This study aimed to compare the effects of self-regulation, goal orientation, and speaking anxiety on speaking performance between metaverse and face-to-face contexts. We randomly assigned 253 Korean middle school students to either metaverse or face-toface groups for 12 weeks of English-speaking lessons. Before and after the experiment, students completed speaking tests and submitted a post-questionnaire. Structural equation modeling and multi-group analysis revealed that student attributes had a similar impact on speaking performance in both settings. Specifically, self-regulation and mastery goal orientation positively influenced speaking performance, while speaking anxiety had a negative effect, regardless of the context. Furthermore, self-regulation played a mediating role in reducing speaking anxiety in both settings. This implies that metaverse-mediated and face-to-face classes offer similar learning environments, where students can leverage their goal orientation and self-regulation skills to manage speaking anxiety. Ultimately, students can enhance their speaking performance by employing selfregulation strategies and nurturing a mastery goal orientation, irrespective of the learning context.

The purpose of this study is two-fold: (1) to find context-specific motivational factors in Korean college contexts within the framework of Gardner’s integrativeness and Dörnyei’s (2005, 2009) L2 Motivational Self System; (2) to examine how those motivational factors explain motivated behavior. For this purpose, motivation data by 787 students was analyzed. The factor analysis revealed eight factors in Korean context: promotional instrumentality, bad learning experience, ought-to L2 self, integrativeness, elusive ideal L2 self, ethnocentrism, intercultural avoidance, and international posture. The regression analysis showed that four motivational factors, bad learning experience, ought-to L2 self, elusive ideal L2 self, and promotional instrumentality, significantly explained the participants’ motivated behavior. The findings indicate that there existed context-specific motivational factors which could better explain success of L2 in Korean EFL college contexts. The theoretical and pedagogical implications were provided at the conclusion.

The purpose of this study was to study how L2 motivations in both Dörnyei’s (2005, 2009) L2 Motivational Self System and Gardner’s (1985) socio-educational model were related to intrinsic and extrinsic subscales in the self-determination theory (Deci & Ryan, 1985) in Korean college contexts. This study investigated the relationships among the motivational variables by the use of the correlation method and the effects of L2 motivations on motivated behavior through multiple regression analysis. The findings showed Gardner’s (1985) integrativeness and ideal L2 self were strongly correlated with the more self-determined types of motivations, while L2 learning experience and ought-to L2 self were associated with the less self-determined ones in the self-determination theory. In addition, Dörnyei’s (2005, 2009) L2 Motivational Self System and the extrinsic motivation subscales, identified regulation and external regulation, explained Korean college students’ motivated behavior better than Gardner’s (1985) integrativeness. The theoretic discussions are made at the conclusion.

The recent theory in L2 motivation has proposed viewing motivation as possible selves such as ideal L2 self, ought-to L2 self, and L2 learning experiences to complement the limitation of traditional socio-educational model. The purpose of the study was to test the traditional integrativeness and L2 motivational self system in Korean EFL college contexts and how those motivations have developed over time through a cross-sectional study. A total of five hundred fifty five college students taking English as elective in Korea completed the motivation questionnaires. The results showed that both traditional integrative motivations and L2 motivational self system have increased positively over time at college. The post-hoc test revealed that the senior students developed significantly higher motivations than the freshmen in integrative orientation, attitudes towards learning English, and criterion measures. L2 motivational self system such as ideal L2 self, ought-to L2 self, and L2 learning experiences better predicted motivated behaviors than integrative motivations even though both had significant correlations. Theoretic discussions were made for L2 motivations.

When one is reading or writing, various forms of bottom-up knowledge—e.g., grammar, vocabulary, orthography, and the mechanics of written language—interact with the top-down processes at the level of discourse. One of the reasons English language learners encounter a lot of difficulty when they are engaged in academic reading and writing is that they have been taught grammar only at the sentence level and not at the discourse level. In order to illustrate how discourse-based grammar instruction can facilitate the acquisition of academic reading and writing, this paper discusses various ways in which the following four topics can be dealt with at the discourse level: cohesion, the tense and aspect system, comma usage, and existential there. Obviously, discourse-based grammar instruction should be integrated with the teaching of the other top-down and bottom-up skills necessary for academic reading and writing. EFL teachers, however, need to know more about discourse grammar to effectively make their learners aware of it and to offer them learning activities that will contribute to better reading comprehension and written production.

The purpose of this study is to examine the types of functional features of English language use in Korea's EFL contexts, and to find out the attitude toward and possibilities for organizing English speaking communities to be designed for more communicative situations. The social contexts of English language use in Korea are rather limited in terms of their scope, the number of English speakers, situational needs in daily life, i.e., there is no immediate sense of practical needs. The social settings for the Korean L1 run the whole gamut of education, business, and general life, yet international demands are so great that they require additional English needs regardless of local values in practice. This paper selected two groups, college students and company workers whose expectations of English use may be representative of Koreans in general. The results showed a dichotomy between language functional issues and the symbolic, imaginative status of English in Korea. In addition, the subjects' responses to the need for an English speaking community were contradictory to their attitude towards getting involved in creating that community. The needs are there, but they do not have a clear idea how to comply with these needs.

This paper deals with an information processing dimension of listening activities. The main purpose of the study is to investigate how selected listening activities proposed by Peterson (1991) and Brown (2001) for ESL contexts are employed by students in Korean middle schools, high schools, and universities, with special attention to different types of listening processing: bottom-up, top-down, and interactive. Using a questionnaire survey, data were collected from 600 students to identify their use of listening activities. The results indicated that the listening activities used by Korean students were generally limited in variety and were not in accordance with their education levels. The learners in general resorted to the top-down type most frequently. An investigation of how each education group (middle school, high school, and university) employs different types of listening activities revealed that each group employed the top-down type most frequently, lacking the bottom-up and interactive types. On the basis of the results, pedagogical implications are discussed and suggestions are made for activating listening activities, which is in turn expected to lead to learners’ increased listening competence.

본 연구는 토익중심의 영어 듣기 수업에서 세 가지 유형의 듣기 전 활동 (listening support) 이 학습자의 상위인지 전략에 대한 자각과 듣기성과에 어떠한 영향을 주는지에 대해 연구하였다. 연구를 위해 각각의 그룹에 현재 토익 듣기 수업에서 가장 많이 사용되고 있는 세 가지 유형의 듣기 전 활동이 이용되었다: 1) 질문 미리보기 (question preview); 2) 어휘 미리보기 (vocabulary preview); 3) 반복 듣기(repeat listening). EFL 학습자의 상위인지 전략에 인지자각에 대한 변화의 정도를 알기위해 입증된 ‘듣기 전략에 대한 상위 인지 자각에 대한 질문(MALQ)’이 듣기 전 활동 전 후로 실시되었고, 또한 듣기 성과의 변화 정도는 듣기 전 활동 전 후의 학습자의 듣기 점수를 비교하였다. 초급을 조금 벗어난 (토익듣기 200-250) 97명의 학습자들에게서 얻은 데이터 분석 결과, 연구에 사용된 세 가지 유형의 듣기 전 활동 모두 학습자의 상위 인지 자각과 듣기 결과에 긍정적으로 영향을 끼쳤다. 특히, 세 유형의 듣기 전 활동 중‘질문 미리보기 (QP)’가 듣기 전략에 대한 5가지 상위 인지 자각 요인 중 ‘planning-evaluation’ 요인과 ‘problem-solving’ 요인에 가장 의미 있는 결과를 보여주었다.