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.

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.

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.

This paper on language learner strategies utilizes a little used quantitative, datamining technique called cluster analysis to investigate characteristics of groups of South Korean learners of English. After 71 students in three first-year university liberal arts English conversation courses completed the Strategy Inventory for Language Learning (SILL), and the number of learning strategies was reduced from 50 to 26 based on standard deviation (SD) results, the non-hierarchical (K-means) 3-cluster procedure was applied to the self-reported data. Following statistical analysis, each of the three cluster groups could be profiled according to achievement scores. At this point, six items emerged as particularly meaningful with regard to the latter, including direct strategies (a memory one and a cognitive one) and indirect strategies (two affective and two metacognitive). These strategies and their significance with reference to the local context as well as results previously reported in the literature are discussed. Finally, limitations of the study and implications for future research using cluster analysis are reported.

The special law for making Jeju a free international city was implemented in 2001 to develop Jeju an important hub for international tourism. Jeju has been changed into a free international city attracting many foreign tourists, so English has been an important communication tool in Jeju. Also, Jeju has provided top quality English education by attracting world-prestigious international schools to enhance English education competitiveness. However, little attention has been paid on non-linguistic outcomes including English learners' identities changes occurred in the English learning experiences. This study proves that it is important to consider the influence of language learning on learners’ identities changes in the English learning process. The contradictory individual learner’s identity shows that teachers and educational institutions should not only train students’ language skills, but also be aware that L2 learning is closely connected to learners’ identity construction.

The purpose of this study is to summarize and report on both academic and pedagogical implications of CALL studies published in English Teaching from Vol. 1 (1965) to Vol. 70, n. 2 (2015) by critically reviewing 118 CALL articles in a qualitative meta-analytic approach, and also to suggest future directions for CALL research and practice. The data analysis indicates that English Teaching has m빠 significant achievements in developing technology and language learning research from both quantity and quality standpoints. First, that CALL has been consistently discussed as a major topic. Second, the research has been ground-breaking in topics, technologies, and instructional approaches. Third, the studies have produced meaningful findings, practical suggestions, and positive conclusions for English education in Korea. On the other hand, there are also some neglected aspects: first, the primary concern has been mostly for the effectiveness of new technology by means of quantitative approaches; second, the study scope is limited; third, the research projects are not sustainable or are unsupported by follow-up studies. In the future of CALL, it is hoped that 1) the role and usage of technology will be studied more from the L2 perspective; 2) the target interest will be focused on normal curricula; 3) large-scale research will be better promoted; and 4) more international efforts will be undertaken for theory building.

The study investigated the effect of the flipped class method implemented in a general English program in the tertiary level. The treatment variable of the experiment was a teaching method: a flipped class for the experimental group and a traditional class for the control group. A total of 13 class sessions were completed. The model of the experiment was a nested design with repeated measures. The dependent variables were positive affective experience, negative affective experience, class satisfaction, and language achievement. This study analyzed the data using factorial analysis, t-test, and repeated measures analysis of variance. The results showed that learners in the experimental group improved their positive experience during the treatment through statistically significant differences in pre-test and post-test scores; while the control group did not. The negative experience decreased at the end of the class in both groups. Although the mean differences were not statistically significant, the mean of the negative experience in the experimental group was lower than that in the control group. The class satisfaction was significantly different between the two groups. The experimental group improved language achievement on their final exam, while the control group’s mean decreased.

The purpose of this study was two-fold: to evaluate the effectiveness of an English program under a practical curriculum for English majors in college and to investigate the relationships among students' perceptions of the program, language learning styles and strategies, perceived and actual improvement in English, and their satisfaction with the program. To this end, the study followed the changes in college students' perceptions of the program and their learning of English for four semesters from their freshman to sophomore years. Questionnaires were administered four times to measure and trace the students' perceived utility of the program, affective attitude, use of language learning styles and strategies, perceived and actual improvement in English, and satisfaction with the program. The results showed a statistically significant increase every semester in actual improvement in the students' TOEIC scores. Compared to their high expectations for improvement, the students' perceived improvement was shown to be the lowest at the end of the first semester, after which it got slowly higher each semester during the 2-year period. However, their overall satisfaction with the program got lower each semester. Native speaker instructors and interactive activities in class were found to positively affect the students' perceptions of program utility and affective attitude, which, in turn, significantly affect the students' use of language learning styles and strategies.

Based on the data from a two-year-long virtual ethnographic study, this article examines literate and social practices of a female adolescent English language learner (ELL) who is participating in a Korean popular culture (K-Pop) online fan site called Soompi.com. Drawing upon the concepts of ‘affinity space’ (Gee, 2004) and ‘participatory culture’ (Jenkins, Clinton, Purushotma, Robison, & Weigel, 2006), this article describes (1) how she participates and engages in multiple literacy practices in the site; (2) what resources she draws on for literacy development and content creations; and (3) what kinds of social relationships and identities she constructs in the site. Analysis reveals that she is able to access to distributed knowledge through peer-to-peer learning and teaching, and collaborative support, which help her develop not only language and composition related metacognitive skills, but also, positive social identities as a valued member of the site. Based on the aspects of the youth’s digital literacy practices, this study suggests some ways that language and literacy teachers can use to better meet ELLs' needs and to make their classrooms motivating and interactive learning communities.

The purpose of the study was to identify Korean high school students’ beliefs about L2 learning and a structural model that best explains the belief factors associated with L2 achievement using structural equation modeling (SEM). It has furthermore explored the effect of gender on the structural model of belief factors affecting L2 achievement. A total of 447 students (253 boys, 194 girls) at two schools completed a questionnaire containing 26 Likert-scale items. The results produced five underlying constructs: selfefficacy of English learning, importance of grammar learning, role of teacher feedback, importance of accuracy, and nature of English learning. The final SEM model showed that both self-efficacy of English learning and importance of grammar learning were positive, direct, and significant predictors of L2 achievement. Role of teacher feedback and nature of English learning, however, were indirectly related to the L2 achievement through the mediating role of self-efficacy of English learning. The study also provided empirical evidence that gender moderated the causal relationships among belief factors affecting L2 attainment. Based on the findings, pedagogical implications to improve L2 instruction were suggested.

Effective foreign language learning accompanies the learning of the target language’s culture. But English is said to be not a foreign language, but a global language. What should culture learning be like in teaching English as a global language (EGL)? This paper aims to make some suggestions for the directions of cultural learning in EGL. First, the features of EGL learning are explored in comparison with those of EFL learning. Second, it is discussed why EGL learning does not match the communicative competence on which the communicative approach has been based. Instead EGL learning needs intercultural communicative competence (ICC). Third, it is considered what culture education should take into account for ICC. The main section seeks out the ways in which cultural contents involved in teaching materials contribute to develop ICC. Four (4) series of Korean middle school English textbooks are analysed in respect of the ownership of cultures, the types of culture and the cultural activities, from the intercultural perspective. The result admits the cultural contents of the textbook are not suitable for developing ICC. Finally, some directions will be deduced on how and what teaching materials are equipped to develop ICC in teaching English as a global language.

Research has shown that using multimedia teaching materials such as movie videos and CD-ROMs in foreign language classrooms has been effective. The purpose of the present study is to investigate the effects of using a movie CD-ROM in English classrooms as a way of improving English language skills and enhancing students’ positive perception of learning English. Sixty 10th-grade students in a commercial high school participated in the study which lasted 10 weeks. One group used the movie Big, while the other group used the conventional method of listening to a tape that accompanied a textbook. The data, which were analyzed statistically using the SPSS, showed the following results: 1) Even though the experimental group’s level of interest and confidence increased by using the movie CD-ROM, the increase was not statistically significant. The same can be said for the control group. 2) The experimental group showed a statistically significant improvement in vocabulary building, while the control group did not. 3) Neither group showed significant improvement in terms of listening ability.