The purpose of this study was to explore the relationship between students’ cognitive engagement with written corrective feedback (WCF) and their revision behavior. Based on the assumption that different levels of cognitive involvement are linked to learners’ use of the feedback, we investigated how different post-feedback activities (i.e., reading, copying, and explaining the feedback) would affect second language writers’ behavioral engagement with WCF during the revision phase. Ninety-eight students were divided into three experimental groups and one control group. Experimental groups performed one of the three post-feedback activities before revising their original writing. The participants’ revision behavior was examined by their uptake of WCF. Additionally, the change in writing quality between the first and the revised drafts was investigated. Results showed that activities that promote deeper cognitive processing generally led to higher uptake of WCF in revision. The effects of post-feedback activities, however, varied for error types. All the post-feedback activities were effective in improving the quality of writing.

The study investigated if teaching summarizing skills could improve the summary skills of Korean EFL university students. This study involved 38 university freshmen in a required English course and were randomly chosen as the control and experimental groups. The experimental group was taught through summarizing rules, while the control group was engaged in other lessons during the intervention period. The students’ summaries were analyzed as to how effectively the participants paraphrased and integrated the main ideas, the major supporting details, and accurate information from source text into their summaries. The results show that a significant instruction effect was observed in the summary writing performance of the experimental group, in identifying main ideas and major details and paraphrasing and integrating ideas, compared to the control group, which showed a significant change between the first and second summaries only on the accuracy measure. The results are also supported by the questionnaire on students’ perceptions of the instruction.

For the aerospace structural application of high-strength 2xxx series aluminum alloys, stress corrosion cracking(SCC) behavior in aggressive environments needs to be well understood. In this study, the SCC sensitivities of 2024- T62, 2124-T851 and 2050-T84 alloys in a 3.5% NaCl solution are measured using a constant load testing method without polarization and a slow strain rate test(SSRT) method at a strain rate of 10-6 /sec under a cathodic applied potential. When the specimens are exposed to a 3.5% NaCl solution under a constant load for 10 days, the decrease in tensile ductility is negligible for 2124-T851 and 2050-T84 specimens, proving that T8 heat treatment is beneficial in improving the SCC resistance of 2xxx series aluminum alloys. The specimens are also susceptible to SCC in a hydrogen-generating environment at a slow strain rate of 10−6/sec in a 3.5% NaCl solution under a cathodic applied potential. Regardless of the test method, low impurity 2124-T851 and high Cu/Mg ratio 2050-T84 alloys are found to have relatively lower SCC sensitivity than 2024-T62. The SCC behavior of 2xxx series aluminum alloys in the 3.5% NaCl solution is discussed based on fractographic and micrographic observations.

This study examined whether the English proficiency was a factor to determine how Korean EFL university students use language copied from a source without attribution. The unattributed copying from a source was analyzed using a quantitative measurement, and a questionnaire was administered to examine the students' perception of plagiarism. The results showed that the total amount of textual borrowing and the length of strings of words borrowed from a source demonstrated a significant relationship with proficiency levels. The participants' language proficiency also influenced their perceptions regarding plagiarism. The differences observed between the two groups in perceiving plagiarism suggest that students with low English proficiency may be somewhat less aware that their heavy reliance on direct copying of a source could be regarded as unacceptable in academics than those with high English proficiency. Implications of these findings are discussed focusing on preventing plagiarism.

본 연구는 한국 영어교육사에서 중요한 역할을 담당해온 원어민 영어교사에 대하여 그들의 영 어수업과 학교 및 학교 밖 한국 사회에서 오랫동안 해결되지 않은 중요한 문제들에 대해 탐구하 는 것을 목적으로 한다. 교사들의 보다 직접적이고 깊이 있는 이야기를 듣기 위해서 본 연구에서 는 내러티브 탐구를 연구 방법으로 채택하였다. 두 명의 원어민 영어교사와 한 명의 한국인 영어 교사의 생생한 경험담을 분석함으로써, 본 연구는 부족한 교사 연수, 상이한 교육 환경, 협력수업 시스템의 문제, 소통과 공동체 부족 문제, 그리고 학교 밖 사회 활동에 대한 지원 부족이 주요 문 제임을 발견하였다. 이러한 문제를 해결하기 위하여, 실질적인 교사 연수와 협력 수업에 대한 토 론이 필요하다고 생각된다. 또한 앞으로는 교사들이 협력 교수를 위한 학습자 또는 동료 코치라 는 인식 전환이 필요하다고 여겨진다. 무엇보다 한국 사회의 한 구성원으로서 원어민 영어교사에 대한 인식 전환이 필요할 것이다.