간행물
외국어교육 KCI 등재 Foreign Languages Education
- 발행기관 한국외국어교육학회
- 자료유형 학술지
- 간기 계간
- ISSN 1226-4628 (Print)2384-1427 (Online)
- 수록기간 1995 ~ 2026
- 주제분류 인문학 > 언어학 인문학 분류의 다른 간행물
- 십진분류KDC 705DDC 405
권호리스트/논문검색
제33권 제1호 (2026년 2월) 5건
1.
2026.02
구독 인증기관 무료, 개인회원 유료
The study aims to investigate the effects of a ChatGPT-based speaking task on students’ strategic self-regulation for speaking (S2RS) and their satisfaction in a university-level English class. Thirty English majors participated in the study. The speaking task, which involved interacting with ChatGPT, was conducted over a six-week period. To measure the impact of this technology-enhanced task, students completed the S2RS questionnaire twice-once before and once after the intervention. Paired-samples t-tests were used to analyze changes in the S2RS domains, and frequency analysis was employed for the satisfaction data. The research findings are as follows. Firstly, the technology-utilized task had a statistically significant positive impact on the following domains: metacognitive (remembering and planning, assistance-seeking), social (interactional practice, environmental control), and motivational (anxiety control). However, some strategies did not reach statistical significance at the p＜0.05 level, including metacognitive (goal-based monitoring and evaluation, self-reflection), social (feedback management), and motivational (interest enhancement, motivational self-talk). Secondly, the students’ overall satisfaction with the ChatGPT-based speaking task was high. with scores ranging from three to five on the scale. For future research on the differentiated impact of the ChatGPT-mediated speaking task on speaking strategies, a mixed-methods study should be conducted.
6,300원
2.
2026.02
구독 인증기관 무료, 개인회원 유료
This study aims to examine pre-service elementary school teachers’ perceptions of English teaching demonstration competency. In the current study, 112 pre-service teachers were recruited and asked to complete a questionnaire consisting of 20 closed-ended questions about the importance and self-evaluation of the items in assessing English teaching demonstration competencies. Specifically, closed-ended questions were divided into three competency categories such as lesson planning, lesson execution, and classroom English use. They were also asked to answer two open-ended questions about the challenges they anticipate during the English teaching demonstrations and the support needed to improve their English teaching demonstration competencies. The results showed that overall, participants’ average confidence level was lower than their perceived importance of each item. Furthermore, among the three sub-skills, confidence in classroom English use skills was relatively low compared to the other skills. It was also found that participants expressed concerns about their own limited English skills and difficulties assessing learners’ level. They also said they need more training programs and practical teaching experience as the support needed to improve English class demonstration competencies. Based on the findings, discussion and suggestions on ways to improve pre-service teachers’ English teaching demonstration competencies were presented.
6,000원
3.
2026.02
구독 인증기관 무료, 개인회원 유료
The purpose of this study is to explore how elementary English education in Korea has changed since English was introduced as an official elementary school subject in 1997. For this purpose, the study quantitatively analyzed fifteen English class videos using the five categories of COLT Part A—activity, participant organization, content, student modality, and materials—across the 7th, 2007, 2009, and 2015 revised national English curricula. The results are as follows. First, with regard to activity, controlled and guided activities accounted for approximately 50% overall, compared to about 40% for free activities, with no notable differences across the four curriculum periods. Second, for participant organization, whole-class teacher– student interaction occupied about 70–80%, while individual, pair, and group work were relatively low, and again, no notable differences were found among the curricula. Third, regarding content, about 70% of the analyzed classes focused on language functions, with little or no focus on language form, discourse, or sociolinguistics. Fourth, regardless of curriculum period, two or more language skills were integrated in 90–100% of the classes. Finally, concerning materials, aside from the partial use of edutech in recent lessons, similar instructional materials have been consistently used from the past to the present.
5,700원
4.
2026.02
구독 인증기관 무료, 개인회원 유료
This study examines Kule-based reactive expressions, which remain relatively underdescribed in Korean as a Foreign Language (KFL) education. It adopts a mixed methodology combining spoken corpus analysis, a Discourse Completion Task (DCT) administered to KFL learners, and a survey of native-speaking KFL teachers. The corpus analysis reveals that some frequent expressions are absent from or only marginally addressed in existing works, raising questions about current lexicographic practices. The DCT results show inconsistent learner responses, indicating limited awareness of distinctions among these expressions and a strong reliance on implicit auditory input. Teacher survey data further point to the absence of a shared pedagogical framework regarding instructional timing and methods. Overall, the findings suggest that despite their key role in managing reactions in spoken Korean interaction, Kule-based formulas remain peripheral in KFL classrooms. This research therefore highlights the need for context-sensitive descriptions, multimodal teaching and learning materials, and empirically grounded pedagogical resources.
7,800원
5.
2026.02
구독 인증기관 무료, 개인회원 유료
This study examines the integration of ChatGPT into an advanced Korean course in a U.S university context, with a focus on its instructional design and classroom implementation. Over a semester, eighteen students used ChatGPT as a supplementary tool within process-oriented writing tasks. Survey data were used to examine learners’ responses to this instructional use of ChatGPT. The results indicate that students perceived ChatGPT as particularly helpful for grammatical corrections and receiving immediate feedback. Learners who recognized its benefits reported a positive impact on the usefulness of feedback, their writing development, and interest in future AI use. However, concerns about over-reliance, ethical issues, and occasional inaccuracies were also noted. By situating ChatGPT within a specific instructional context, this study highlights both the perceived benefits and limitations of AI-assisted writing in Korean language education. This study also offers practical guidance for educators, including structured stages for AI application in writing, usage guidelines, assessment criteria, and sample prompts. Finally, it emphasizes a balanced approach in which AI complements, not replaces, teacher feedback to maintain quality through professional judgment.
8,100원
