The purpose of this study is to investigate paths of the effects of L2 motivational self system and self-efficacy on Korean EFL learners’ English ability. For this purpose, questionnaires were conducted and 580 Korean elementary school students in Gyeonggido participated in this survey. Correlation and path analysis were used to analyze the data. The major results of the study are as follows: (1) Self-efficacy is correlated with all constructs of motivation. It has the highest correlation with ideal L2 self and the lowest correlation with ought-to L2 self; (2) self-efficacy has a direct effect on ideal L2 self and ought-to L2 self whereas it has direct and indirect effects on elementary students’ English proficiency; and (3) ought-to L2 self has a positive direct effect and L2 learning experience has a negative direct effect on elementary students’ English proficiency. However, ideal L2 self has no effect on elementary students’ English proficiency. At the end of the paper, pedagogical implications and suggestions are discussed.

This paper reviews ELT materials-related articles published in English Teaching, the journal ofthe Korea Association of Teachers ofEnglish (KATE), from 1965 to 2015. The paper builds on and expands S-H. Lee (2006) which reviewed ELT materialsrelated articles in English Teaching from 1965 to 2006. A research synthesis on a total of 71 ELT materials-related articles was conducted. The characteristics of the articles and how the Korean educational context affects ELT materials-related research were investigated. The results of the analysis show that there is a steady flow of ELT materials-related articles being published. The topic that was dealt with the most was the organization and structure of the material. The majority of the articles focus on government-sanctioned textbooks. In addition, changes to the National Curriculum of Korea seem to affect the content and timeliness of the articles as the number of articles related to textbooks increases immediately after new textbooks are published. Lastly, implications for English Teaching in terms of publishing and disseminating ELT materials-related articles are discussed.

Many experimental studies have reported the effects of strategy instruction (SI) on reading comprehension in Korea, but the reported results are not conclusive. This metaanalysis study, therefore, aims to provide reliable common effects of SI on Korean learners’ reading comprehension. The study also aims to investigate how context (institution, L2 proficiency, gender) and treatment variables (strategy type, numbers of different strategies used, test types) affect the effectiveness of SI on the reading comprehension ability of Korean L2 learners. Through a comprehensive search, 37 primary studies were selected and 45 samples were coded into CMA software to calculate effect sizes by computing Heges’ g. The results of this meta-analysis showed a moderate effect of SI on reading comprehension (ES=.58). All moderating variables except L2 proficiency and gender had a statistically significant moderating effect with medium to large effect sizes for 7 variables and small effect sizes for 4 variables. Findings and pedagogical and research implications are discussed.

This paper is a case study of the strategic behaviors of younger Korean students. Three Korean elementary students are examined in this study. An interview was used to collect retrospective verbal data on listening processes as well as listening strategies, and a listening strategy questionnaire was used to gather additional information regarding general listening strategic behaviors. A coded strategy report was tabulated, and the mean and percentage were used to render a strategy profile for each participant. The results of this study revealed that the participants, in most case, used all four groups of strategies: cognitive, compensation, metacognitive and affective strategies. However, they differed in their use of strategies within each group of strategies as well as in how often they used each type of strategies. The differences in the strategic behaviors were closely related to listening proficiency level, text difficulty and listening situation. A highly proficient participant used more strategies compared to less proficient participants. The highly proficient participant typically used top-down strategies more often. In contrast, the less proficient participants used bottom-up strategies more often. They typically relied heavily on familiar words and translation when they listened to a more difficult text. Cognitive strategies were reported the most in the interview and compensation strategies were marked as highest in the LSQ.