This study analyzes the research trends of PCK (Pedagogical Content Knowledge) in Korean English classes from 2005 to 2019 across ten journal articles, two master’s theses, two doctoral dissertations, and five research reports. This was intended to provide hints for the future direction of English PCK studies. Six criteria—subject-matter knowledge, pedagogical knowledge, learner knowledge, curriculum knowledge, social context knowledge, and action research knowledge— have been applied to the analysis of the selected English PCK studies. The findings are as follows. Study on the subject-matter knowledge was the most frequent, appearing in 15 studies, mainly dealing with linguistic knowledge. In the field of pedagogical knowledge, studies on class design were most common, and in the field of learner knowledge, learner background and learner characteristics were equally studied. In the social context knowledge field, there were relatively few studies on parents, and in the field of action research knowledge, the number of studies corresponding to three sub-factors was the same. Our study concludes that to systematize the study of PCK for teacher professionalism in the subject matter of English, English PCK education should be done in both pre-service and in-service institutions and that PCK research environments should be provided to this end.

This study investigated the effects of different gloss locations in extensive reading readers on English reading abilities of elementary students. It examined four groups of sixth graders in an elementary school and an extensive reading class was conducted over sixteen weeks. The four groups were given graded readers with four different types of glosses, such as non-gloss, marginal gloss, footnote gloss, and endnote gloss. To verify the effects of this experiment, pre- and post-reading ability test for the cognitive domain and pre- and post-questionnaire for the affective domain were administered to see if there were any achievement in reading ability and affective domain. The findings were as follows: (1) The four groups showed improvement in the reading ability tests. This result indicates that extensive reading was effective in improving students' reading ability; (2) The footnote gloss group showed the greatest change. This result indicates that footnote glosses influenced the most in improving students' reading ability; (3) All the groups showed positive results in the affective domain including attitude, self-confidence, interest, expectation, and value. In conclusion, extensive reading made a positive effect on all four groups and footnote glosses proved to be the most effective in both cognitive and affective domain.

This study compares the phonics instruction with the whole language approach to literacy instruction in elementary English education and investigates the effects of the two approaches on literacy skills and affective factors. The experiment was conducted over eight weeks by sampling 56 fifth-graders at an elementary school in Seoul. The control group was given phonics instruction using English stories, whereas the experimental group was given the whole language approach using the same English stories. The instruments included pre- and post-reading and writing English tests and pre- and post-questionnaires. The analyses showed that the whole language approach had more positive effect than phonics instruction on improving learners’ English reading and writing ability. Furthermore, the whole language approach showed a positive change in the affective domain of interest, self-learning attitude and recognition, whereas two sectors of self-confidence and learning motivation did not show statistically significant difference compared to the control group. These results suggest that the whole language approach is more efficient than phonics instruction in developing learners’ literacy in elementary English education.

In this paper, an improved high efficiency gantry crane for container transportation is designed. The basic concept of the designed crane can be used with modification of the classical gantry crane instead of changing lots of them. This crane can reduce the cycle time more than the classical gantry carne. The high efficiency gantry crane can improve the productivity of the container transportation job because of reducing cycle time. The loading and unloading capability are compared with classical crane. The result show that show that the proposed crane has better performances than classical type.