This study examines whether the mutual substitutability of Common English and Basic English within the South Korean High School Credit System is defensible from a construct validity perspective. Drawing on curriculum-assessment alignment criteria and Depth of Knowledge (DOK) analysis, the study analyzes the 2022 Revised National English Curriculum and reveals a fundamental construct divergence between the two courses. Common English centers on DOK 3-4 processes (56.3%-62.5%), including critical reasoning and media evaluation, whereas Basic English concentrates on DOK 1- 2 (over 75%), with DOK 4 structurally absent. Analyzed through Messick’s integrative validity framework and Kane’s argument-based approach as the interpretive lens, this asymmetry is shown to weaken the validity argument at its scoring, generalization, extrapolation, and implication stages, thereby undermining the equivalence assumption that underlies credit recognition. Left unaddressed, the differentiation risks functioning as de facto tracking that constrains vulnerable populations’ access to higher-order tasks. To reconcile curricular diversity with assessment legitimacy, this study proposes a common core construct, multidimensional achievement profiles, scaffolded bridging modules, and quality-assurance protocols.

This study examines the implementation of CEFR Basic User-level descriptors within a systematic instructional design framework to support learner-centered instruction and formative assessment in Korean elementary English education. Focusing on Grades 3 and 4, the study aligned CEFR’s four communicative functions—reception, production, interaction, and mediation—with the 2015 Revised National English Curriculum. A CEFR-based self-assessment tool was developed and administered before and after instruction to measure learners’ perceived communicative development. Findings revealed functional gains across multiple communicative domains, with variation in growth patterns depending on learner group and task type. K-means clustering identified three learner profiles—low-growth, reception-focused, and high-growth—which informed differentiated instructional strategies tailored to learner needs. The results demonstrate that CEFR-informed self-assessment, when combined with systematic instructional design, enhances curriculum coherence and supports data-driven pedagogy. This study provides empirical evidence on the practical integration of CEFR descriptors in primary classrooms, highlighting their potential to inform learner diagnosis and guide targeted instruction in localized educational contexts.

This study is to explore and analyze three current English teachers’ thoughts and attitudes on their TEE practices in elementary English classroom settings. Adopting a qualitative approach, data were collected through interviews, teachers’ journals, and informal communications from the three elementary school English teachers. The analysis of data revealed three main themes: 1) thoughts on effective TEE classes, 2) factors affecting TEE classes, 3) the difficulties of conducting TEE classes. The participants presented their views on effective TEE classes. They also expressed their opinion on the timing and usage of TEE. The teachers said TEE classes are influenced by teachers’ English communication ability and willingness to use English as the instructional language, students’ English proficiency and the class atmosphere. Finally, the participants said that TEE classes were difficult due to the same factors influencing TEE class effectiveness. This study has implications for the direction of TEE implementation in elementary education.

The purpose of this paper is to provide the efficient methodes of the basic English conversation learning. Various theories have been proposed to explain how children manage to acquire the adult language. The acquisition of a second language parallels the acquisition of a first native language. If a second language is learned early in life, it is usually acquired with no difficulty. The difficulties encountered in attempting to learn languages after puberty have given rise to a critical age hypothesis that refers to a biological period in which language can be acquired without overt teaching. A number of second-language teaching methods have been proposed, reflecting different theories of the nature of language and language acquisition. These methods, however, do not explain the apparent differences between first and second language acquisition.In order to obtain a complete picture of a second language acquisition process, it is necessary to combine the findings from both naturalistic and experimental studies, keeping in mind that differences in the tasks may affect the results. Studies conducted on a wide range of different languages are also needed in the quest for universal of second language acquisition.

English is the accepted common working language of the maritime world and being competent in its use is essential to the safety of ships, their crews and the marine environment. This paper is a response to the urgent need to find a suitable solution to the problem of providing maritime students with quality instruction in Maritime English. This paper will show what type of English instructor is best suited to help cadets have at least a basic grasp of Maritime English communication, with a view to possessing the level required by STCW 95 within the shortest time. It presents ways that maritime institutes can develop their own qualified or 'marinated' English Instructors and what qualifications should be required. It is concluded that by further essential research, interviews and questionnaires etc., the language needs of the university and shipping industry in Korea as a whole can be clearly verified. By examining such data, the present language education systems can be evaluated as to efficacy and relevance, allowing the establishment and implementation of 'best practice' within the training institute. This will result in making excellent informed decisions and choices about how best to improve the language competencies of graduating cadets, thereby creating the catalyst for the success of future seafarers whilst raising the image of the institute and Korean shipping worldwide.

본 연구는 모바일의 장점이 영어어휘 학습에 새로운 환경을 제공해 줄 수 있을 것으로 보고 초등영어학습자들을 위한 모바일 게임용 영어어휘 학습 목록과 함께 그 적용 방법을 제시하고자 한다. 이를 위해서, 첫째, 영어교육 과정의 초등 필수 어휘목록, 초등 영어교과서 어휘, 그리고 초등 영어단어집으로부터 초등학교 5, 6학년 학습자들의 어휘학습에 적합한 기본 어휘목록을 선정하였다. 둘째, 기존에 상용화 중인 모바일 게임을 분석하여 영어어휘 학습용 게임으로 적합한 것을 선정하였다. 마지막으로, 선정된 게임에 구축된 어휘목록을 적용해 개발하였다.