The purpose of this study is to investigate the effects of two different types of vocabulary activities on Korean EFL learners’ vocabulary learning and perceptions. The participants of the study were 30 Korean middle school students in Seoul, and they were divided into two groups (typography and web-based authoring). The former employed the word meaning and spelling image association technique and the latter used a multimedia vocabulary authoring tool for 42 target words. The major findings of the study are as follows: (1) Both the typography and the web-based vocabulary authoring groups showed significant improvement on the posttest of vocabulary test, which indicated the equal effectiveness of the two vocabulary activities; (2) with respect to different English proficiency levels, the low-level group showed much higher improvement of the mean difference between pre and post tests than the higher group; and (3) the participants’ perceptions turned out to be more positive when they participated in creating English word spelling image than authoring multimedia vocabulary learning materials. The results suggest the beneficial effects of active student involvement in the vocabulary learning process. Pedagogical and practical suggestions are made on the effective teaching of English vocabulary in Korean classroom settings.

I. 서론
 II. 이론적 배경 및 선행연구
  1. 어휘 지식 및 어휘 학습
  2. 멀티미디어 언어교육 이론
  3. 웹기반 저작 및 타이포그래피를 활용한 어휘 학습
 III. 연구 방법
  1. 연구 질문
  2. 연구 대상, 실험 처치 및 연구의 제한점
  3. 연구도구 및 분석
 Ⅳ. 연구 결과 및 논의
  1. 어휘 학습 활동 유형이 어휘학습에 미치는 영향
  2. 영어 능숙도에 따른 어휘 학습 활동 효과
  3. 타이포그래피 및 웹기반 어휘 학습 활동에 대한 학습자 평가
 Ⅴ. 결론 및 제언
 참고문헌

• 한종임(이화여자대학교) | Han Jong-Im