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.

‘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 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.

기후위기, 전지구적 팬데믹의 시대에 세계와 인간의 관계가 생태적으 로 재구성되어야 한다는 사회‧문화적 요구와 학문적 필요성이 제기됨에 따라 본 논문은 인간을 둘러싼 자연과 생태 환경을 성찰하고 개항기 한 국 생태문화의 특성을 고찰하였다. 개항을 전후해서 한국에 대한 자연탐 사가 증가한 가운데 개항기 한국의 정치, 문화, 역사 전반을 소개했던 『코리안 리포지터리』(1892-1898)는 한국의 자연기행, 지역탐사, 생태 환 경, 역사 및 인문지리에 대한 다층적인 학술기사를 소개함으로써 개항기 한국의 자연과 지역을 생태적 관점에서 검토할 수 있는 귀중한 자료를 제공했다. 본 논문은 『코리안 리포지터리』의 기사 가운데 개항기 한국의 자연과 생태관련 기사를 전수조사하고 목록화한 후, 개항기 근대적 관점 에서 한국의 자연과 생태 환경이 다루어지는 양상을 조망했다. 또한 『코 리안 리포지터리』가 국제적 차원에서 한국의 자연과 지역 정보를 생산, 유통하고 자연과 그를 둘러싼 생태 환경 담론을 형성하는데 기여했음을 진단하였다.

This study investigated the convergence of content and language integrated learning, translanguaging, and global citizenship education in an EFL tertiary English class. Conceptualized within translanguaging as an assemblage for meaning-making, machine translation was incorporated into the course in a way that EFL bilinguals could fully avail themselves of their linguistic repertoire for the learning of global citizenship and language. The analyses of thirty-three students’ response essays and survey results demonstrate the success of MT as both a scaffold for bridging language-content gaps and a tool for language acquisition. Design features, perceived as important, were a careful introduction and training on MT use and teacher feedback on MT-assisted writing. Survey results emphasize the crucial role of the students’ L1 in meaning-making. The study offers a practical guide for educators interested in using MT in L2 writing instruction and encourages further research on the theoretical and pedagogical applications of translanguaging in diverse EFL contexts.

This study examined effects of pronunciation training using automatic speech recognition technology on common pronunciation errors of Korean English learners. Participants were divided into two groups. One group was given instruction and training about the use of automatic speech recognition for pronunciation practice. The other group was not given such instruction or training as a control group. A pre- and post-test experimental design was used. The treatment period was four weeks. Participants who were taught about using automatic speech recognition for pronunciation practice showed small but significant improvements in pronunciation accuracy than those who did not. In addition, automatic speech recognition was found to assist in the diagnostic evaluation of common pronunciation errors, although it did not produce statistically significant improvements. Participants responded positively to the use of automatic speech recognition for pronunciation practice and testing, although there remain some concerns over technical aspects of the test.

In order to humanize and contextualize ESL/EFL learning, poetry writing has been suggested and considered as an effective strategy for meaningful literacy. However, there is a lack of empirical evidence for the pedagogical significance of poetry writing on language learning. To make up for the dearth of research about poetry writing, the present study explored to what extent a primary English language learner can express herself through poetry writing in an American classroom and the significance of poetry writing as meaningful literacy in ESL/EFL learning. Adopting a qualitative research approach, this small-scale case study conducted textual analyses of a young English language learner’s poetry works and in-depth interviews with her. Findings suggest that poetry writing encouraged the participant learner to express herself with her own voice, enhanced her L2 linguistic awareness, provided meaningful learning opportunities―authorship and readership―, and motivated the learner to overcome challenges as an English language learner. The present study contributes to the understanding of young English language learners’ poetry writing in the field.

This study attempts to examine the distributions and characteristics of language forms and learning activities necessary for communication used in the middle school textbooks based on the 2015 revised national curriculum. To this end, 12 textbooks were analyzed and compared by grades and 4 textbooks by different publishers. The results are as follows: 1) Of the 38 language forms required for communication in middle school textbooks, 23 forms were commonly addressed in all the textbooks, while 12 forms were optional or missing, which may cause problems in articulated learning. 2) Even in the same language form, the level of difficulty increases as the grade goes up, which follows spiral curriculum. 3) Some language forms were omitted in the list presented in the 2015 revised curriculum, where only examples were presented without explanation. Explicit explanations need adding with elaborately classified examples. 4) Although the activities in the textbooks focus more on language acquisition than language use, they are well-organized to practice core language forms focusing on meaning in a controlled manner and gradually apply them to real life situations.

Lesson reconstruction is a way of enhancing student competency, and has been receiving much attention. Research was conducted based on lesson reconstruction by applying content and language integrated learning: CLIL. However, drawbacks such as the EFL educational environment and the notional-functional syllabi in much of the English curriculum made teachers teach the 4 skills separately (i.e. listening, speaking, reading, and writing), even though integration of 4 the skills is very much required. Although many researchers have analyzed CLIL so far, little research has suggested the specific methods of reconstructing, designing and implementing lessons in a primary Korean EFL education setting. In this study, the research reviewed the theoretical frameworks of the literature and suggested three potential methods for improvement: 1) designing lessons based on lesson reconstruction, 2), implementing the 4Cs Framework while planning CLIL lessons and, 3) choosing appropriate language based on ‘The Language Triptych’. For implementation, this research suggested that CLIL lesson integrated with other subjects or topics improves students’ reading abilities. This research goes beyond previous theoretical concepts; it suggested the ways of designing and implementing lesson construction based on CLIL lessons. The research also suggests that further research needs to fully consider its pedagogical application and explores how to practice CLIL.

This study attempted to investigate the factors affecting the organizational citizenship behavior (OCB) of English teachers in Turkish state high schools within the framework of job satisfaction, emotional commitment, and demographic factors. The data, which were collected through a questionnaire given to 269 English teachers, were analyzed through descriptive statistics and hierarchical regression. The findings indicated that the English teachers’ job satisfaction, emotional commitment, and OCB levels were above average. Moreover, job satisfaction and emotional commitment predicted OCB. No significant relationship was observed between demographic factors and OCB. The results showed a positive correlation between demographic factors and job satisfaction, and between demographic factors and emotional commitment. The findings suggest that OCB can play a pivotal role to increase the performance of English teachers, consequently leading to better language education. The study suggests that the non-methodological factors in English language teachers’ behaviors and performance need to be studied to increase their performance.

근대 영어와 영문학에 기여한 대표적인 요인으로 교육혁명과 윌리엄 틴데일의 성경 번역을 들 수 있다. 인본주의와 실용성에 근거한 에라스뮈스의 수사학 이론과 번역된 고전들은 많은 영국 작가들을 위한 토양이 되었다. 이와 같은 환 경에서 교육받은 틴데일은 성경은 모국어로 읽어야 한다는 신학적 동기를 가지고 그의 역서에서 원어의 성경적 의미는 놓치지 않으면서 간결하고도 웅장한 구사를 할 수 있었다. 틴데일 성경에 사용된 다양한 새로운 단어들, 관용구들, 그리고 수사적 장치들은 16세기의 언어적이고 문학적인 발전에 지대한 영향을 미쳤다. 틴데일이 없었다면 엘리자베스 시대와 그 이후에 나타난 직설적인 산문체는 물론이고, 셰익스피어를 비롯한 당대 영국 작가들의 역동적이면서도 간결한 문어체도 없었을 것이다.

This paper analyses the foreign language curriculum of general high schools in China. The Chinese educational authority announced an experimental version of its language curriculum in 2003, revised it in 2017, and revised it in 2020. In 2003, the foreign language curriculum included only three foreign languages: English, Japanese, and Russian. German, French, and Spanish were added from the 2017 curriculum. The 2017 curriculum consists of three categories: ‘required’, ‘required optional’, and ‘optional’. The required courses meet the requirements for graduation by all students. Students intending to go to college must complete all required optional courses. The six foreign language curriculums equally set four core competencies: language ability, cultural consciousness, thinking ability, and learning ability. In addition, this paper investigated curriculum structure of the six foreign languages, learning vocabulary, and items included in the appendix, and compared the foreign language curriculum in China and Korea. In conclusion, Korea’s next curriculum suggested that achievement standards and evaluation criteria should be more specific in preparation for the high school credit system, and that achievement standards and evaluation criteria should be described so that the curriculum and college entrance can be linked.

The purpose of this study was to examine the effect of using films on students’ reading comprehension and attitude toward their English study in the context of a college English class. Specifically, it attempted to examine how a film-based English reading class affected students’ reading comprehension and attitudes toward their study, and how they recognized the film-based English reading class. Thirty-one college students were asked to take pre- and post-tests in English reading, and to respond pre- and post-questionnaires regarding their affective domain, and a focus group of four students was voluntarily interviewed with one of two researchers. Quantitatively, a paired t-test was employed to compare the statistical means from those two samples, and qualitatively, the framework developed by Miles and Huberman (1994) was adopted to describe the major phases of data analysis. The results of data analysis indicated that 1) Using films in the college English reading was helpful for students to comprehend the given text, and to understand other cultures; 2) Also this film-based reading class optimally contributed to the affective domain such as students’ attitudes, interests, and confidence levels. Based on these results, pedagogical implications for effective English reading classes were suggested.

The benefit of language play for language learning is not recognized in English education. Based on the idea that teachers’ perception of teaching and learning affects their teaching practices, this study sought to examine teachers’ perception of language play in the English classroom. The specific purposes of the study were to discover commonalities and differences in elementary teachers’ and pre-service teachers’ perception of language play and to provide suggestions for including language play in teacher education and classroom instruction. Separate group interviews were conducted with 7 in-service and 9 pre-service teachers at the elementary level, in which the participants shared their responses to 3 language play texts that highlight rhyme, rhythm, and nonsense compound words. The topical analysis of the data revealed that both the teachers and pre-service teachers focused on understanding the words in the texts and did not recognize their playful aspects. However, the in-service teachers interpreted the texts more actively than the pre-service teachers and shared ideas for using language play texts in the English classroom. Based on the findings, the paper emphasizes that pre-service English teacher education needs to include language play as one of curricular contents, which should continue into teacher education.

The purpose of study was to investigate university students’ attitudes towards English language learning apps and examine whether there is any significant difference in their attitudes depending on their personal variables such as their gender, major, grade, nationality, and so on. This study also explored students’ perceptions of English language learning apps that they have used. Participants were college students living in Korea and China. Data were collected by means of a questionnaire and an interview. Results showed that both Korean and Chinese students generally held positive attitudes towards English language learning apps, although Chinese students showed more positive attitudes than Koreans. The main reasons that they liked to use English language learning apps were their convenience, ubiquity, and rich resources. On the other hands, it was revealed that the lack of communication and feedback was the main problem of using such apps. Both Korean and Chinese students stated that it was an effective way to use English language learning apps to practice pronunciation, vocabulary, listening, and reading skills. Findings of this research suggest that English language learning apps should be developed to inspire users/students’ learning interest and foster learner autonomy.

It is generally believed that teachers are important both to student learning and achievement. Apart from teacher qualification and experience, some studies have shown that teacher gender may relate significantly to student achievement. The purpose of the study was to find out the following- (a) Does teacher gender significantly influence student academic achievement in English Language Arts at the junior secondary school level? (b). Does teacher gender significantly influence student academic achievement in Mathematics at the junior secondary school level? (c) Does teacher gender significantly influence student academic achievement in Biology at the junior secondary school level? Data was obtained from 570 students in seven junior secondary school students in South-East area of Nigeria. An analysis of data showed the following- In the English Language Arts area, and at the junior secondary school level, female students performed significantly higher than male students under a female teacher and male students performed better (but not statistically significant) under male teachers. In the area of Mathematics, female students performed significantly higher under male teachers. Based on the findings, recommendations were made on improving the teaching of English Language Arts, Mathematics and Integrated Science in Nigerian junior secondary schools.

In this paper, we explore how English language teacher education could be envisioned in different ways if one were to adopt a ‘social’ approach toward English language education. More specifically, drawing on our experience, which we gathered as Korean faculty members of two Canadian universities, with the help of reflexive inquiry, we highlighted the importance of fostering critical intercultural competence among language teachers. Focusing on a small-scale case study of Korean teacher candidates who participated in a short-term community-based service learning in Canada, our analysis examines how to train English teachers to develop their own intercultural understanding through experiential learning activities, so they can better develop intercultural competence among their students. We argue that a critical understanding of linguistic and cultural diversity is an essential component of English language teacher education in increasingly diverse EFL classrooms across South Korea in the era of globalization, transnationalism, and multilingual/ multiculturalism.