간행물
영어교육 KCI 등재 SCOPUS English Teaching
- 발행기관 한국영어교육학회
- 자료유형 학술지
- 간기 계간
- ISSN 1017-7108 (Print)
- 수록기간 1968 ~ 2026
- 주제분류 인문학 > 언어학 인문학 분류의 다른 간행물
- 십진분류KDC 374DDC 375
권호리스트/논문검색
Vol.81 No.1 (2026년 3월) 10건
1.
2026.03
구독 인증기관 무료, 개인회원 유료
This study examines two AI-driven written feedback tools—ChatGPT and AI Digital Textbooks (AIDT)—by comparing their effects on Korean middle school students’ English writing performance and perceptions. Over six weeks, fifty seventh graders completed six expository writing tasks and received feedback from either ChatGPT or AIDT. Pre- and post-tests and questionnaires assessed changes in writing performance and affective factors, including motivation, self-efficacy, metacognition, and anxiety. Results showed significant improvement in both groups with large effect sizes, although overall post-test scores did not differ. Subcomponent analyses revealed that ChatGPT better supported content and idea development, while AIDT was stronger in grammar and cohesion. ChatGPT users also reported higher motivation, self-efficacy, and perceived usefulness. Overall, both tools supported L2 writing, but with distinct pedagogical strengths: AIDT promoted accuracy through structured, rule-based feedback, whereas ChatGPT provided adaptive, dialogic feedback encouraging higherorder thinking. These findings suggest that tool selection should align with learners’ proficiency levels and instructional goals across different stages of writing.
8,100원
2.
2026.03
구독 인증기관 무료, 개인회원 유료
This study examined the 2022 Revised National Curriculum of Korea and Englishrelated policy documents through a critical discourse analytic lens, with particular focus on how language ideologies surrounding English education are discursively constructed and legitimised. The analysis demonstrates that the curriculum operates as a site of relegitimation and stabilisation in which English is discursively rearticulated as necessary, desirable, and governable under conditions of reform. Through intersecting discourses of future uncertainty, global communication, competency-based education, and inclusion, the curriculum constructs English as adaptive linguistic capital for an unpredictable future, moralises it as a marker of ethical global citizenship, and renders it measurable through standardised curricular technologies. In doing so, the policy stabilises standard language ideology while presenting itself as progressive, internationalised, and inclusive. This configuration exemplifies how reform discourse enables continuity in language ideology and linguistic stratification under the guise of innovation. These findings suggest that educational reforms frequently reproduce dominant ideologies through recontextualisation rather than transformation.
5,800원
3.
2026.03
구독 인증기관 무료, 개인회원 유료
This study investigated rater effects in the ICNALE Global Rating Archives (GRA), which contain ratings from 160 raters on 140 speeches and 140 essays across 10 rating criteria. After cleaning the raw dataset, two separate three-facet partial credit models were fitted to the speech and essay datasets to examine rater consistency, and a bias analysis was conducted to investigate the relationship between raters’ prior rating experience and severity. The results indicated that six raters in the speech ratings exhibited overly inconsistent rating patterns, but no rater in the essay ratings did. It was also found that raters’ prior rating experience was significantly associated with the complexity, involvement, and accuracy criteria in the speech ratings and with the complexity criterion in the essay ratings. However, the corresponding effect sizes for these interactions were trivial, indicating limited practical impact. The educational implication is that rigorous rater training could enhance rater consistency among both pre-service and less-experienced in-service English teachers in speaking and writing assessment.
5,800원
4.
2026.03
구독 인증기관 무료, 개인회원 유료
This study explored how task types and task phases influence fluctuations in EFL learners’ willingness to communicate (WTC), considering proficiency differences. Twenty-one female Korean university students, grouped into mid- and high-proficiency levels, completed three small-group communicative tasks that were manipulated according to goal orientation and outcome options. Situational L2 WTC was measured in real time using a computer-based rating scale, which produced time-series graphs capturing moment-by-moment changes. Stimulated recall interviews were conducted to examine learners’ perceptions of factors underlying these fluctuations. Results indicated that WTC was dynamically shaped by the interplay among task structure, task phase, and learner proficiency. Structured information-gap tasks reduced uncertainty and supported early-phase WTC, particularly for mid-level learners. Decision-making tasks enhanced WTC through collaborative idea construction, with initial proficiency differences diminishing as interaction progressed. In free conversation, increases in WTC were contingent on interactional alignment and topic elaboration. These findings underscore the importance of task-sensitive, phase-specific, and proficiency-aware instructional strategies for fostering WTC in EFL contexts.
6,000원
5.
2026.03
구독 인증기관 무료, 개인회원 유료
This longitudinal case study examines how a non-specialist English for Specific Purposes (ESP) instructor, trained in English education but with limited disciplinary expertise in Bio-Health, designed and refined an ESP course through the integration of generative AI over a three-year period (2023–2025). Using a mixed-methods approach, the study analyzed changes in instructional design practices and student perceptions. Data sources included annual student surveys, instructional materials, and the instructor’s reflective journals. Findings indicate that generative AI functioned as an external cognitive resource that reduced disciplinary content burden and supported instructional decision-making. Over time, instructional focus shifted from compensating for content limitations to structuring learning experiences through AI-supported design decisions, particularly in reading, vocabulary instruction, and project-based learning. Student perceptions of course effectiveness and major relevance increased, with the most positive evaluations following AI-supported project implementation in 2025. These changes are conceptualized as AI-mediated hybrid expertise, referring to professional knowledge in which pedagogical expertise is reconfigured through AI-supported access to disciplinary knowledge.
5,700원
6.
2026.03
구독 인증기관 무료, 개인회원 유료
This study investigated Korean middle school students’ English essay writing performance and perceptions related to prior writing experiences. Seventy-nine students completed one of three essay tasks aligned with the Korean national curriculum and the International Baccalaureate (IB) Middle Years Programme (MYP). They then responded to a survey on their writing experiences, task difficulty, and task selection rationale. Student responses were scored using four IB MYP writing assessment criteria: vocabulary, grammar, organization, and communication. The results revealed differences between students with and without prior writing experience. Experienced students showed greater confidence and achieved higher scores across all scoring domains, while inexperienced students reported higher difficulty and adopted avoidance-based task selection strategies. Regardless of experience, vocabulary and grammar were the most challenging, whereas communication scores were higher. These findings suggest that prior writing experience is linked to task engagement and writing quality. The results underscore the need to provide diverse, curriculum-aligned writing opportunities to support students’ growth in written communication.
6,100원
7.
2026.03
구독 인증기관 무료, 개인회원 유료
This study investigates Thai secondary school English teachers’ perceptions of ChatGPT in language education, offering context-sensitive insights from an underexplored Southeast Asian EFL context. Using a mixed-methods approach, data were collected from 31 teachers through surveys and five semi-structured interviews. Most participants reported moderate to high levels of familiarity with ChatGPT and recognized its value for lesson planning and grammar support. However, they also expressed concerns about plagiarism, student overreliance, and the potential weakening of critical thinking skills. Despite these reservations, teachers showed cautious openness to integrating ChatGPT into classroom instruction, provided that structured professional development, clear ethical guidelines, and sustained institutional support are available. Participants emphasized the importance of strengthening artificial intelligence (AI) literacy among students and called for clearer policy direction at both institutional and national levels. These perspectives were shaped by Thailand’s exam-oriented education system and persistent digital inequality. Overall, the findings indicate that effective AI adoption in Thai EFL classrooms requires not only pedagogical readiness but also policy coherence and infrastructural equity.
6,000원
8.
2026.03
구독 인증기관 무료, 개인회원 유료
The purpose of this study is to investigate whether, and in what ways, high school students’ aesthetic sensibility, critical thinking, and creative thinking develop through the ‘Reading English Literature’ course. To this end, this study adopted a mixed-methods approach. Thirty-nine students participated in response-based activities over 17-week period. Pre- and post-instruction competency assessments were administered, and paired-samples t-tests were conducted to examine changes in the three target competencies. In addition, classroom observations and individual interviews were conducted with 16 participants to explore students’ experiences and perceptions. The results revealed that the three competencies developed through close and dynamic interaction. Critical thinking and creative thinking evolved in a complementary relationship, grounded in aesthetic sensibility. Overall, the findings suggest that the competency-based ‘Reading English Literature’ course can help students grow into intellectually and emotionally mature individuals equipped not only with language proficiency but also competencies in deep thinking and empathy.
6,300원
9.
2026.03
구독 인증기관 무료, 개인회원 유료
This study examines the impact of a university-level elective, Practical English Conversation, designed with Seligman’s (2011) PERMA framework, on students’ emotional and cognitive experiences. The course incorporated communicative speaking tasks and collaborative interaction in real-life contexts to promote positive emotion, engagement, relationships, meaning, and accomplishment in English language learning. Participants were 51 undergraduates from two sections of the course who completed both pre- and post-course surveys out of 63 enrolled students. Using a mixed-methods design, a 15-item PERMA-based questionnaire was administered at the beginning and end of the semester. Paired-sample t-tests showed significant improvements across the five PERMA domains. Qualitative reflections analyzed using NVivo further illustrated both supportive and challenging aspects of the course, including workload, speaking anxiety, and group participation dynamics. The findings provide preliminary insights into how PERMA-informed course design may shape learners’ emotional and cognitive experiences and contribute to a more supportive and reflective learning environment for students in university English communication classrooms and related learning contexts.
6,000원
10.
2026.03
구독 인증기관 무료, 개인회원 유료
This study examines the developmental trajectory of feedback research in Korean EFL writing from the early 1990s to 2025 through a qualitative systematic synthesis of KCIindexed journal articles. Drawing on major learning theories and educational reforms, the study identifies four stages that reflect shifts in curriculum policy, assessment practices, and the gradual incorporation of digital and AI-based tools. Early work was characterized by teacher-centered and form-focused corrective feedback, followed by comparative studies of feedback types influenced by sociocultural theory and formative assessment perspectives. Recent research has increasingly addressed learners’ metacognition, self-regulation, feedback uptake, and AI-mediated practices. Despite these broader theoretical orientations, the literature remains dominated by short-term interventions and perception-based studies, with limited evidence on sustained writing development in classroom settings. The findings indicate a gap between theoretical advancement and instructional practice in Korean EFL writing. This study calls for longitudinal, classroom-based, and mixed-method research that examines how teacher-, peer-, and AI-mediated feedback can be integrated within context-sensitive instructional models.
6,100원
