This study was carried out to examine the concentration and distribution characteristics of total airborne bacteria (TAB) and airborne mold in non-regulated public-use facilities. The arithmetic mean (AM) of the TAB in all facilities was 356.5 ± 419.3 CFU/m3, and the geometric means (GM) was 157.8 CFU/m3, which did not exceed the standard value of 800 CFU/m3. The highest concentration was 637.3 ± 372.0 CFU/m3 (GM: 534.9 CFU/m3) in the underground shopping mall. The AM of airborne mold in all facilities was 448.2 ± 429.6 CFU/m3 (GM: 285.4 CFU/m3), which did not exceed the standard value of 500 CFU/m3, but was close to it. In particular, subway station (AM: 661.5 ± 441.2 CFU/m3, GM: 540.0 CFU/ m3), large-scale store (AM: 587.6 ± 683.2 CFU/m3, GM: 297.8 CFU/m3), and private educational institute (AM: 528.8 ± 379.6 CFU/m3, GM: 373.7 CFU/m3) exceeded the standard. Operational taxonomic unit of 16S rDNA and ITS2 rDNA region was analyzed to profile bacteria and mold component in the air of the public-use facilities. As a result, Pseudomonas and Morganella are the major bacterial groups. Regarding mold, Aspergillus, Candida, Malassezia, and Penicillium are the major groups. Component of each airborne bacterial and mold groups varied depending on the type of public-use facilities.

The present study examined how writing tasks in high school English textbooks under the revised national curriculum reflected the key writing elements (process, genre, and context) of process-genre based approach. Concerning the latter, the focus was narrowed to audience since it was relatively neglected in writing instruction compared with other contextual factors. For this study, we analyzed 335 writing tasks in ten English textbooks for 1st- and 2nd-year high school students. Results showed that writing tasks largely incorporated the process-genre based approach. However, pre-writing activities mostly scaffolded the organization of ideas, rather than generated them. In the post-writing phase, editing was not targeted in some writing tasks. Both the diversity of genres/subgenres and genre awareness activities were also lacking. In addition, few writing tasks targeted the development of audience awareness through explicit activities. These findings provide pedagogical implications for writing task and curriculum development for material writers, curriculum designers, and practitioners.

In the language class combined with "creative drama", one of the approaches in educational theatre, the stories told by a teacher are organically developed into an original drama with several drama techniques. Even though there are some research studies on using creative drama in the ESL context, there are few in the EFL situation. Therefore, this study presents the result of a study investigating how creative drama affects young language learners" English learning in a Korean primary school. An English drama class, at after-school program in Seoul, combined with creative drama had been observed once a week for a semester. Seven first graders in the class were presented with 6 different stories, which contain certain phonemes each and dramatized the stories in a creative way. They were assessed through pre-and post- tests and surveys in terms of their linguistic improvements and affective changes and analyzed quantitatively. In addition, participants were individually analyzed according to their characteristics in linguistic and affective aspects by using field notes from classroom observation and interviews. The results show that participants made progress in linguistic aspects including phonics and vocabulary skills and that their affective factors including language anxiety level had shown a positive development throughout the semester. Moreover, each participant showed particular characteristics respectively in terms of linguistic and affective perspectives.