With the increasing integration of generative Artificial Intelligence (AI) in education, there is a growing demand for accessible AI-powered platforms for teachers and students. This study examines the efficacy of an online question-making platform using GPT-3.5 generated content to develop Korean students’ question-asking skills in English. Employing a mixed-methods approach, we assessed the platform’s impact on students’ question making abilities and its feasibility in classroom settings. Participants included thirty students from a 4th grade elementary school English classroom in Korea and seven elementary school teachers. Quantitative data were collected through pre- and post-tests measuring students’ question-making skills, while qualitative insights were gathered from semi-structured teacher interviews. Results indicated that the application was able to significantly improve students’ question-making abilities. Thematic analysis of interviews indicated positive perceptions of the platform’s usability and p otential f or l anguage learning. Findings m ay contribute to the growing body of research on using artificial intelligence in L2 education and offer practical insights for educators seeking to leverage advance language models in their instructions.

Despite the widespread recognition of the prominent contribution of key language subskills, such as grammar and vocabulary knowledge, to reading comprehension, a research consensus on their relative significance has not been reached. Moreover, the extent of the contribution vocabulary depth makes to reading comprehension has received little research attention. The present study assessed the relative potential contribution of vocabulary depth and grammar knowledge to advanced Korean EFL college students’ reading comprehension abilities, while controlling for their language proficiency and vocabulary breadth, through hierarchical regression analyses. 56 advanced EFL Korean college students were tested on reading comprehension abilities and a range of reading-related subskills including vocabulary breadth, vocabulary depth, grammar, and listening comprehension in English. The findings revealed the unique contribution of vocabulary depth to reading comprehension abilities beyond the effects of both vocabulary breadth and grammar knowledge when English proficiency was controlled for. The findings further underscore the need for balanced approaches in developing L2 learners’ language skills to enhance their reading comprehension abilities.

This study investigates the listening comprehension performance of Korean university students when exposed to unscripted and scripted English speech, as well as their perceptions of various linguistic features associated with each speech type. A total of 115 participants were divided into two groups, both of which had the same level of listening proficiency. The unscripted group listened to spontaneous, unscripted dialogues during the listening comprehension test, while the scripted group listened to scripted versions from which features typical of unscripted speech had been removed. Following the listening test, participants completed a questionnaire assessing their perceived level of difficulty regarding a range of features that typically distinguish the two speech types. The results revealed that the unscripted group scored significantly lower on the listening test compared to the scripted group. Additionally, the survey indicated that participants found unscripted speech significantly more challenging, especially due to factors such as pronunciation, vocabulary, and grammar. Features typical of unscripted speech, including filled pauses, false starts, and a natural speech rate, were identified as obstacles to L2 listening comprehension. Based on these findings, the study suggests implications for L2 learning materials, instructional methods, assessment practices, and teacher education programs.

The main purpose of this paper is to examine the intersubjective experiences of those who use the ‘-geodeun’ construction within the Korean language. For this purpose, we consider two categories; those based on ‘modality’ and those based on ‘information structure.’ Based on consideration, two categories is not appropriate for the term ‘-geodeun’. Therefore, this paper suggests new grammatical category (intersubjectivity). Using this category, we are able to explain how ‘-geodeun’ is used in both exceptional and normal cases. Furthermore, intersubjectivity is a comparative concept and requires learners to compare the use of ‘-geodeun’ with similar constructions in their mother tongues. In the view of intersubjectivity, ‘-geodeun’ expresses speaker’s attention to listener. Speaker exposes attention to listener’s knowledge and judges whether listener knows about the information included speaker’s utterance (message). Especially, ‘-geodeun’ can be used both new and old information to listener. On based on this usage, this paper suggests models of instruction for teaching and learning intersubjectivity of ‘-geodeun’ for increasing applicability of actual education field. Introduction of concept of intersubjectivity contributes to improving Korean grammar accuracy between similar grammar item and learners’ fluency.

The purpose of this study is to develop a chatbot for Korean language education using Google Dialogflow, aiming to determine its effectiveness as a learning tool and to investigate learners’ perceptions of prototype chatbots. Six Korean language education chatbots were developed for beginner Korean language learners, and 30 beginner learners—15 from Mongolia studying in Korea and 15 from Japan studying abroad—were recruited. These learners practiced Korean conversation with the chatbots for about three weeks, and pre- and post-surveys were conducted. Analysis showed that using the chatbots for conversation practice positively impacted learners’ confidence. However, the chatbots’ overall effectiveness fell short of expectations, as significant results were observed only in confidence among the three investigated areas: interest, confidence, and motivation. Learners were generally satisfied with the chatbots, although Japanese learners rated its effectiveness in improving expressions and comprehension skills low, suggesting a need for further analysis. Both groups found voice chatbots more beneficial, underscoring a significant need for individual speaking practice, especially among Japanese learners. Despite limitations such as the inability to engage in flexible conversations, the study demonstrates the potential of chatbots developed as a learning tool and identifies learners’ perceptions from various perspectives.

This is a case study of tandem learning using a metaverse platform in a Vietnamese-Korean language course. It aimed to explore more efficient foreign language teaching methods beyond traditional approaches. To achieve this, the study provides an in-depth look at the course structure that incorporated tandem learning, the interactions between learners on the metaverse platform, and survey results reflecting their learning experiences and perceptions of this particular approach. This study is significant in that it provided a new learning environment using the metaverse, enabling more active participation from learners. It also integrated the tandem learning method, which allows learners to actively participate in the mutual language acquisition process as both target language learners and as instructors or experts of the partner’s target language. Furthermore, the study is meaningful for its specific attempt to design tandem learning classes using the metaverse, particularly for Vietnamese-Korean classes.

This paper reports on the practice of Korean student-teachers who used a high school Japanese textbook to prepare mock lessons for their mock Japanese language classes. Firstly,the cultural framework is lectured based on the three Ps of foreign language standards and the four Cs of CLIL by Professor (author). Secondly, the teacher trainees select from the textbook a culture that can be do in the classroom, and design a cultural experience mock lesson according to the ADDIE model. Thirdly, they revise the mock lesson based on the feedback and comments from peers. Finally, the teacher trainees reflect on the participants’ reflection sheets and satisfaction surveys. As a result of the practice, the cultural experience mock lesson was highly satisfying for both the teacher trainees and the participants, but the practice made the issues visible. In particular, the lack of desk-to-desk instruction became apparent, which led to the realization that it was necessary to teach the importance of desk-to-desk instruction in mock lessons for second foreign language (Japanese) classes as well.

The purpose of this study was to investigate how the English speaking ability of Korean EFL college students was affected by their interactions with Talk-to-ChatGPT while taking an ‘English Interview’ class. Thirty pieces of English conversation scripts with thirty chatbot conversations created by five students were collected for analysis. Two online text analysis programs, Quillbot including word counter and grammar checker and T.E.R.A.(Text Ease and Readability Assessor), were used for data analysis. The findings of data analysis revealed that 1) The average length of the sentences and words spoken by the participants has increased through English speaking practice using Talk-to-ChatGPT, and 2) There was no significant change in text ease and readability, and coherence of students’ utterances through English speaking practice using a chatbot while there were differences depending on their English proficiency levels. 3) Students A, B, and D, who had relatively low levels of English proficiency, showed a slight increase in syntactic accuracy and semantic clarity in their English interview practice. Based on the study findings, pedagogical implications for the effective use of AI-based apps or programs in English speaking classes were presented.

The study is aimed at investigating the impact of self- and peer-assessment on students’ teacher efficacy and satisfaction in lesson planning at a university foreign language pedagogy course. Four self- and peer-assessment sessions for developing pedagogically sound lesson plans were held for 7 weeks. Nineteen students participated in the study. A student questionnaire was collected to see if self- and peer-assessment affected students’ teacher efficacy twice in weeks 1 and 7. In addition, in-depth interviews were conducted to understand students’ perceptions of self- and peer-assessment in terms of its benefits and room for improvement. The research revealed the findings as follows. Firstly, there was a statistically significant impact of self- and peer-assessment of lesson plans on both domains of teacher-efficacy: personal teaching efficacy and teaching outcome expectancy. Secondly, students found self- and peer-assessment satisfactory and useful when building lesson plans. Thirdly, themes for benefits of self- and peer-assessment were ‘objective perspective,’ ‘heightened insight,’ and ‘reflective thinking.’ Lastly, two themes for room for improvement in peer-assessment were ‘offering positive feedback’ and ‘working on the same period.’

This paper aims to analyze the cognitive-semantic properties of Greek preverbs derived from ancient Greek prepositions and proposes a vocabulary teaching method utilizing them. Vocabulary acquisition plays a crucial role in foreign language learning, yet traditional methods often rely on simple interpretation or context-based understanding, leaving learners to fill in knowledge gaps independently through dictionary use. In this study, a method for mastering preverbs derived from ancient Greek prepositions to enhance modern Greek vocabulary is presented. These morphemes, evolved from ancient Greek prepositions into modern Greek preverbs, are paired with various verbs, primarily those with spatial connotations. The focus centers on 15 preverbs: anti-, apo-, dia-, eis-, en-, epi-, kata-, meta-, para-, peri-, pro-, pros-, syn-, yper-, and ypo-. The usage of these preverbs in vocabulary construction is analyzed, and they are employed for instructional purposes. Each preverb’s semantic domain is delineated, accompanied by a schematic representation to aid learners in conceptualization by establishing a central meaning. By engaging in conceptualization, learners can grasp preverb meanings, comprehend new vocabulary utilizing these preverbs, and progressively expand their vocabulary to encompass peripheral meanings associated with each preverb.

The objective of this study is to examine ways to develop and design actual teaching and learning materials based on grammar consciousness-raising tasks. In our country, unlike in the field of English or Korean language education as a foreign language, in the area of Spanish education there is very little research on grammar consciousness-raising tasks and there is no research on the development of teaching and learning materials. Therefore, this study was focused on teaching Spanish as a foreign language. First of all, we looked at the concept and characteristics of the grammar consciousness-raising tasks, their pros and cons, and the expected effects of introducing these tasks into domestic Spanish education. Afterwards, we set the teaching and learning model based on the grammar consciousness-raising tasks and looked at things to be careful about when designing tasks corresponding to each stage. Based on this, we created actual teaching and learning materials. We hope that this study will serve as a reference and that research on grammar consciousness-raising tasks will be actively conducted in domestic Spanish education, and that materials will be developed with more diverse language items. El objetivo de este estudio es examinar formas de desarrollar materiales de enseñanza y aprendizaje basados en las tareas gramaticales y diseñar materiales reales. En nuestro país, a diferencia de la enseñanza del idioma inglés o coreano como lengua extranjera, existe muy poca investigación sobre las tareas gramaticales en el ámbito de la enseñanza de la lengua española, y no existe investigación sobre el desarrollo de materiales de enseñanza y aprendizaje. Por ello, este estudio se centró en la enseñanza del español como lengua extranjera. En primer lugar, analizamos el concepto y las características de las tareas gramaticales, sus ventajas y desventajas, y los efectos esperados al introducir estas tareas en la educación del español en el país. Posteriormente, configuramos el modelo de enseñanza y aprendizaje basado en las tareas gramaticales y analizamos los aspectos a tener en cuenta a la hora de diseñar las tareas correspondientes a cada etapa. Con base en esto, creamos materiales de enseñanza y aprendizaje reales. Esperamos que este estudio sirva como referencia y que se lleven a cabo activamente investigaciones sobre las tareas gramaticales en la educación del español en nuestro país, y que se desarrollen materiales con elementos lingüísticos más diversos.

The purpose of this study is to investigate the effect of ‘individual coaching’ and ‘L2 learning experiences’ on TOEIC learning among low proficiency learners. Among the 194 college students who received classroom coaching, the 23 students who scored 2 to 6 (out of 25) on Simple TOEIC 1 were given three individual coaching sessions. The effect of coaching was quantitatively proven through the independent samples t-test conducted on the scores of Simple TOEIC 1 and Simple TOEIC 2 between the individual coaching mixed group and the classroom coaching only group. The more individual coaching participants had different types of L2 learning experiences, the more their English achievement improved. In contrast, students who participated in classroom coaching only saw their academic performance decline. During individual coaching, participants who improved their English language achievement had positive learning experiences and feelings (confidence), while those who did not improve their grades experienced negative learning experiences and feelings. The clearer each participant’s learning goals (ideal L2 self) were, the more specific and continuous learning was possible, which was linked to improved English language achievement. Qualitative data from individual coaching sessions revealed the reasons for some participants’ academic success or failure.

This study analyzes students’ use of ChatGPT prompts to explore its potential as a supplementary feedback tool in English writing classes. Thirty-one pre-service teachers participated and were divided into high, middle, and low groups based on their self-evaluation, standardized test scores, and essay scores prior to receiving ChatGPT feedback. The data sources included their two essays, ChatGPT prompts, questionnaires, and transcripts from the second writing conference. The ChatGPT prompts and questionnaires were analyzed using descriptive statistics, and the writing conference transcripts were examined to understand the participants’ use of prompts. The results showed participants used prompts 40 times in the first assignment and 175 times in the second assignment. The average prompt usage increased from 1.5 times in the first assignment to 6.7 times in the second assignment. In terms of students’ levels, the high group used more prompts (5.58 times) than the middle (5 times) and the low groups (1.75 times). Notably, students who used ChatGPT commands five times or more were mostly from the high and middle groups. Differences in prompt usage patterns were also identified, with the high and middle groups engaging in more continuous and interactive conversations with ChatGPT. Students expressed satisfaction with ChatGPT’s feedback, particularly in vocabulary selection, grammar correction, and sentence generation.

This study investigates the relationship between language learning strategy (LLS) preferences and AI writing tool use among 147 English as a Foreign Language (EFL) learners at a South Korean university. Participants were divided into two groups based on their preferred language learning strategies, as determined by the Strategy Inventory for Language Learning (SILL): memory/compensation strategies (Group 1) and metacognitive strategies (Group 2). The SILL survey was followed up with assessments on the participants’ use of AI writing tools and their reflections on how these tools were used in the writing process. Results revealed some minor correlations between specific strategy types and functions in AI writing tools— including preferences which suggest that metacognitive strategy users use AI writing tools for the development of ideas and structuring the writing process—but were limited due to individual learner variables which had not been measured. The findings provide directions for the consideration of language learning strategies when designing AI writing tools to create personalized and effective learning experiences.

Acknowledging the limited opportunities faced by learners of Korean in the US, this study investigates the efficacy and challenges of immersive Korean language-focus residential programs in US college dormitories. Through an examination of a Korean language dormitory (called K-house) at a Midwestern university in the US, the current study sheds light on the optimal experiences and effective immersive environments that college langauge dormitory programs in the US can foster for both linguistic and cultural learning of Korean. By delving deeper into the specific programming and experiences of K-house residents, the study demonstrates that K-house facilitates access to Korean language and culture, enhances motivation of Korean language study, and cultivates a sense of belonging to the K-house community among K-house residents. Additionally, the findings of this study provide valuable insights for designing effective Korean language dormitory programs that promote language and cultural immersion in the context of teaching and learning Korean as a foreign language. Furthermore, this study offers suggestions for future research in this area.

The purpose of this study was to examine the use of machine translation by Uzbek-speaking Korean learners, focusing on their usage patterns, attitudes, perceptions, and expectations, as well as identifying the educational implications of using machine translation. An online survey, lasting two weeks, involved 85 Korean language learners from universities in Korea and Uzbekistan. The main findings indicated a high reliance on machine translation for Korean language learning, with the majority of respondents using machine translations to find accurate vocabulary and expressions. Regarding their attitudes towards machine translation, learners mainly utilized it for literal communication, reading, and writing, and were generally satisfied with them, especially as tools for learning spellings and pronunciations. The use of machine translation significantly influenced learners’ confidence, interest in learning, and anxiety reduction. In terms of perception, learners found machine translation effective for learning Korean vocabulary, expressions, and writing, but also perceived machine translators as sources of stress and anxiety. Expectations for using machine translation were high for completing tasks in vocabulary, expression, and writing, but low for improving grammar skills and producing error-free Korean expressions.

This study investigated and analyzed the recognition and needs for Korean communication competency among non-Korean learners who participated in an online Korean language course. To this end, the importance, performance, and necessity of the categories of communication competency recognized by Korean language learners were measured, and then IPA(Importancce-Performance Analysis: Martilla & James, 1977) analysis and Borich’s needs analysis(Borich, 1980) were used. After implementation, we examined whether there were differences in outcomes depending on learner variables. After examining the sub-items, it was found that there were differences in importance, current level, and need depending on the learner’s home country, and there were differences in current level, demand, and necessity depending on academic background and Korean language proficiency. In addition, there are differences in need depending on the learner’s reason for learning Korean, so it is necessary to respond to individual learnier’s needs according to learner variables when designing curriculum for online foreign language learners of Korean.

This study analyzes the fifth edition of the enhanced spelling of the Indonesian language (EYD V) by comparing it with the original Indonesian spelling system (EBI) in terms of the use of character and punctuation. Specifically, it presumes that the frequent occurrence of errors in the Indonesian spelling systems is related to both indifference in Indonesian orthography and recurrent orthographic revisions. Based on this premise, it investigates differences between the original EBI, officially announced in 2015, and EYD V, the latest Indonesian spelling system, in terms of the use of character and punctuation. The analytic results found that EYD V includes several new elements, such as the introduction of a monophthong eu and the use of consonants q, x, and y at the end of words. Furthermore, it was found that EYD V provides the revised and supplemented contents compared to the original EBI from multiple perspectives by implementing enhanced consistency and timeliness in descriptions and error correction. The outcomes of this study are expected to serve as essential data for Indonesian writing education and as comparative data for discussions on Malay orthography in relation to Indonesian orthography.

This research focuses on teaching Arabic to Jewish students in Jerusalem, a city of significant cultural and religious importance for both Arabs and Jews, especially under the backdrop of the prolonged conflict between these communities. The study asserts that the political complexity inherent in this context gives rise to unique challenges in teaching Arabic in Jewish schools in Jerusalem, which is influenced by conflict and racism. These factors contribute to the formation of a psychological barrier within the Arabic educational process. The objective of the study is to provide a comprehensive overview of the status of Arabic teaching to Jews in Jerusalem, emphasizing the unique aspects of this case and addressing the challenges encountered in the process. The outcomes of this research showed that the demographic composition of Jerusalem, with concentrations of both Arabs and extremist Jews, contributes to the distinctive nature of this case compared to other Israeli-occupied cities. This demographic factor influences the goals of teaching Arabic to Jews in Jerusalem and, concurrently, intensifies the challenges faced in this educational process, setting it apart from similar endeavors in different locations.

This study contrasted the response relationship and constraints of the Chinese phrase ‘S+給+NP1+V+NP2’ between ‘给’ and Korean ‘에 게’. Both ‘给’ and Korean ‘에게’ have something in common that they can lead to the objects of grant, communication, or benefit, but there were also certain constraints on the response relationship. In order to clarify this constraint, this study first classified semantic items according to the following nouns and trailing predicates of the phrase ‘S+給+NP1+V+NP2’ and their semantic relationships. Based on this, this paper compares Chinese ‘给’ with Korean ‘에게’ and analyzes the differences between the two. As a result of the analysis, the correspondence between the two was affected by the following constraints. First, the correspondence is established if the object ‘에 게1’ and ‘给1’ are living beings. Second, when ‘에게1’ contains [+benefit] or [+transmission] positive semantics, it is impossible to communicate with ‘给2’ to each other. Third, when both the subject of action and the posterior object are living things, there is a correspondence between ‘에게3’ and ‘给5’. However, there is a difference in the meaning of ‘给5’ and ‘에게3’ in Korean. ‘给5’ has a function that emphasizes the posterior predicate, but ‘에게3’ in Korean does not have such a function.