, institutions of higher education in many non-English-speaking societies have rigorously expanded internationalization and seen a dramatic increase of international students. This study investigated a case of nonnative English-speaking international students' adjustment to a Korean university devoted to internationalization. A mixed method was adopted to examine the relationships between adjustment and factors including perception of English as a lingua franca (ELF), perception of English-medium instruction, cultural knowledge, and perceived language proficiency. The analysis of the questionnaire responses of 132 international students and qualitative interviews with seven of the respondents revealed their negative view of EMI, which was frequently associated with the local language used in class. Their adjustment correlated significantly with the amount of the knowledge of the Korean culture and with the extent to which they would perceive English as a means of intercultural communication. Although the relationship between their view of EMI and adjustment was not significant, it was found still valid and indirect through the factor of the Korean language proficiency. Notably, in the qualitative interviews, the participants revealed limited understanding of the way interaction is framed in different local communities. These findings are discussed to propose improved support for international students of non-English-speaking higher education.