본 연구 논문은 우파마뉴 채터지의 소설 􋺷영어, 8월􋺸를 통해 도시 인도 생활을 분석한다. 이 소설은 인도 사회, 관료제, 문화적 역학을 탐구하며, 도시 현실을 복합적으로 조망한다. 주인공의 삶을 분석함으로써 현대 인도 사회를 지배하는 긴장, 모순, 그리고 열망을 밝혀낸다. 주요 주제는 관료제, 문화적 갈등, 사회적 불평등, 정체성, 그리고 도시 맥락에서의 실존적 위기이다. 본 연구는 도시의 복잡성을 이해하고, 포스트식민지 인도의 삶을 형성하는 사회적·문화적·제도적 역학에 대한 통찰을 제공하 는 것을 목표로 한다.

‘신비주의’라는 용어는 인간과 신, 자연 사이의 관계와 관련된다. 그것 은 자연 세계 이면에 존재하는 신성을 인식하고자 하며, 이와 같은 의미는 신비적이 고, 초자연적이며 상징적이다. 예이츠는 철학적이고 영적인 표현을 위해 초자연적 요 소들을 활용하였다. 그는 신화적 시와 전설에 의미를 부여하고, 재창조하는 수단으로 신비주의를 사용하였다. 예이츠는 아일랜드의 이교 전통에서 신비로운 분위기를 불러 일으키고자 했으며, 이는 그의 무의식 속에 자리한 신비주의적 성향에 대한 내면적 욕 망과 맞닿아 있다. 예이츠는 왕권의 신비주의적 책무를 무거운 짐으로 여기며, 그것을 이교적 자연의 소박한 즐거움과 비교하였다. 그에게 있어 신비로운 저녁은 더 큰 즐거 움을 안겨주는 시간이다. 그는 자연과의 연관을 신비로운 체험, 그리고 이교적 자연 사유와 결부하였다. 예이츠는 자연의 환상성과 초자연성을 위대하고 찬란한 측면으로 받아들였으며, ‘소용돌이치고 방황하는 불꽃’과 같은 자연의 이미지는 그의 시적 여정 을 위한 신비적 패턴을 제공해주었다.

This study aims to demonstrate the integration of character education with content and language integrated learning (CLIL) and evaluate its effects on the English language learning and character development of young learners who use EFL. Eight participants received character-integrated CLIL instruction over 16 class sessions. Employing a mixed-method approach, this study collected qualitative data primarily through observations, interviews, portfolios, self-assessments, and peerassessments, complemented by quantitative data from English tests and questionnaires. Findings revealed that character-integrated CLIL significantly enhanced learners’ oral language skills, confidence, and engagement in learning English. Additionally, it facilitated simultaneous development of language proficiency and subject knowledge, while promoting acquisition of positive character traits. The learner-centered environment supported by teacher scaffolding and authentic materials allowed learners to apply their knowledge to real-life situations. These results provide educators with a model for effectively integrating character education into language learning. They also highlight the broader potential of CLIL to foster holistic learner development.

This longitudinal study used data from the Busan Educational Longitudinal Study (BELS) to identify growth profiles of English class self-efficacy (ECS) over three years and their associations with English class comprehension, engagement, and achievement. A middle school student sample from 2016 to 2018 BELS comprised 3,038 students (1,394 females and 1,644 males) from 56 middle schools in South Korea. Using a personcentered approach with Mplus 8.4, a higher-order growth mixture modeling (GMM) yielded three distinct growth trajectories of ECS: 82.8% of initially high and slowly decreasing (HSD) group, 9.7% of intermediate high and decreasing (IHD) group, and 7.5% of low but increasing (LI) group growth profiles. Results indicated that English class comprehension, engagement, and achievement showed statistically significant mean differences across each growth profile of ECS. The identified ECS growth profiles can be used to tailor intervention measures. Empirical findings are discussed in terms of pedagogical implications in applied language learning and teaching practices and further research.

This study examined subject-auxiliary inversion errors in wh-questions produced by 88 Korean EFL elementary learners, focusing on whether types of wh-words and auxiliaries could affect inversion acquisition and whether explicit instruction on movement rules could facilitate this process. Guided writing tasks were used as a pretest and a posttest to analyze influence of wh-words and auxiliaries on learners’ inversion in the pretest and effects of instruction on movement rules in the posttest. Results showed that both whwords and auxiliaries significantly influenced learners’ inversion acquisition. Learners struggled more with why-questions than with what-questions, which were selected as representatives of adjunct and argument wh-questions, respectively. More inversion errors occurred in wh-questions requiring do-support than in those involving auxiliary be or modal will, although no significant difference was found between be and will. Experimental lessons with brief explicit instruction on auxiliary movement during regular classes significantly improved learners’ inversion accuracy, particularly in dosupport questions, which posed the greatest challenge in the pretest.

This study examines public perceptions and language ideologies regarding English use in Korea‘s linguistic landscape by analyzing 2,191 online news comments concerning the English-only menu controversy in 2023. The analysis reveals that negative comments (89%) significantly outnumbered accepting ones (11%). Critical responses view English use as displaying pretentiousness and cultural subservience while posing a threat to Korean linguistic and cultural identity. Critics raise concerns regarding language use, such as incorrect English usage, inconsistent bilingual practices, and discrepancies between displayed and actual proficiency. They also point to issues of information accessibility and the broader trend of excessive English use in Korean society. By contrast, accepting perspectives justify English menu use based on business owners’ autonomy, strategic marketing, the basic comprehensibility of the English used, and the naturalness of English use in the global era. The findings highlight that monolingualism prevails, with English perceived as distinctly “foreign,” while also revealing contradictions in public attitudes, including overreliance on foreign validation of Korean, conflicting views on linguistic hierarchy, and ambivalent attitudes toward English proficiency. This study contributes to a better understanding of public perceptions of English in Korea‘s linguistic landscape and the ideological dynamics underlying language choice in public spaces.

The current study is designed to investigate the use of classwide peer tutoring for controlled grammar practice activities in a university English as a Foreign Language classrooms. In total, this study included 128 Korean university student participants. This research employed a quasi-experimental approach with two distinct groups. Across four different grammar lessons, 67 learner participants experienced classwide peer tutoring, while 59 learner participants experienced the traditional approach to controlled grammar practice activities. In doing so, the effectiveness of the two teaching approaches, as well as student perceptions, were analyzed. The results indicated no difference in the effectiveness between classwide peer tutoring or the traditional approach in the short-term or long-term. Furthermore, the results showed there was no significant difference between lower proficiency students and higher proficiency students. However, the results did indicate students found classwide peer tutoring to be more satisfying, interesting, and comfortable than the traditional approach to controlled grammar practice activities. Implications and classroom suggestions from these findings are included.

This study investigates the effectiveness of self-correction in improving lexical stress placement among Korean English learners, a critical yet challenging feature for speakers of Korean, which lacks lexical stress contrasts. Grounded in Schmidt’s (1990) Noticing Hypothesis, the research compares the benefits of self-correction— where learners reflect on and correct their own pronunciation errors —with the shadowing technique. Forty-seven college students participated, with an experimental group practicing self-correction and a control group engaged in shadowing. Pre- and post-test analyses revealed that the self-correction group demonstrated significantly greater improvement, particularly with trisyllabic and tetrasyllabic words, while the shadowing group showed minimal change. These findings highlight self-correction’s role in promoting learner engagement, error awareness, and deeper cognitive processing, offering practical implications for pronunciation instruction that emphasizes learner autonomy and focused attention.

YouGlish, an emerging online learning platform, offers learners repeated exposure to native pronunciation in authentic contexts, providing valuable opportunities to improve their articulation of words and phrases. This study investigates the impact of a structured instructional module incorporated into YouGlish on enhancing pronunciation and intonation through shadowing practice. A total of 67 college students participated, completing four assignments using YouGlish with either a structured module (n = 30) or without a module (n = 37). The results revealed significantly better performance in word/phrase accent accuracy (t (65) = 4.36, p < .001), and intonation (t (65) = 3.94, p < .001) in the group using the structured module compared to the unstructured group. Additionally, feedback collected via questionnaires indicated that students using the module reported more positive experiences, highlighting increased usability, perceived effectiveness, and confidence in their language skills. These findings suggest that the teacher’s role in integrating multimedia resources such as YouGlish is critical to optimizing its effectiveness in language learning.

The purpose of this study is to examine learners’ perceptions of AI-based machine translation (MT) in high school ‘Reading British and American Literature’ classes. This research explored how students perceived the impact of MT on their class participation, learning motivation, confidence in English use, and improvement in English ability. The study also examined how the effectiveness of MT use differed according to students’ English proficiency levels. A total of 153 third-year students participated in a nine-week English literature course. Data were collected through an online survey and statistically analyzed. The findings reveal that students showed positive perceptions regarding class participation, learning motivation, confidence in English use, and improvement in English ability. Notably, participation in the English literature classes using AI-based MT was significantly higher than that in other English classes. Analysis by English proficiency levels showed no significant differences in class participation and affective factors (learning motivation and confidence). However, lower-proficiency learners perceived greater improvement in English proficiency compared to higher-proficiency learners. These results suggest that incorporating AI-based MT in English literature classes can create an inclusive learning environment that supports learners across different proficiency levels, particularly benefiting lower-proficiency students in terms of improvement in English ability.

This study investigates the strategies that teachers employ when presenting the meaning and form of a novel English word to students with autism spectrum disorder (ASD). This case study observed and interviewed three teachers who taught five ASD students with diverse characteristics and varying language proficiency. Thematic analysis was conducted by integrating a top-down approach, based on the vocabulary teaching strategies commonly used with typically developing students, and a bottom-up approach, based on the emerging data. The results indicate that, similar to their typically developing peers, the meaning and form of the new English word were introduced by connecting to the first language, providing first language definitions, relating to real objects and phenomena, encouraging students’ active participation through elicitation, and conducting oral drills and word spelling. However, unlike typically developing students, the teachers presented English vocabulary to ASD students while making an effort to capture their attention and engagement in the learning process. This study offers suggestions for teachers and recommendations for future research.

In story writing, interjections are used in dialogue to enhance the emotional tone of the text. However, crafting realistic dialogues that effectively incorporate interjections can be a challenging task for young learners with developing writing skills. This study examines how young learners utilize interjections in their story writing. The study analyzed the narratives of 242 students from three different English proficiency groups: lower and higher level EFL elementary school students and native English speakers in seventh to twelfth grade. The analysis aimed to understand the relationship between interjection frequency and writing qualities. The findings revealed a negative correlation between the occurrence of interjections and both content quality and vocabulary diversity. Additionally, comparisons across proficiency groups indicated that certain types of interjections were more prevalent in specific groups. These results suggest that learners should use interjections judiciously in story writing. Although interjections may seem peripheral, they warrant closer attention as they can subtly detract from writing qualities.

This study investigated the relationship between changes in language learning beliefs and English proficiency among 41 Korean university students who participated in a short-term English program. Participants’ beliefs were assessed using the Beliefs About Language Learning Inventory (BALLI), and their proficiency was measured using the Test of English for International Communication (TOEIC). Frequency analysis, descriptive statistics, paired-sample t-tests, and correlation analysis were employed to analyze the data. The study found significant improvements in both listening and reading scores, and changes in beliefs varied with proficiency gains. Students with higher proficiency gains demonstrated improved confidence and self-efficacy, and decreased instrumental motivation, whereas those with lower gains exhibited minimal changes in beliefs. Correlation analysis revealed that belief shifts, such as reduced selfconsciousness and increased integrative motivation, were positively related to proficiency gains. These findings suggest the dynamic nature of learners’ beliefs and their potential impact on language learning outcomes, highlighting the importance of addressing belief systems in English language education.

The study explores the relationship among teacher identity, teacher transparency, teacher self-efficacy, and teachers’ adaptation to digital change. Eighty-four English teachers participated in the study. For comparison between English and other subject teachers, 38 survey results of different subject teachers were included in the analysis. The results showed that English teachers’ scores were lower across all the constructs in terms of both transparency and self-efficacy compared to the scores of teachers in other subjects. For further analysis, the Structural Equation Modeling was run, and the results revealed that teacher transparency influences teacher self-efficacy, facilitating digital adaptation. Instructional Transparency and Peer Transparency were significant predictors of selfefficacy, directly influencing digital adaptation. This result illustrates the dynamic interplay between evolving teacher identity and self-efficacy in relation to digital adaptation through the relationship between teacher transparency and teacher selfefficacy. The findings indicate the need for targeted programs to enhance English teachers’ transparency and self-efficacy as a pathway to their digital adaptation.

Korean English medium instruction (EMI) classes aim to foster active discussions and communicative interactions in English between instructors and students. However, many Korean students in these classes struggle due to their limited English proficiency. This paper examines the challenges faced by Korean EFL students in EMI environments, highlighting the necessity for support in both English and their native language to facilitate effective learning. It also identifies teaching strategies that have proven effective in helping these students navigate language barriers. The findings indicate that participants had difficulty developing their writing skills for assignments in EMI settings and encountered limited opportunities to communicate their understanding of course material with instructors. To address these challenges, it is important to assess students’ language skills and find a balance between Korean and English. Implementing flexible teaching methods can enhance the learning experience, making it more effective and supportive. By providing multiple approaches to learning, such as interactive activities or peer support, learning gaps can be bridged and overall educational outcomes enhanced.

This study analyzed inductive and deductive instructional approaches for teaching grammar within a Presentation-Practice-Production grammar lesson. The participants of this study included 119 Korean university students enrolled in an English as a foreign language class, with approximately half receiving deductive instruction and the other half receiving inductive grammar instruction. The analysis involved comparing learning gains as well as student perceptions of the two approaches via Mann Whitney U tests. The results showed no statistical difference in terms of the immediate or delayed learning gains for each grammatical topic, nor when all grammatical topics were aggregated. However, the analysis of student perceptions indicated that students found inductive instruction to be moderately more effective, interesting, and easier than deductive instruction. The study concludes with a discussion of the implications of these findings related to instructional practices in foreign language classes that utilize the Presentation- Practice-Production model as well as suggestions for future research concerning deductive and inductive instructional approaches.

This study examines the beliefs and practices regarding performance assessment among Korean English teachers in secondary schools. A survey was conducted with 109 teachers using a 52-item online questionnaire to investigate the extent to which teachers’ beliefs align with their instructional practices and to categorize them based on these criteria. Although teachers acknowledge the pedagogical advantages of performance assessment, a significant gap exists between their beliefs and actual implementation, primarily due to the considerable time required for its execution. Teachers with longer tenure and higher qualifications demonstrated a more positive and effective application of performance assessment. The findings highlight the necessity for targeted professional development to enhance teachers’ use of performance assessment strategies, especially for those who are skeptical about their effectiveness. Such initiatives are essential for bridging the gap between beliefs and practices, fostering an environment that promotes the effective use of performance assessment, and ultimately improving teaching quality and student learning outcomes in Korean English education.

Motivated by the effort of diagnostic interventions for EFL learners in Korean educational contexts, this study aims to identify heterogeneous L2 reading skill profiles among students attending the same school. Subsequently, it investigates the impact of learners’ L2 learning backgrounds on heterogeneity of these reading skills. Using Latent Profile Analysis on 234 vocational high school students, we identified four distinct profiles: Profile 1, severely weak L2 readers with very low decoding and syntactic knowledge; Profile 2, moderately weak L2 readers; Profile 3, above-average L2 readers; and Profile 4, fairly well-developed L2 readers with good vocabulary breadth. Multinomial regression analysis revealed that profile membership was significantly predicted by positive past learning experiences, extra-curricular English reading, and motivational attitudes. These findings underscore the significant heterogeneity in L2 reading skills within the seemingly homogeneous EFL group and highlight the critical association with past and current educational experiences, emphasizing the importance of tailored interventions based on individual learning histories.

This study investigates the listening comprehension performance of Korean university students when exposed to unscripted and scripted English speech, as well as their perceptions of various linguistic features associated with each speech type. A total of 115 participants were divided into two groups, both of which had the same level of listening proficiency. The unscripted group listened to spontaneous, unscripted dialogues during the listening comprehension test, while the scripted group listened to scripted versions from which features typical of unscripted speech had been removed. Following the listening test, participants completed a questionnaire assessing their perceived level of difficulty regarding a range of features that typically distinguish the two speech types. The results revealed that the unscripted group scored significantly lower on the listening test compared to the scripted group. Additionally, the survey indicated that participants found unscripted speech significantly more challenging, especially due to factors such as pronunciation, vocabulary, and grammar. Features typical of unscripted speech, including filled pauses, false starts, and a natural speech rate, were identified as obstacles to L2 listening comprehension. Based on these findings, the study suggests implications for L2 learning materials, instructional methods, assessment practices, and teacher education programs.

본 연구는 지난 60여 년간 중국이 국제 외교에서 창출하고 활용한 ‘경기장 외교(st adium diplomacy)’ 정책이 국제무대에서 광범위한 토론을 불러일으킨 점에 주목하였 다. 미디어들이 어떤 방식으로 이를 서술하고 평가하는지 소개하고 분석하며, 나아가 미디어들이 국제 정치 관계와 국제무대에서 경기장 외교 정책을 논하는 담론 패턴을 심층적으로 분석하고 논의하는 것을 목표로 한다. 본 연구는 두 가지 주요 범주로 나뉜다. 첫째, 서구의 주요 영어 미디어의 중국 경기장 외교 보도를 정리하고 소개하 며, 서구 미디어의 중국 경기장 외교에 대한 평가 동향, 담론 구조, 그리고 국제 정 치 관계 변화가 중국 경기장 외교에 미치는 영향 등을 해석한다. 둘째, 중국 국내 주 요 영어 미디어의 중국 경기장 외교 관련 보도를 정리하고 소개하며, 그러한 보도가 중국 사회 속에서 어떠한 의미와 함의를 매개하고 생성하는지를 해석한다. 다음으로, 본 연구는 두 미디어의 담론 패턴의 차이를 종합적으로 해석하고 그러한 미디어 담 론의 실제가 작게는 스포츠 외교 크게는 국제정세 아래에서 어떠한 의미가 있는 것 인지 등을 논의한다. 끝으로, 우리는 몇 가지 제언을 결론 삼아 이 연구를 마무리하 였다.