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.3 (2025년 9월) 8건
1.
2025.09
구독 인증기관 무료, 개인회원 유료
This study investigated the thematic and lexical characteristics of high-difficulty English reading items—commonly referred to as killer questions—in the Korean College Scholastic Ability Test (CSAT) between 2018 and 2025. Using text mining methods, including Latent Dirichlet Allocation (LDA) and CEFR-based lexical profiling, the analysis reveals that these items disproportionately addressed abstract, academic topics such as cultural heritage, moral dilemmas, and cognitive science. Lexical analysis further indicated that over 30% of the words used are at the C1 level or above, reflecting substantial vocabulary demands. These findings point to a misalignment with the national curriculum, which is designed to target B1–B2 proficiency with more familiar and accessible topics. The combined challenge of abstract themes and advanced vocabulary raises concerns about the construct validity and fairness of these items, suggesting that they may measure background knowledge or test-taking strategies rather than genuine English reading proficiency. The study concludes by calling for evidence-based item development and closer alignment with curricular goals to ensure valid and equitable high-stakes language assessment.
5,500원
2.
2025.09
구독 인증기관 무료, 개인회원 유료
To support English speaking instruction and assessment in Korean schools, this study developed a taxonomy of English speaking tasks by analyzing the 2022 Revised English Curriculum, reviewing standardized English speaking tests, and referring to task classifications in the CEFR and ACTFL. Three modes of English speaking were identified in response to different communication contexts and purposes: imitative, interactional, and presentational. Tasks designed to elicit each mode were further classified by task type. Imitative speaking comprised two task types: ‘listen and repeat’ and ‘read aloud’. Interactional and presentational speaking each included three task types, based on the macro functions of language use: interpersonal, transactional, and evaluative/problem-solving. Each task type was further subdivided into categories and subcategories. The resulting taxonomy can be aligned with school grade levels in the curriculum by excluding tasks that exceed the relevant achievement standards and by adjusting topics, vocabulary, language forms, and task complexity according to students’ grade levels.
6,000원
3.
2025.09
구독 인증기관 무료, 개인회원 유료
This study investigates how Korean in-service English teachers’ awareness of World Englishes relates to their perceptions and practices in English listening instruction. A total of 200 secondary school teachers completed a questionnaire including Likert-scale and open-ended items. Results indicated that teachers aware of World Englishes were more critical of current listening instruction, which prioritizes American and British accents, and were more supportive of integrating diverse English accents into their teaching. A significant negative correlation was found between teaching experience and World Englishes awareness, suggesting that more experienced teachers may be less attuned to global perspectives on English. Qualitative responses supported these findings and revealed challenges such as curriculum constraints, limited teaching materials, and lack of training. Nonetheless, several teachers emphasized the importance of preparing learners for real-world communication by exposing them to diverse accents. The study highlights the need for curriculum reform and professional development aligned with the Teaching English as an International Language (TEIL) framework.
7,700원
4.
2025.09
구독 인증기관 무료, 개인회원 유료
This study aimed to analyze elementary school teachers’ needs regarding the functions of AI-based digital English textbooks. Data were collected from a survey of 96 elementary school teachers. First, a paired sample t-test was first used to examine differences between perceived importance and current implementation. Borich’s needs assessment model was then applied to identify priority items, and the Locus for Focus model was followed visualize them. Finally, a comprehensive analysis was conducted to determine the most urgent needs. Results showed that among five categories—Diagnostic and Evaluation Functions, Support for Personalized Instructional Design, Adaptive Learning Support, AI Tutor and Assistant Teacher, and Dashboard and User Interface—the highest need was in Diagnostic and Evaluation Functions. Personalized Instructional Design and Adaptive Learning Support also showed high demand. These findings suggest that AI-based digital textbooks remain in a developmental phase, requiring further discussion on how to implement them effectively according to subject-specific needs.
5,700원
5.
2025.09
구독 인증기관 무료, 개인회원 유료
This mixed-methods study investigated language anxiety among Korean military air traffic controllers (ATCOs) when communicating with native English-speaking pilots. The quantitative phase (N = 81) used hierarchical regression analysis examining relationships between individual characteristics and anxiety levels. The qualitative phase (N = 13) employed semi-structured interviews exploring controllers' experiences, anxiety triggers, and coping mechanisms. Results revealed that general communication anxiety (β = .69, p < .001) and English proficiency (β = -.28, p < .05) significantly predicted anxiety with American pilots, with psychological factors explaining 58.8% of variance. These findings suggest that language anxiety stems from broader communication apprehension rather than isolated linguistic difficulties. Qualitative analysis identified five themes: communication breakdown, technical factors, skills hierarchy, informal coping, and institutional gaps. Overall, the study indicates that language anxiety in military ATC contexts is complex, influenced by individual psychological traits, situational demands, and organizational factors. It contributes to a deeper understanding of professional language anxiety in safety-critical contexts and provides evidence-based recommendations for aviation English training reform.
6,100원
6.
2025.09
구독 인증기관 무료, 개인회원 유료
Urban and Rural Students’ Experiences with AI PengTalk in English Learning: A Comparative Case Study
This comparative case study examined the experiences of urban and rural elementary school students in Korea using PengTalk, an AI-based English learning application. Using a mixed-methods approach, the study analyzed student surveys, usage records, and interviews. Quantitative data were examined through descriptive statistics and Mann-Whitney U tests, while qualitative responses were analyzed thematically. Both groups expressed positive perceptions, especially regarding PengTalk’s gamified and interactive features. Urban students outperformed their rural peers in average scores (82.5 vs. 75.8) and cumulative totals (28,224 vs. 12,369). However, gamification alone was insufficient to sustain engagement, particularly in the rural school. Major challenges included limited digital literacy and inadequate instructional support in the rural school, as well as technical issues such as voice recognition errors in the urban school. The findings indicate that student engagement with AI tools depends not only on application design but also on contextual factors such as access, support, and digital infrastructure. This study concludes with recommendations for more inclusive and equitable AI-assisted language learning environments.
6,000원
7.
2025.09
구독 인증기관 무료, 개인회원 유료
This qualitative study investigates how three experienced Native English-speaking teachers (NESTs) in Korea’s private education sector (hagwons) construct and negotiate their professional identities. Grounded in Wenger’s (1998) social theory of identity, the study explores (1) how NESTs navigate their roles across institutional, cultural, and global communities of practice, and (2) how their learning trajectories influence identity development over time. Data were collected through group discussions, reflective journals, and in-depth interviews. Findings reveal that NESTs’ identities are dynamic and continually reshaped through interactions with Korean English Teachers (KETs), students, and institutional contexts. While native-speaker status affords symbolic capital and instructional autonomy, it can also result in marginalization within Korea’s exam-oriented, hierarchical education system. The study highlights how sustained engagement, intercultural adaptation, and reflective practice foster more agentive and contextually grounded professional identities. It calls for institutional policies and teacher education programs that support long-term development, promote equitable team-teaching, and provide localized training responsive to the specific demands of Korean English classrooms.
6,900원
8.
2025.09
구독 인증기관 무료, 개인회원 유료
This study examines the implementation of CEFR Basic User-level descriptors within a systematic instructional design framework to support learner-centered instruction and formative assessment in Korean elementary English education. Focusing on Grades 3 and 4, the study aligned CEFR’s four communicative functions—reception, production, interaction, and mediation—with the 2015 Revised National English Curriculum. A CEFR-based self-assessment tool was developed and administered before and after instruction to measure learners’ perceived communicative development. Findings revealed functional gains across multiple communicative domains, with variation in growth patterns depending on learner group and task type. K-means clustering identified three learner profiles—low-growth, reception-focused, and high-growth—which informed differentiated instructional strategies tailored to learner needs. The results demonstrate that CEFR-informed self-assessment, when combined with systematic instructional design, enhances curriculum coherence and supports data-driven pedagogy. This study provides empirical evidence on the practical integration of CEFR descriptors in primary classrooms, highlighting their potential to inform learner diagnosis and guide targeted instruction in localized educational contexts.
6,600원
