This study addresses the scarcity of research examining technology’s impact on learners of English as a foreign language in English for specific purposes (ESP) courses within English-medium instruction (EMI) programs. Focusing on a business communication course using a social question-answering platform, this study explores the interplay among English proficiency, motivational orientations, and online engagement. Surveying 126 university students via a mixed-method approach, this research identifies distinct motivational orientations (intrinsic, extrinsic, and self-efficacy) existing during class activities, influenced by proficiency levels, with notable differences in online participation between beginner and advanced learners. The findings suggest that while online activities enhance peer interaction and teacher feedback, they may trigger anxiety in beginners, potentially diminishing motivation and self-efficacy. These results emphasize the need to tailor technology integration to proficiency levels and motivational orientations in ESP/EMI settings. Practical recommendations are offered for educators aiming to implement effective online activities and provide targeted support, particularly for beginner learners, thereby bolstering their motivation and selfefficacy.

Due to growing concerns regarding the effectiveness of full-scale online education, this study investigated motivational regulation strategies employed by tertiary-level English as a foreign language (EFL) learners taking a writing course via Zoom. Using a mixed method, this study examined a dataset comprising questionnaire responses of 154 Korean students with two proficiency levels and subsequent semi-structured interviews. Findings showed that the learners with a high English proficiency level utilized the instructor’s feedback significantly more than those having a low proficiency level. The high proficiency group also appreciated the Zoom context and the university-wide policy of English-medium instruction (EMI) significantly better than the other group. Finally, correlation analysis revealed significant relationship between the students’ uses of motivational regulation strategies and their responses to the context-dependent factors. For example, the strategic choice of instructor feedback was positively related to their perception of EMI. These findings are discussed for effective online EFL writing instruction in the post-pandemic era.

This study examines the interactional dynamics revealed through teasing humor in the context of a startup business meeting. Using a quasi-conversation analytic approach to details of talk, as well as ethnographic information concerning the community of practice, this study aims to illuminate the construction of professional identities shown in members' participation in teasing humor. The dataset consists of three video-recorded weekly business meetings of a startup (210 minutes) and a supplementary interview and observation notes. The analyses show that, in this business context, the members' identities (e.g., the CEO, the co-founders versus non-co-founders) were revealed in the dynamics of participation in teasing humor. Teasing humor was also found to contribute to finding creative solutions to challenging issues under discussion. The non-co-founders, in particular, found opportunities to participate in the major business discourse through this teasing. By participating in the teasing segments, they were able to present themselves as legitimate members of the startup. The findings are discussed to highlight the sociolinguistic norms of a professional community in creating a constructive business culture.

This study explores the effects of teacher feedback on engineering students’ perceptions of learning a business subject and English development in the context of English-medium instruction (EMI). Using a mixed method, it examines specific contributions of teachers’ extensive feedback to the students’ emerging perceptions of interdisciplinary education and EMI. The quantitative section includes questionnaire responses of two groups of students enrolled in four sections of an entrepreneurship course: the control group (CG) in which the students received limited feedback in the lecture-style EMI (n=137) and the experimental group (EG) of extensive corrective feedback (n=133). These results are cross-examined by a semi-structured focus group interview with four respondents. The analysis shows that the university seniors’ mean satisfaction score with EMI, despite staying around the mid-point, was higher than that of the others, and significantly more so than the freshmen group. Notably, EG students appreciated EMI more than CG students. Subsequent findings establish that extensive feedback correlates with the increased positivity towards learning entrepreneurship and, more importantly, English development. This study thus proposes English programs for specific purposes and a support system including an EMI-specialized teaching methodology.

This study examines multiple language-identities embedded within the emerging professional teacher identity of international graduate students teaching Korean as a foreign language (KFL). Situated in the context of Korean classrooms at an American university, this study draws data from two rounds of interviews with three instructors (one nonnative and two native Korean speakers). The qualitative analysis reveals that their professional teacher identity revolves around multiple language identities grounded in their L1 cultural norms and perceived English language proficiencies. Their views and undertakings of local cultural norms indicate the varying ways in which these instructors projected their L1 and L2 identities onto their emergent teacher identity. Given the vexed relationship between notions of teacher authority in her L1 Japanese culture and the local norms of interaction, the nonnative teacher maintained authority by establishing a certain distance from her students. By contrast, the native teachers accommodated the local understandings of teacher authority and (re)shaped their view of a teacher to the locally-defined professionalism, a teacher like ‘a friend’. The negotiated identity of the KFL teachers improved classroom interaction and engendered positive view about teaching. The findings are discussed to highlight foreign language teacher identity in a teacher education program.

Recently in Construction field, It has been the big issues to produce an Eco-friendly Construction material and to solve problems about the First grade–Aggregates’ supply&demand. While the Eco-friendly Construction materials which are refurbished and reproduced from construction wastes and industrial by-products have a great deal of effectiveness such as cost or CO2 emission reduction, there is an additional logistical cost due to go through with some processes for recycle such as Intermediary treatments or management and collection of materials. Furthermore, Demand of the First grade-Aggregates is rising and spreading all over the nation for the improvement of Road driving performance, But there is also an additional logistical cost for supply&demand due to the cost of transport growth by sites of construction. In this study, the process and methodology of the new material supply and demand route routings using the Arc Gis Program and the calculation of the available distance through economic analysis are presented. After examining the cost status of construction materials and logistics costs by examining the literature review and related industry, economic feasibility was obtained by comparing the price of general construction materials with the total cost of comparable materials and logistics costs. After an economic analysis, ArcGis3.0 was used to visualize the materials’ supply&demand route and As a result, We can observe the economically secured route from the construction materials’ production plant to where the domestic transportable route and nodes mapped. Throughout the study, the pre-groundwork for an efficient use of the construction materials is able to be prepared and It will be helpful to invigorate supply&demand. In addition to the economic analysis in the future, If the real-time traffic information (traffic volume, speed, environment, etc.) and the performance (structure, functionality, etc.) of each construction materials are reflected, It will be possible to build a decision system for selecting construction materials which meet consumers’ various needs.

Kim, Jeongyeon, & Choi, Jinsook. 2014. University Administrative Workers' Perceptions of the Workplace Context under English as an Official Language Policy. The Sociolinguistic Journal of Korea 22(2), 1-22. This study aims to examine how university administrative workers perceive the workplace context under English as an official language policy, and further how their perceptions of the context would correlate with the roles of English uses for work. The data came from the questionnaire responses of 116 employees of a Korean university and qualitative interviews with 6 administrative workers. Descriptive and correlation analyses showed that the participants' evaluation of three contextual factors, i.e., English as an official language policy, online English learning, and coworkers' English competence, was only moderate. In the self-evaluation of their English proficiency, the majority of the participants indicated that they were only able to participate in a short English dialogs, but had difficulty with English discussions. A striking difference was found in the evaluation of significance of English skills between their current work performance and under full execution of the policy. Although most of the participants ranked reading skill the most significant in their current work performances, they selected speaking as the most crucial skill under the full execution of the policy. Implications of the findings are presented for more efficient practices of English as an official language policy at work. (195)