This paper examines the effects of a story-writing class and a digital story-game class for primary school students at an after-school English program. To compare the effectiveness of a story-game p(23 students) and a story-writing class (22 students), this study used preand post- English achievement tests. This study also administrated a survey on students’ attitude towards their learning, and interviewed students as well as teachers. The results showed the two classes improved the students’ English ability in terms of reading, listening, writing and vocabulary over the 16 weeks. However, there were big differences between listening skills and writing skills between the two classes. The students in the story-game class showed a big improvement in listening skills. The students in the story-writing class were highly motivated by writing English stories in a group. Based on the results of the two classes, this paper discusses the factors that lead to an effective class with English story-based language learning. By exploring these elements, this paper suggests the educational implications for those who want to develop and implement a digital story-based language learning program for primary school students.

The present study explored the experiences of six elementary teachers as they had strived to develop expertise in teaching English since it was introduced as a regular subject in 1997. The focus was on what they have done for their professional development, what they perceive to have influenced on the acquisition of expertise, and how they reflect on their professional growth over time. Two rounds of life story interviews were conducted with each teacher, and they were all recorded on digital audiotape and transcribed verbatim. Interviews centered on uncovering teachers’professional histories, teacher education experiences, past and current work with children, conceptions of themselves as an English teacher, critical incidents in their teaching careers, and their future career plans. Five themes emerged from the content analysis of the interview data. They include teacher development as social development; the unique challenges of being and becoming an English teacher; learning for and from students; developmental concerns and needs in teachers’ career cycle; and the impact of policy changes on teachers. The study concludes with some implications for educating in-service teachers.

The purpose of this study is to inspect the possibility of changing teacher-centered language learning into learner-centered one emphasizing learner’s interaction with self-directed learning contents available on-line for high school students. This study is to develop onㆍoff blended contents and apply them into classroom environment. It also discusses the kind of contents teachers and learners want to use. Reading parts for each lesson are usually dealt for three class hours in high schools. So it is designed that the first and the third period are done through off-line classroom and the second, on-line. Well-linked with the first and third period, on-line contents for the second period were designed, developed and applied into educational environment. More than expected number of teachers and learners were pleased with on-line contents reaching 80~90% of high level in satisfaction and also showed 65% reaching learners’ interaction rate in off-line classroom. If on？off blended learning model is well structured based on enough researches, it will realize its strong potential as a desirable learning model for reading.