간행물
영어교육 KCI 등재 SCOPUS English Teaching
- 발행기관 한국영어교육학회
- 자료유형 학술지
- 간기 계간
- ISSN 1017-7108 (Print)
- 수록기간 1968 ~ 2025
- 주제분류 인문학 > 언어학 인문학 분류의 다른 간행물
- 십진분류KDC 374DDC 375
권호리스트/논문검색
Vol.80 No.2 (2025년 6월) 6건
1.
2025.06
구독 인증기관 무료, 개인회원 유료
This qualitative study examines amotivation in South Korean EFL students through the lens of activity theory. Using semi-structured interviews, data were collected from six elementary and secondary school students, aged 10 to 16 years (Grades 4 to 10), to explore key psychological constructs, including the ideal L2 self, the ought-to L2 self, the perceived meaning of English learning, parental expectations, and social pressures. The findings reveal that motivation in L2 learning is contextually constructed and often shaped retrospectively rather than serving as a precursor to proficiency. Notably, some students with minimal motivation still achieved high levels of English proficiency, suggesting that motivation is not necessarily an antecedent of L2 success but rather an outcome shaped by broader socioeducational forces. This challenges conventional models that assume a direct causal link between motivation and achievement. The study underscores the importance of contextual and sociohistorical influences in shaping L2 motivation and calls for a reevaluation of the rigid dichotomy between motivated and amotivated learners in competitive educational settings.
6,300원
2.
2025.06
구독 인증기관 무료, 개인회원 유료
This study aimed to categorize grammar items in English textbooks used across Korean elementary, middle, and high schools by specific grade levels. To achieve this, we developed an automated grammar item analyzer using natural language processing techniques, which analyzed 52,964 sentences from the textbooks. We selected 173 grammar items from the 2022 revised national curriculum and classified them according to the methodology used to determine CEFR levels in the English Grammar Profile. The classification results are as follows: 18 items for Grade 3 of elementary school, 6 for Grade 4, 11 for Grade 5, 8 for Grade 6, 29 for the first year of middle school, 43 for the second year, 22 for the third year, 29 for the first year of high school, and 7 for the second year. Based on these findings, this study discusses pedagogical implications, focusing on practical applications such as refining assessment tools, more precisely defining curricular objectives, and developing grade-specific instructional materials.
6,600원
3.
2025.06
구독 인증기관 무료, 개인회원 유료
The semi-direct speaking test format has limitations, particularly due to its lack of situational authenticity and contextualized input. To address this issue, virtual reality (VR) can be integrated into speaking proficiency tests to enhance authenticity. In this study, a newly designed VR speaking test was administered, and test-takers’ performances were compared with those on a conventional computer-delivered speaking test. Additionally, test-takers’ perceptions of the VR-based speaking test were examined through a post-test questionnaire. The results revealed a statistically significant difference in mean scores between the two test formats, indicating that the VR-based test enhanced test-takers’ speaking performance. More specifically, a one-way MANOVA showed that test-takers performed better on nearly all scoring criteria in the VR mode compared to the computer-delivered mode, except for completion and fluency. Furthermore, the 32 test-takers who participated in the VR test highlighted the highly contextualized settings and immersive experience as the most distinctive and positive aspects of using VR in speaking assessments.
6,300원
4.
2025.06
구독 인증기관 무료, 개인회원 유료
Reconceptualizing the Role of Oral Language Predictors in Korean EFL Learners’ Reading Comprehension
Oral language comprehension (OLC) and vocabulary depth are widely recognized as key predictors of reading comprehension. However, research has either provided a limited representation of OLC or failed to acknowledge the distinctive predictive nature of vocabulary depth. This study investigates the combined contributions of OLC, conceptualized as a unified composite of foundational language variables and compares its effects on reading comprehension to vocabulary depth, while accounting for writing abilities. A total of 169 advanced Korean university EFL students were tested on listening comprehension, grammar knowledge, vocabulary breadth, vocabulary depth, and reading comprehension in English. SEM analyses revealed that both OLC and vocabulary depth made unique contributions to reading comprehension, with OLC demonstrating relatively stronger predictive power. Writing abilities did not show significant effects when OLC and vocabulary depth were considered in the same model. These findings underscore the independent predictive roles of OLC and vocabulary depth in L2 reading comprehension and highlight the importance of integrating these constructs into EFL pedagogical practices.
5,500원
5.
2025.06
구독 인증기관 무료, 개인회원 유료
This integrative review examined 38 published articles on the topic of formative assessment conducted in South Korean EFL settings, from 2014 to 2023. Despite strong interests in using quality formative assessments that are aimed at improving English learners’ performance, no prior systematic analyses have been performed to date. To that end, this study draws on Wiliam and Thompson’s (2008) conception of the formative assessment five-strategy model, and Yan and Pastore’s (2022) Teacher Formative Assessment Practice Scale (TFAPS), as a guiding framework to examine the extent to which formative assessment research conducted in South Korean EFL classroom settings has enacted the five key strategies and thereby promoted learning and improved teaching. For all five key strategies, more studies showcased weak evidence of implementing each strategy, and that positive student learning was more likely to be seen in studies that fully, or nearly fully, implemented the key strategies. Recommendations for enhancing formative assessment teaching and research practice are provided at the end.
7,700원
6.
2025.06
구독 인증기관 무료, 개인회원 유료
This study investigates the conversation strategies that Korean middle school English learners employ when interacting with AI-based writing tutor chatbots. A total of 79 eighth-grade students at a middle school in Seoul engaged in English process writing tasks with ChatGPT API-powered writing tutor chatbots, composing an argumentative and an expository essay. Their dialogues during the pre-writing and drafting stages were analyzed using content analysis, with a focus on linguistic modification strategies within situated writing contexts. The results reveal that learners actively interacted with the AI writing tutor chatbots, employing various strategies to refine chatbot responses, clarify misunderstandings, and negotiate meaning. These strategies demonstrated both backward- and forward-oriented approaches, allowing students to iteratively improve their writing through dynamic interaction. Based on these findings, the study provides pedagogical recommendations for optimizing AI chatbot-mediated conversations in L2 English writing instruction.
6,400원
