In order to humanize and contextualize ESL/EFL learning, poetry writing has been suggested and considered as an effective strategy for meaningful literacy. However, there is a lack of empirical evidence for the pedagogical significance of poetry writing on language learning. To make up for the dearth of research about poetry writing, the present study explored to what extent a primary English language learner can express herself through poetry writing in an American classroom and the significance of poetry writing as meaningful literacy in ESL/EFL learning. Adopting a qualitative research approach, this small-scale case study conducted textual analyses of a young English language learner’s poetry works and in-depth interviews with her. Findings suggest that poetry writing encouraged the participant learner to express herself with her own voice, enhanced her L2 linguistic awareness, provided meaningful learning opportunities―authorship and readership―, and motivated the learner to overcome challenges as an English language learner. The present study contributes to the understanding of young English language learners’ poetry writing in the field.

Many instructors new to teaching English composition at the college level feel frustrated with what to teach and how to teach it. To learn about the context of support for these instructors, this small scale pilot study asked current ESL composition instructors in a large Midwestern research university to respond to a questionnaire aimed at revealing how experienced teachers give advice to new teachers. The participants included 16 experienced English composition instructors— eight teachers with five or fewer years of teaching experience and eight teachers with more than five years of experience. From each open-ended question response, emerging themes were coded and counted; additional data were qualitatively analyzed. Results showed that no differences in the number of themes per response were found between the two groups; however, similarities and differences regarding the orientation and content of advice given were found. Based on what was learned from this study, the researcher discusses how experienced teachers can better mentor new L2 composition teachers.

본 연구에서는 발광층의 전자와 정공의 재결합 영역을 확인하고, 단계적 도핑구조를 이용하여 여기자들의 효율적인 분배를 통해 roll-off 효율을 감소시켜서 녹색 인광 유기발광다이오드의 수명 증가 를 나타냈다. 발광층 내 호스트는 양극성의 4,4,N,N'-dicarbazolebiphenyl (CBP)를 사용하여 전하의 이 동을 원활하게 하였다. 발광층을 네 구역으로 분할하여 각각 소자를 제작하였고, 네 구역의 도판트 농도 에 따라 발광효율과 수명 향상을 보였다. 이로써 발광층 내의 단계적 도핑구조를 이용하여 캐리어와 여 기자들이 원활하게 분배된 것을 확인하였다. 기준소자 대비 발광층의 도판트 농도를 5, 7, 11, 9% 순서 로 단계적 도핑구조를 적용한 device C의 수명이 약 73.70% 증가하였고, 휘도 효율은 51.10 cd/A와 외 부 양자 효율은 14.88%의 성능을 보였다.