While the professional literature abounds with the values of feedback on L2 language writings, few researchers have investigated the differential effects of types of feedback on the writing improvements in terms of proficiency levels. The purpose of the study was three-fold: to examine (1) the effects of three types of feedback, teacher, peer, and self-review on sixteen Korean college students" writing improvements; (2) the relationships between feedback types and proficiency levels; and (3) students" opinions on the feedback types such as preferences and reasons. The results showed that all types of feedback helped students improve their writings through revisions, but the effects of feedback differ from feedback type to type. The effects of teacher and peer review were significantly beneficial for students" writing, while the self-review was the least effective. In addition, the more advanced writers benefit from the peer or self-review, while the less proficient writers improved their writing from the teacher feedback, even though most of the students prefer the teacher feedback to the other types of feedback, peer and self-review. The theoretical background and pedagogical implications are discussed.

The purpose of this study is to investigate how Korean primary school L2 readers construct intertextual meaning and how they relate their conceptions or beliefs about reading to their intertextualtity. School instructions or home literacy environments in English reading might influence L2 readers' reading conceptions and their reading processes which are in turn associated with their intertextual connections among the multiple texts. Though current literature in L2 reading has focused on great interest in the reading processes of a single story or text, little interest was given to L2 readers' intertextuality among the multiple stories. The researcher first diagnoses four Korean primary school readers' reading conceptions, followed by retrospective miscue reading analyses to investigate their reading processes. Finally, their intertextual connections among the five stories of adventure are examined by conducting think-aloud procedure. The results showed that L2 readers have their own reading conceptions and behaviors, which are influenced by their home literacy environment and school instructions. In addition, Korean EFL readers' conceptions of reading and behaviors are strongly connected with their intertextuality among the multiple stories.

Due to recent heavy rain events, there are increasing demands for adapting infrastructure design, including drainage facilities in urban basins. Therefore, a clear definition of urban rainfall must be provided; however, currently, such a definition is unavailable. In this study, urban rainfall is defined as a rainfall event that has the potential to cause water-related disasters such as floods and landslides in urban areas. Moreover, based on design rainfall, these disasters are defined as those that causes excess design flooding due to certain rainfall events. These heavy rain scenarios require that the design of various urban rainfall facilities consider design rainfall in the target years of their life cycle, for disaster prevention. The average frequency of heavy rain in each region, inland and coastal areas, was analyzed through a frequency analysis of the highest annual rainfall in the past year. The potential change in future rainfall intensity changes the service level of the infrastructure related to hand-to-hand construction; therefore, the target year and design rainfall considering the climate change premium were presented. Finally, the change in dimensional safety according to the RCP8.5 climate change scenario was predicted.