This paper examines the effects of student-centered collaborative project programs using digital media for the EFL university students. To compare the effectiveness of a digital storytelling project program (127 students) and a topic-research presentation program (126 students) we used pre- and post-TOEIC English speaking tests. We also administrated a survey on students’ attitude towards their learning, interviewed students and observed the programs. The results showed that there was a significant improvement of the students’ English speaking ability in the two programs. The score of the topic-research presentation program improved more than that of the digital storytelling program. However, the students in the digital storytelling program were more motivated to engage in the collaborative project than those of topic-research presentation program in terms of interest and participation. Based on the results of the two programs, this paper suggests the educational implications for those who want to develop and implement collaborative projects using digital media for the EFL university students.

This paper examines the effects of a story-writing class and a digital story-game class for primary school students at an after-school English program. To compare the effectiveness of a story-game p(23 students) and a story-writing class (22 students), this study used preand post- English achievement tests. This study also administrated a survey on students’ attitude towards their learning, and interviewed students as well as teachers. The results showed the two classes improved the students’ English ability in terms of reading, listening, writing and vocabulary over the 16 weeks. However, there were big differences between listening skills and writing skills between the two classes. The students in the story-game class showed a big improvement in listening skills. The students in the story-writing class were highly motivated by writing English stories in a group. Based on the results of the two classes, this paper discusses the factors that lead to an effective class with English story-based language learning. By exploring these elements, this paper suggests the educational implications for those who want to develop and implement a digital story-based language learning program for primary school students.

This paper was designed as a preliminary study for developing a content-based language instruction model for design students in the EFL context. It analyzed characteristics and needs of students and professors to design a curriculum focusing on English for specific purpose. For the purpose of this study, I conducted surveys on 83 design students and 5 foreign design professors to find out their needs and interests in language and content(subject-matter) learning. I also interviewed a focus group of the design college students to recognize their perception of how they would benefit from a content-based language learning. A pilot-study course was observed to assess the applicability of a content-based course for design students. The results of the needs analysis, interview, and the pilot study strongly suggested the need to adopt a content-based teaching and learning model incorporating communicative English for specific purposes in the field of design. The pilot study led this research to reflect on the cooperation of content specialists and language specialists in developing a language instruction model, Adjunct Instruction.

This research focuses on analyzing characteristics and needs of engineering students in an EFL context, which is designed as a preliminary study of content-based language instruction to develop NURI English model. For the purpose of this study, I conduct surveys and interviews on 147 engineering students to find out students’ needs and interests as well as 9 professors to recognize their notions of what language skills would benefit engineering students. The results of surveys and interviews strongly suggest the need to adopt a learner-centered level approach with which NURI English can incorporate communicative English for general and specific purposes in the field of engineering as well as TOEIC instruction. The results of this study also lead to an instructional parameter for NURI English program that requires for taking into account an instruction model of the integration of language and content for engineering students. The present study offers a few pedagogical implications for language educators who want to design a content-based language instruction model for engineering students in EFL contexts.