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.2 (2026년 6월) 10건
1.
2026.06
구독 인증기관 무료, 개인회원 유료
This study employed latent profile analysis (LPA) and latent transition analysis (LTA) to examine the short-term longitudinal development of L2 reading comprehension among young Korean EFL learners in Grades 1 and 2 participating in an AI-integrated gamebased learning program. L2 reading comprehension was assessed at three time points across vocabulary, sentence-level, and discourse-level comprehension. The LPA identified five distinct reading profiles, revealing substantial heterogeneity prior to formal English instruction. The LTA showed pronounced upward transitions during the early phase of the program, particularly among lower-performing learners, followed by strong profile stability in the later phase. These findings suggest that the instructional environment may support initial improvement in foundational reading-related skills. However, the limited later profile transitions indicate possible constraints in sustaining continued developmental progress. The findings highlight both the potential and limitations of AI-supported game-based learning and underscore the importance of examining heterogeneous learner trajectories in early technology-mediated language learning contexts.
6,600원
2.
2026.06
구독 인증기관 무료, 개인회원 유료
This exploratory study investigates rater severity, internal consistency, and rater-related interaction effects in a graph-based writing test for English placement purposes. A total of 101 ESL test-takers completed two graph-based writing tasks, and three trained raters evaluated the performances using a five-point analytic scoring rubric. Multi-faceted Rasch Measurement was employed, and the results indicated that, although the raters demonstrated acceptable levels of internal consistency, they differed significantly in overall severity, suggesting that they were not fully interchangeable. Interaction analyses further revealed no unexpected severity or leniency toward specific test-takers. However, differential rater functioning emerged regarding organization, with two raters exhibiting opposing severity tendencies. These findings suggest that rater training may enhance internal consistency but does not fully eliminate differences in rating severity. They further highlight the need for targeted, criterion-focused calibration for organization in graph-based writing tasks, and scoring rubric refinement to support valid score interpretations and fair placement decisions.
6,600원
3.
2026.06
구독 인증기관 무료, 개인회원 유료
This study examines the validity of score interpretations of a classroom-based oral reading fluency (ORF) assessment for 60 Korean high school EFL learners using an argument-based validation framework. Focusing on the evaluation and explanation inferences, the research integrated quantitative measures with qualitative analysis of rater verbal protocols. Quantitative analyses yielded excellent inter-rater reliability, while qualitative evidence confirmed that rater reasoning was predominantly rubric-referenced, demonstrating that raters prioritized multidimensional cues—specifically phrasing and pace—over impressionistic judgments. Regarding the explanation inference, prosody correlated more strongly with post-oral-reading comprehension than reading rate did, positioning expressive phrasing as a superior indicator of meaning construction in EFL reading. Furthermore, jagged profiles offered a nuanced way to diagnose reading difficulties such as the gap between decoding automaticity and prosodic performance. These findings demonstrate that incorporating prosody into ORF assessment provides valuable diagnostic insights, enabling a shift from product-oriented testing to processoriented formative assessment in EFL reading.
8,300원
4.
2026.06
구독 인증기관 무료, 개인회원 유료
An analysis of construct divergence and assessment validity between Common English and Basic English
This study examines whether the mutual substitutability of Common English and Basic English within the South Korean High School Credit System is defensible from a construct validity perspective. Drawing on curriculum-assessment alignment criteria and Depth of Knowledge (DOK) analysis, the study analyzes the 2022 Revised National English Curriculum and reveals a fundamental construct divergence between the two courses. Common English centers on DOK 3-4 processes (56.3%-62.5%), including critical reasoning and media evaluation, whereas Basic English concentrates on DOK 1- 2 (over 75%), with DOK 4 structurally absent. Analyzed through Messick’s integrative validity framework and Kane’s argument-based approach as the interpretive lens, this asymmetry is shown to weaken the validity argument at its scoring, generalization, extrapolation, and implication stages, thereby undermining the equivalence assumption that underlies credit recognition. Left unaddressed, the differentiation risks functioning as de facto tracking that constrains vulnerable populations’ access to higher-order tasks. To reconcile curricular diversity with assessment legitimacy, this study proposes a common core construct, multidimensional achievement profiles, scaffolded bridging modules, and quality-assurance protocols.
6,400원
5.
2026.06
구독 인증기관 무료, 개인회원 유료
The purpose of this study was to investigate the contributions of the actual and ideal L2 selves to L2 achievement/proficiency through achievement goals, using structural equation modeling (SEM) among 396 high school students learning English in Korea. Findings indicated that the actual L2 self significantly contributed to the English section of the Scholastic Ability Test (ESAT) directly and indirectly through the mediation of achievement goals as a whole. Even though the ideal L2 self did not contribute to the ESAT directly, it significantly contributed to the ESAT mediated by achievement goals as a whole indirectly, indicating that goals can drive motivation. In addition, the mediating effects of mastery approach goals (MAPG) were greater than those of performance approach goals (PAPG) in the paths from the actual and ideal L2 selves to the ESAT. These findings imply that students’ actual and ideal L2 selves can be enhanced more effectively, should achievement goals be incorporated.
6,600원
6.
2026.06
구독 인증기관 무료, 개인회원 유료
This study examined frequency-banded vocabulary performance among international students in Korean universities across NGSL Levels 1–7 and tested whether level-based change varied by national group. Eighty-seven undergraduates (Vietnam n = 50, Myanmar n = 26, Central Asia n = 11) completed a 70-item NGSL-based odd-one-out test. Descriptive statistics summarized frequency-level accuracy profiles. Item-level accuracy was then analyzed using a generalized linear mixed-effects model with fixed effects of Level, Group, and their interaction, and crossed random intercepts for participants and items. Accuracy declined as Level increased, revealing a shared zone of mid-level vulnerability, especially across Levels 3–5. The Myanmar and Central Asian groups showed partial recovery at Level 6, whereas the Vietnamese group displayed a relatively consistent downward pattern. Overall, the study shows that international students’ vocabulary performance should not be reduced to a single total score. Instead, level-based profiles reveal vulnerable ranges that can guide targeted support and groupspecific responsive input, practice, and feedback for more efficient lexical development.
8,100원
7.
2026.06
구독 인증기관 무료, 개인회원 유료
This study explores how learners across school levels engage with a digital extensive reading (ER) environment by comparing upper elementary and lower secondary EFL learners (N = 100). Both groups participated in a four-week multimedia e-book reading program designed to support ER through multimodal features and teacher guidance. Using a mixed-methods design with pre-post reading measures, surveys, and classroom observations, the study examined changes in reading fluency and affective engagement. Results showed that both groups improved in fluency and affective engagement, although patterns differed by school level. Confidence and interest improved in both groups, while motivation increased only among secondary learners. Reading speed improved across groups, whereas comprehension gains were significant only for elementary learners. Elementary learners’ progress reflected teacher-mediated scaffolding, whereas secondary learners showed greater self-regulated engagement. Correlation analyses showed that confidence was most strongly associated with reading fluency. These findings suggest that digital ER is most effective when instructional support and digital affordances align with learners’ developmental needs.
6,100원
8.
2026.06
구독 인증기관 무료, 개인회원 유료
This study investigated perspective taking in essays written by South Korean undergraduate EFL students, its relationship with writing performance, and the features of its more advanced forms. Using a mixed-methods design, 78 essays from 26 students were analyzed. Perspective taking was coded at the T-unit level into hierarchical categories (own-side, dual, integrative), and writing quality was assessed both holistically and analytically. Dual and integrative units were further examined qualitatively for linguistic and discourse features. Results showed that students relied primarily on own-side perspectives, with dual and integrative perspectives occurring less frequently. Multilevel analyses revealed that perspective-taking scores were significantly associated with holistic writing quality and the analytic dimension of language use, controlling for essay length, prompt, and gender. Qualitative findings indicated that dual perspectives involved contrastive and evidential language, whereas integrative perspectives featured structures that reconciled opposing viewpoints. Overall, the findings highlight the role of linguistic choices in perspective taking and the need to support learners in integrating multiple viewpoints.
6,000원
9.
2026.06
구독 인증기관 무료, 개인회원 유료
This study examines the implementation of a global exchange project-based learning (PBL) program in a university-level English education context. By integrating online exchange, field-based interviews in the Philippines, and digital content production, the study explores how students engage in intercultural interaction through experiential learning. The study adopted a process-oriented perspective to examine how intercultural learning developed progressively through multiple stages of interaction, beginning with online exchange and extending to field-based engagement. Through interactions with local participants, students engaged in spontaneous communication, negotiated meaning, and explored cultural differences and similarities. In particular, field-based interaction provided qualitatively different learning conditions from online exchange by requiring learners to respond to unpredictability and negotiate meaning in authentic contexts. In addition, digital storytelling through student-generated video content and VR-based artifacts mediated reflective learning, enabling students to reinterpret their intercultural experiences. These findings suggest that global exchange PBL offers a process-oriented framework for integrating intercultural interaction and digitally mediated reflection in English language education.
5,800원
10.
2026.06
구독 인증기관 무료, 개인회원 유료
This study investigated the effects of instruction based on a SCOBA—a schema for a complete orienting basis of an action—on young EFL learners’ understanding of English noun countability. A total of 81 third-grade elementary school students were assigned to either a SCOBA-based or a picture-based instruction group. Over four weeks, both groups practiced target nouns using pictures, but the SCOBA-based group additionally used a SCOBA, a mediational tool in concept-based language instruction (C-BLI). Although both groups showed comparable achievement on the immediate posttest, the SCOBA-based group significantly outperformed the picture-based group on the delayed transfer test involving novel nouns. Qualitative analysis of post-intervention surveys revealed that the picture-based group relied mainly on rule-based explanations, whereas the SCOBA-based group more often drew on concept-based and property-based explanations. The findings suggest that picture-based instruction may help young learners recognize recently taught noun forms; however, SCOBA-based instruction may be more effective in promoting a transferable understanding of English noun countability.
6,400원
