본고는 포스터 부인(Amy Foster, Mrs. Arnold Foster, 1856-1938)이 편찬한 An E nglish and Chinese pocket dictionary, in the Mandarin dialect 분석을 통해 근대 시 기 서양인들에 의한 중국어 학습서 및 사전 편찬의 배경, 포켓 사전의 편찬 의의와 구성 및 체재, 초판과 제5판에 반영된 음운 표기의 특징, 베이징관화(北京官話) 및 한커우(漢口)음의 음운 양상을 고찰하였다. 분석 결과, An English and Chinese poc ket dictionary, in the Mandarin dialect는 초판 발행 이후 여러 차례 개정과 출판을 거듭하는 동안 구성 체재 수정, 서문 내용 보강, 표기 체계 변경, 한커우 음의 추가 등 실제 사용자의 요구와 시대적 변화에 발맞춰 변화하였음을 알 수 있었다. 또한 해당 사전에 반영된 음운은 당시 베이징관화와 한커우 방언의 특징을 보여주는 귀중 한 자료이며, 이는 사전이 단순한 언어 학습 도구를 넘어 역사언어학 연구에도 기여 할 수 있음을 시사한다.

This study explored the dual linguistic challenges experienced by Chinese international students enrolled in English-Medium Instruction (EMI) programs at South Korean universities. Drawing on semi-structured interviews with 20 undergraduate students from two leading private universities in Seoul, this study investigated how students navigate the linguistic demands of studying in English while simultaneously adjusting to Korean as the dominant campus language. The findings revealed that students encounter significant obstacles, including professors’ limited English proficiency, inconsistent classroom language policies, and marginalization in group work and class discussions. Despite these difficulties, many students gradually adapted through self-directed strategies and peer support, ultimately gaining academic and linguistic benefits. Some participants reported enhanced preparedness for further studies in English-speaking countries and developed bilingual competencies. The study highlights the complex realities of EMI implementation for non-Anglophone international students and calls for more transparent language policies, targeted support programs, and inclusive pedagogical practices to promote equitable learning environments.

This qualitative study examines amotivation in South Korean EFL students through the lens of activity theory. Using semi-structured interviews, data were collected from six elementary and secondary school students, aged 10 to 16 years (Grades 4 to 10), to explore key psychological constructs, including the ideal L2 self, the ought-to L2 self, the perceived meaning of English learning, parental expectations, and social pressures. The findings reveal that motivation in L2 learning is contextually constructed and often shaped retrospectively rather than serving as a precursor to proficiency. Notably, some students with minimal motivation still achieved high levels of English proficiency, suggesting that motivation is not necessarily an antecedent of L2 success but rather an outcome shaped by broader socioeducational forces. This challenges conventional models that assume a direct causal link between motivation and achievement. The study underscores the importance of contextual and sociohistorical influences in shaping L2 motivation and calls for a reevaluation of the rigid dichotomy between motivated and amotivated learners in competitive educational settings.

In the context of higher education (HE) internationalization, English as a Lingua Franca (ELF) plays a crucial role in academic and interactive communication, often intersecting with local languages. This enables greater flexibility in language use and code-switching (CS) between English and the local language. While previous research on English as a Medium of Instruction (EMI) has predominantly examined the perspectives of local stakeholders, the views of international students have been largely underexplored. To bridge this gap, this study investigates the perceptions of both local and international students regarding CS practices within EMI courses across specific classroom situations. The findings reveal that both groups support the conditional use of the local language to promote comprehension while ensuring inclusivity. Local students demonstrate a broader acceptance of CS compared to their international counterparts, particularly in relation to academic outcomes such as understanding instruction and assessment. In contrast, international students show greater receptiveness to CS during interactive classroom discussions, which reflects their attitudes toward engaging with local peers. These insights contribute to the development of more nuanced EMI policies and deepen our understanding of language dynamics in HE contexts where English is not the native language.

This study investigates the conversation strategies that Korean middle school English learners employ when interacting with AI-based writing tutor chatbots. A total of 79 eighth-grade students at a middle school in Seoul engaged in English process writing tasks with ChatGPT API-powered writing tutor chatbots, composing an argumentative and an expository essay. Their dialogues during the pre-writing and drafting stages were analyzed using content analysis, with a focus on linguistic modification strategies within situated writing contexts. The results reveal that learners actively interacted with the AI writing tutor chatbots, employing various strategies to refine chatbot responses, clarify misunderstandings, and negotiate meaning. These strategies demonstrated both backward- and forward-oriented approaches, allowing students to iteratively improve their writing through dynamic interaction. Based on these findings, the study provides pedagogical recommendations for optimizing AI chatbot-mediated conversations in L2 English writing instruction.

This study aimed to categorize grammar items in English textbooks used across Korean elementary, middle, and high schools by specific grade levels. To achieve this, we developed an automated grammar item analyzer using natural language processing techniques, which analyzed 52,964 sentences from the textbooks. We selected 173 grammar items from the 2022 revised national curriculum and classified them according to the methodology used to determine CEFR levels in the English Grammar Profile. The classification results are as follows: 18 items for Grade 3 of elementary school, 6 for Grade 4, 11 for Grade 5, 8 for Grade 6, 29 for the first year of middle school, 43 for the second year, 22 for the third year, 29 for the first year of high school, and 7 for the second year. Based on these findings, this study discusses pedagogical implications, focusing on practical applications such as refining assessment tools, more precisely defining curricular objectives, and developing grade-specific instructional materials.

The purpose of this paper is to investigate the effects of students’ peer feedback in collaborative English writing of general English classes. For this reason, online pre-and post-surveys were conducted on 33 students enrolled in D University in Chuncheongnam-do. The study results showed that in terms of the affective aspects of peer feedback, the burden of providing feedback, anxiety about English proficiency and negative feedback, and discomfort with negative feedback decreased. At the same time, the perceived usefulness of peer feedback increased. However, cooperation and responsibility, trust in peer feedback, motivation, and the burden of interaction did not show statistically significant differences. In addition, students mentioned that they benefited from peer feedback in the order of grammar, text structure, and vocabulary. As positive aspects, they highlighted objectivity, assistance in English learning, and increased confidence. On the other hand, they pointed out their discomfort in giving feedback due to their low English proficiency and the possibility of providing incorrect information. Based on the results, several implications are discussed.

Aviation safety is critically dependent on effective communication, particularly in the English language, which serves as the international language of aviation. This paper explores the significance of proficient English language communication among aviation professionals and its impact on operational safety. Effective communication in aviation involves various factors such as lack of accent, perfect listening skills, effective hearback and readback procedures, and more. Additionally, English language efficiency in aviation is closely related to emotional stability and the ability to manage stress, both of which are crucial in highpressure environments. The research will also look into the regulatory challenges faced by the aviation industry in standardizing and enforcing language proficiency requirements by the International Civil Aviation Organization and other international institutions. Through a thorough review of existing regulations, industry practices, and case studies, this paper highlights the steps taken to improve communication skills among pilots, air traffic controllers, and other key aviation professionals.

해상에서의 안전한 의사소통은 선박 운항의 핵심 요소로, 국제해사기구(IMO)는 SMCP(Standard Marine Communication Phrases)를 제정하여 선내외 교신에서 활용할 수 있도록 하였다. SMCP를 포함한 해사영어는 효과적이고 정확한 의사소통을 위해 일반 영어와는 다 른 문법적, 어휘적, 구조적 특성을 반영하고 있으며, 간결성과 명확성에 초점이 맞추어져 표준화되어 있다. 이러한 맥락에서 본 연구는 상 용 LLM 모델의 해사영어 활용 능력을 PHP Text Similarity 알고리즘과 BERT 기반 모델을 활용하여 평가하였다. 먼저 ChatGPT, Google Gemini, Meta LLaMA 3 70B Instruct 모델을 대상으로 SMCP 기반 문장 구성, 용어 정의, 빈칸 채우기 문제를 포함한 총 60문항을 활용하여 성능을 비교 분석하였다. 이후 해사고등학교 학생들의 시험 결과와 LLM 모델의 결과를 비교하여, LLM이 실제 해기사 교육 수준과 비교 했을 때 어느 정도의 해사영어 이해 및 문장 구성 능력을 갖추었는지 평가하였다. 대체적으로 LLM 모델들은 높은 정답률을 보였으나, 표 준화된 문구를 정확하게 활용하거나 관용적으로 사용되는 해사영어 표현을 이해하고 적용하는 데 한계점이 있음을 확인하였다. 본 연구 는 해기교육기관 및 실무 현장에서 상용 LLM 모델의 해사영어 활용 가능성을 평가하는 기초 자료로 활용될 수 있을 것으로 기대되며, 향 후 보다 정교한 모델을 대상으로 추가연구가 필요하다.

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.