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.4 (2025년 12월) 8건
1.
2025.12
구독 인증기관 무료, 개인회원 유료
With the growing interest in generative AI (GenAI) for language assessment, its potential as a rater has been discussed. This study compares trained human raters’ scores with GenAI ratings in assessing L2 pragmatic speaking performance across different task types. Fifty L2 English learners of varying proficiency levels completed pragmatic speaking test items, which were scored by five trained raters and ChatGPT-5. To examine the comparability, many-facet Rasch measurement was employed, focusing on examinees’ abilities, raters’ severity, item difficulty, and rating criteria functioning. Findings indicated a moderate correlation between GenAI and human ratings in terms of examinee ability. Compared to human raters, ChatGPT exhibited higher internal consistency and produced a narrower examinee ability distribution. ChatGPT ratings tended to focus on explicit features, such as specific conditions in real-life pragmatic tasks and formulaic expressions, while showing inconsistency in scoring off-task performances and implicit sociopragmatic dimensions. These findings are discussed in light of the potential of GenAI for low-stakes classroom assessment.
6,400원
2.
2025.12
구독 인증기관 무료, 개인회원 유료
This study investigates the effects of a college EFL reading course on learners’ language proficiency and critical thinking habits. Two cloze tests and the K Critical Disposition Test were administered to treatment and control groups at the beginning and end of the semester, and TOEIC scores were used to validate the proficiency measures. The treatment group also completed an end-of-semester questionnaire on perceived course impact. Both groups showed significant proficiency gains, but the treatment group did not show greater improvement than the control group. However, only the treatment group exhibited significant development in critical dispositions. A comparison of assessment results and self-reported perceptions suggests that learners’ judgments may not reliably reflect actual learning outcomes. These findings suggest that while deep reflection and discussion on English texts can enhance critical dispositions, achieving gains in proficiency and critical thinking simultaneously within a single course appears difficult. They also suggest the necessity of incorporating learning-based assessments into program evaluations to supplement subjective evaluations.
8,100원
3.
2025.12
구독 인증기관 무료, 개인회원 유료
This study investigates how writing tasks in 10th-grade English textbooks in South Korea have evolved across six national curricula, from the 5th to the 2022 Revised Curriculum, excluding the 2009 Revised Curriculum, which did not mandate the use of textbooks for this grade level. The study examined writing tasks from 16 textbooks, analyzing their instructional focus, the integration of pre-, while-, and post-writing components, degree of collaboration, and genre distribution. The findings indicate a gradual shift from sentence-level, language-focused tasks to paragraph-level, meaningmaking tasks. Process-oriented elements, particularly pre- and post-writing components, have become more common, though post-writing activities remain limited to peer review. The provision of paragraph skeletons has increased over time. Peer-based collaboration has increased, but group writing tasks have nearly disappeared. Genre coverage has broadened over time, yet expository writing continues to dominate. This study underscores the importance of continued attention to how writing is represented in instructional materials to support more pedagogically informed L2 writing instruction.
5,800원
4.
2025.12
구독 인증기관 무료, 개인회원 유료
This study empirically investigates the causal relationships among learners’ perceptions of QuillBot effectiveness, learner autonomy, and writing anxiety in an EFL context. QuillBot, an AI-assisted writing tool providing paraphrasing and grammar-checking functions, was selected as the primary tool for student revision. Fifty-six undergraduate students majoring in Aviation Maintenance participated. Three instruments were employed to measure the constructs: learners’ perceived effectiveness of QuillBot, L2 writing autonomy, and L2 writing anxiety. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results indicate that students’ perceptions of QuillBot effectiveness positively influence writing autonomy, which in turn significantly reduces writing anxiety, while perceived effectiveness did not have a significant direct effect on writing anxiety. The findings suggest that perceiving QuillBot as an effective tool enhances learners’ control over their writing, highlighting the mediating role of learner autonomy in AI-assisted L2 writing. The results provide practical implications for integrating AI-assisted writing tools into L2 instruction to foster learner autonomy and reduce writing anxiety.
5,400원
5.
2025.12
구독 인증기관 무료, 개인회원 유료
This qualitative study explored how teaching practicum experiences influence foreign language teaching anxiety (FLTA) among Korean pre-service secondary English teachers. Semi-structured interviews were conducted before and after the practicum with eight pre-service English teachers selected for their high FLTA levels. Results showed a notable reduction in anxiety post-practicum. Initially, FLTA was driven by perceived linguistic deficiencies, fear of negative evaluation, perfectionism, non-nativeness, and inadequate pedagogical preparation. After the practicum, triggers shifted toward practical classroom issues, including time management and responding to student questions. Coping strategies evolved from rigid rehearsal and avoidance to adaptive practices such as rapport-building and reflective teaching. Participants emphasized the practicum’s role in reducing anxiety through authentic teaching experiences, advocating longer and more frequent practicums. These findings highlight the critical role of supervised, experiential classroom exposure in teacher education for mitigating FLTA and easing the transition from theory to practice.
6,100원
6.
2025.12
구독 인증기관 무료, 개인회원 유료
This paper investigates the interlanguage grammar of a child second language (cL2), and argues for the Missing Surface Inflection Hypothesis (MSIH). It analyzes a novel longitudinal case study documenting a native Arabic-speaking child acquiring English naturalistically from age four. The findings reveal a clear dissociation between the learner’s highly variable use of inflectional morphology and her otherwise robust syntactic competence. Despite inconsistent verbal inflections, the learner consistently demonstrated high accuracy in complex syntactic domains, including null subjects, case assignment, and English-specific question formation. Notably, the data show a lack of observable negative transfer in production from her L1 (Arabic), despite major typological differences, a finding that challenges strong L1 determinism in early cL2 acquisition. The learner’s error patterns align with Grammatical Conservatism, where morphological omissions co-occur with syntactic accuracy. These results validate the MSIH in a previously undocumented L1-L2 pairing and underscore the distinction between core computation and its surface realization in second language acquisition.
6,000원
7.
2025.12
구독 인증기관 무료, 개인회원 유료
This study investigates how Vietnamese English-major students construct their Ideal L2 Self as English users. Semi-structured interviews with 34 university students were analyzed using grounded theory. The findings show that students’ Ideal L2 Self initially emerged from vivid, positive visions driven largely by external motives such as career aspirations. Over time, this vision was refined through influences from their educational and living contexts, including classroom learning and near-peer role models, which encouraged concrete action plans for English improvement. Social media and broader social experiences also shaped students’ imagined participation in global communities of practice, further sustaining their motivation. The analysis indicates that depending on the degree of internalization, external motives may evolve into either an Ideal L2 Self or an Ought-to L2 Self. This study contributes to understanding L2 motivation in Vietnam by highlighting how the Ideal L2 Self develops across contexts and supports long-term engagement in English learning.
7,700원
8.
2025.12
구독 인증기관 무료, 개인회원 유료
This preliminary study examined how a professional development (PD) program supported Korean EFL teachers in integrating generative artificial intelligence (GenAI) into collaborative reading and writing instruction. Fifteen in-service secondary school teachers participated in an 11-session PD program that introduced GenAI-supported instructional models and guided teachers to adapt them through micro-teaching, reflection, and classroom application. Data were collected through pre- and postintervention surveys and three rounds of reflective journals. Quantitative findings revealed no significant improvement in perceived ease of using GenAI for collaborative reading. However, teachers reported significantly greater ease of use in collaborative writing, presentation, and form-focused instruction (FFI). Qualitative results identified recurring challenges—such as role imbalance, copy-and-paste reliance, and lack of scaffolding—which prompted teachers to revise the pre-existing instructional models into more structured ones (e.g., Expert Jigsaw Reading, role-based writing cycles). The findings demonstrate how PD programs can develop teacher agency by translating abstract GenAI principles into classroom-ready, pedagogically sustainable practices.
7,800원
