Smart retail enabled through in-store technology (IST) is believed to be the future of retail. However, several IST impacts, especially on individuals' well-being remain undisclosed. This study attempts to discover IST impact, particularly electronic shelf label (ESL) as a prospective technology, on customer well-being and post-transaction behavior (i.e., willingness to pay (WTP) and positive word of mouth (PWOM). Survey were from generations X, Y, and Z generating 305 respondents. A post hoc analysis utilizing PLS MGA is discussed for Gen X & Millennials vs. Gen Z groups. This study provides empirical evidence of smart retail on customer well-being and how it affects customer post-purchase behavior, namely WTP and PWOM. This study also provides evidence of how it differs across generational cohorts.

This study investigated features of L2 classroom-based teacher-student writing conference and student subsequent revision from the perspective of languaging. A non-native teacher and four non-native students participated in the writing conference about two tasks of summary and critical review in an intact college ESL composition classroom. Eight video-recorded conference sessions were analyzed regarding discourse topics (language use vs. content/rhetoric), and configuration of negotiation and scaffolding. Discourse topics were found to interact with task types as more issues about content and rhetoric were addressed for critical review. Configurations of negotiation and scaffolding were found to be similar in both tasks. Scaffolding was dominant in language use talks while negotiation and scaffolding were balanced in content/rhetoric talks. As for making meaning and student revision, the quality of negotiation was more critical than the quantity. Non-extensive scaffolding also led to successful revision along with students’ background knowledge and classroom instruction. The findings demonstrate dynamics of writing tasks, conferences, and student revision.

Based on the socio-historical dynamics of English ideologies that percolated into Korean society, this paper explored the significant aspects of ESL ideology in the Korean context. Despite the generally accepted EFL context in Korea, the country is situated at the intersection between two categories: ESL from a perspective of English ideologies and EFL from a perspective of societal context. As a proto-ideology of English, ESL ideology, which dates back to the United States Military rule in Korea, was further theoretically developed by the Peabody/Korean team, and its implementation was attempted by the Peace Corps. Although activating ESL has failed in Korean society, its ideology per se remains unchanged, (re)generating other English ideologies including Spoken English First, Ten-year English Fiasco, and Earlier the Better English Education ideologies. This study found that the discrepancy between ESL as the ideological domain and EFL as the practical domain has brought about some confusion in English education policy and practices.

This study sought to investigate factors affecting the English writing performance of 30 Korean ESL students overseas. Also, examined were the relationship between L1 and L2 education levels and L2 writing performance, the relationship between English language proficiency and L2 writing performance and between length of residence and L2 writing performance. The participants were asked to write essays in their L1 and L2 along with a questionnaire. To analyze the data, two-way ANOVA and correlation were performed. The results showed there was no significant relation between L1 educational level and L2 writing performance, but there was a significant relation between L2 educational level and L2 writing performance. Also, English language proficiency and L2 writing performance were highly correlated. The length of residence of the participants in the U.S. and their L2 writing performance showed a weak correlation. Similarly, their L1 writing performance was not related to their L2 writing performance. These imply that students need to have adequate proficiency of English to write in their L2, and they need to receive a considerate number of years of formal education in their L2 for the success of L2 writing.

Much research has not been conducted on how classroom-based research articles concerning teaching effectiveness in the ESL/EFL classroom have changed over time, in spite of deep interest in the field. Therefore, this study aims to examine the characteristics of research articles on effective teaching in the ESL/EFL classroom, focusing specifically on articles from TESOL Quarterly. For this purpose, this study searched articles using three key terms; effective teaching, ESL/EFL, and activity. Articles which included those terms were investigated, depending on research topic and publication year, and four key facts were found; the importance of teachers’ input (older articles), a focus on group or peer work (newer articles), teachers’ education, and the use of students’ native languages. While students preferred teachers’ reliable and explicit input in the past, modern articles tended to recommend more frequent interactions among peer groups in the English learning classroom. Limited resources in teaching contexts asked for additional qualifications from ESL/EFL teachers, thus emphasizing teacher education as an important factor for effective teaching. Lastly, the use of students’ native language had a positive influence on learning English. The findings of this study suggest some implications for how effective teaching in Korean context could be implemented.

Automated error detection and feedback systems are becoming an important component of online writing practice services for ESL/EFL (English as a second/foreign language) learners. The main purposes of the study are to: (a) collect samples of essays written by ESL learners with different native language (or L1) backgrounds that are error-coded by an early version of an automated error-detection system (CritiqueTM) and trained human coders; and (b) identify some unique patterns of writing errors for different first language (L1) groups. Data analyzed in this study included 18, 439 TOEFL◯R CBT essays error-coded by CritiqueTM and a much smaller, combined sample of 480 TOEFL◯R CBT/TOEFL iBT◯R essays error-coded by trained human coders. A comparison of error rates across five different language groups showed some unique patterns: (a) the Arabic and Spanish groups were the highest on both spelling and punctuation errors; (b) the Korean and Japanese groups had the highest article error frequency; and (c) the Chinese group had the highest number of errors related to verb conjugations or adjective and noun inflections. The implications of these findings are discussed in terms of understanding the nature of L1-related writing errors and enhancing the automated error detection and feedback systems.

Based on dual coding theory, this study predicted that pictorial typography (PT), a device involving direct visual integration of a written word into a picture of its referent, is more effective for ESL children’s pre-literacy skills, than the non-integrated paring of word and picture on flashcards (FC). The two types of instruction were given to thirty-two Korean children aged six and seven, both embedded within the WordWorld (WW) episodes, an animated TV series developed by PBS. Results from the pre- and post-test design were as follows. PT was more beneficial than FC for the two upperlevel skills, vocabulary and reading fluency, while they were equally beneficial for the two lower-level skills, letter recognition and phonemic awareness. The two mediating variables, gender and age, were shown to have partial effects as well. Dual coding theory and the importance of instructional intervention have been supported by this study.

This study used focus group transcripts and blog entries to explore the experiences of five Korean community college students in a course designed to promote second language (L2) writing development. To provide an in-depth look at this experience from the learner’s perspective, the author was “embedded” in this writing course, taking on the role of participant-researcher. Through multiple readings and coding of data from focus groups and students’ shared blogs, five relevant themes emerged from the students’ discourse: internalization; depersonalization; simplification; bonding; and approbation. From consideration of the students’ perspectives on their experiences in the writing class, suggestions for improving the experience of Korean and other L2 writing students are proposed, including use of relevant and accessible writing topics. The cohesiveness established through the discussion activities in the current study may have benefited participants’ motivational and strategic adaptation, suggesting that such sharing of experiences could be helpful for L2 writing students.

This study attempts to present clearer evidence for L I influence by attending to the fact that semantically comparable English and Chinese ditransitive verbs do not always behave similarly. Thirty Korean and 30 Chinese ESL learners participated in an acceptability judgment test and an elicited production task. The two L I backgrounds were chosen because Korean allows only the adpositional construction (A C) while Chinese allows both the AC and the double object construction (DC). For the tasks, three different types of English ditransitive verbs were selected based on how their translations are used in Chinese: verbs whose Chinese counterparts occur with the DC only (D-type); verbs whose Chinese counterparts occur with the AC only (A-type); and verbs whose Chinese counterparts occur with both the AC and the DC (B-type). The results indicate that: (a) regardless of verb types, the Korean group more favorably accepted and more frequently produced AC sentences than DC sentences; (b) verb types influenced the Chinese group's acceptability ratings and production; and (c) the two groups showed the biggest inter-group difference when they were given DC sentences with the D-type verbs, and the smallest inter-group difference when they were given AC sentences with the A-type verbs.

This study examines how students and instructors perceived online instructors’ roles in asynchronous courses designed for language teachers. Five instructor interviews, 46 student questionnaires, and ten course evaluation summaries presenting the opinions of 69 out of 120 students in total were analyzed. Based upon Berge’s (1995) framework, asynchronous online course instructors’ roles were divided into four categories: pedagogical, social, managerial, and technical. The results highlight and give suggestions to what is characteristic and likely problematic in online teaching—using the tools and pedagogical techniques to make learning more social than conventional classroom exhibit, orchestrating discussion not only technically but also by instructing and modeling effective postings, assessing the various ways that students participate in the class, and managing time, the students’ as well as the instructor’s. This study provides an opportunity for language educators and researchers to think about the unique characteristics of web-based distance education in general and the changing roles of instructors in that new form of education in more critical way.

The purpose of this paper is to examine the effect of the genre-based approach on ESL children’s writing both at school and at home. Among genre writing, narrative writing was chosen for more detailed text analysis based on systemic functional grammar (SFG). Apart from their increasing control of schematic structure and other linguistic features, the ESL children expanded their range of process types so remarkably that various experiential meanings were constructed in each child’s narrative writing style. This study found that the genre-based approach helped ESL children to take their first steps into the world of narrative writing by explicitly supporting its schematic structure and other elements. The ESL children seemed to develop their own styles of narrating using the same genre-based approach at school, which proves a paradoxical truth in the sense that the genre critics often point out the lack of individual creativity due to the ‘stifled’ genre pedagogy. Creativity, particularly in the case of the two ESL children, came after jumping on the ‘springboard,’ which is a proper support system in their genre writing.

This paper investigates the role of L2 learner beliefs in study-abroad (SA) contexts. To date, the research of learner beliefs has relied mostly on survey methods, missing qualitative, critical evaluation reflecting the learners’ voice. 8y adopting multiple qualitative research methods, idiosyncratic SA experience and learners' perception of it are reported by analyzing the data of two Korean college students experiencing changes in L2 learning beliefs and L2 proficiency before and after the SA. The data were collected through language learning autobiographies, semi-structured interviews, and stimulated recall tasks by using photos uploaded to the learners' personal web blogs. The findings show that 1) changes in L2 learning beliefs are related to thedegree of legitimate peripheral participation in SA contexts and 2) L2 learners' mode of belonging to the SA community is a useful conceptual framework for explaining their L2 learning beliefs and their sense of success in SA experience. The results suggest that the crucial factor for successful SA L2 learning may not be L2-rich contexts per se but be the learners' recognition of and appreciation for L2 participation.