본 연구의 목적은 외국인 학부생의 한국어능력시험(TOPIK) 중급 취득 을 목표로 하는 한국어 집중 수업의 명암을 확인하고 이를 바탕으로 학 부 유학생 대상 한국어 교육과정 개발 및 운영의 문제점을 고찰하는 데 에 있다. 이를 위해 특정 대학에서 24-2학기에 실시한 8주 300시간의 집중 이수 한국어 수업을 관찰하고 학생과 교수자 대상의 설문조사 및 성적 자료와 문서 등의 데이터를 분석하여 교육과정 운영 사례를 기술하 였다. 분석 결과, 학생들은 집중 이수 수업이 TOPIK 준비에 긍정적인 영향을 미친다고 인식하는 반면 과도한 수업 시간과 학습 분량 및 잦은 평가에 대한 피로감을 상당히 느끼는 것으로 나타났으며 교수자 또한 집 중 이수 수업의 부정적인 측면에 더욱 주목하는 것으로 나타났다.

본 연구는 한국에 유학 중인 몽골 대학원생들의 적응 과정을 질적으로 살펴보며, 이들의 동기, 경험, 그리고 기존 연구와 관련된 어려움에 초점 을 맞추어 분석하는 데 목적을 둔다. 설문 조사와 인터뷰를 통해 수집된 질적 데이터는 이들이 주로 한국 문화와 언어에 대한 관심과 높은 수준 의 교육을 추구하는 동기로 학업에 임하고 있음을 보여준다. 대부분의 학생들이 차별을 거의 경험하지 않았고 한국인들에게 환영받고 있다고 느끼는 한편, 다른 학생들과의 상호작용 확대를 바라고 있는 것으로 나 타났다. 본 연구는 국제 학생과 현지 학생 간의 교류 프로그램을 활성화 하고, 정서적 안정을 지원하기 위한 상담 서비스를 제공할 것을 제언하 며, 이러한 연구 결과를 확장하기 위한 향후 연구 방향을 제안한다.

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 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.

The internationalization of higher education is a growing trend, and Korean universities play a pivotal role in this movement. This study examines the current state, challenges, and future directions of specialized academic programs for international students in Korea. While these programs have advanced the globalization of Korean higher education, they face issues such as limited curriculum diversity, insufficient cultural support, and inadequate career development systems. Drawing on successful international education models from countries like the United States, the United Kingdom, and Australia, this research proposes strategies for improvement. Key recommendations include diversifying course offerings, incorporating global perspectives, and enhancing interdisciplinary programs. Additionally, strengthening comprehensive support systems, including administrative assistance, cultural adaptation programs, and career development services, is crucial. Collaborative efforts among universities, government agencies, and businesses are essential to creating a sustainable ecosystem for international students, ultimately enhancing Korea's global competitiveness in higher education.

This collaborative action research aimed to develop and evaluate an academic Korean curriculum for immigrant students in grades 5~6, analyzing its effects on students’ academic Korean achievement and examining teachers’ perceptions of teaching academic Korean during the process. For this purpose, the collaboratively developed academic Korean curriculum was reviewed, and the academic Korean achievement of immigrant students was quantitatively analyzed through three assessments. Additionally, qualitative analysis was conducted on student interviews and teacher discussions regarding their experiences with the curriculum. The results indicated that the developed curriculum had a positive impact on the students’ academic Korean proficiency and their learning in other subjects. However, learning difficulties and elevated levels of anxiety during the course were common among students, regardless of their achievement levels. The teachers involved in the collaborative process proposed several strategies for more effective academic Korean teaching, such as expanding individualized support and strengthening connections with students’ families and homeroom classes. The significance of this collaborative action research lies in its empirical demonstration of the characteristics of academic Korean teaching, an area that has not been extensively covered in existing research on Korean language education.

This study examined the effects of creating English picture books using generative artificial intelligence (AI) on Korean high school students’ reading and writing skills, AI literacy, and self-efficacy. Forty-five students were divided into two groups and participated in tasks that included selecting a character from English-speaking cultures, generating images using Bing Image Creator, drafting and revising stories with ChatGPT, and creating audiobooks with ClovaDubbing. Reading and writing skills were evaluated using pre- and post-tests, and AI literacy as well as affective factors, including selfefficacy, were measured through surveys. The results indicated a significant improvement in students’ writing skills and self-efficacy, whereas reading skills did not demonstrate statistically significant progress. The study underscores the potential of generative AI as a tool for enhancing writing skills, AI literacy, and self-efficacy in language learning. However, it also emphasizes the need for further pedagogical efforts to design instructional strategies that effectively improve reading skills. These findings offer practical guidance for integrating generative AI into EFL education to enhance language learning and AI literacy.

이 연구의 목적은 국내 유학생들을 대상으로 그들이 한국문화 적응과 정에서 경험한 스트레스 유형을 파악하고, 그것이 유학생들의 진학과 취 업동기에 어떤 영향을 미치는지 상관 조사하는데 있다. 연구를 수행하기 위해 국내 대학에 재학 중인 56명의 유학생을 중심으로 설문과 신청자 면담을 진행하였다. 설문지를 통해 수집된 자료를 기술통계 분석하였으 며, 이 요인들로 인하여 향후 그들의 진학과 취업동기에 어떤 영향을 끼 치는지 조사하기 위해 다중회귀분석을 실시하였다. 연구결과로서 유학생 들의 한국문화 적응 스트레스 중에 학업 스트레스의 ‘과제 및 시험’에 대 한 만족도 평균이 가장 낮았다. 개인성향 및 대인관계 스트레스에서는 ‘대인관계’의 평균이, 그리고 지역문화 및 학습환경 스트레스에서는 ‘지 각된 차별감’이 가장 낮은 점수로 나타났다. 이러한 스트레스 유형은 유 학생들의 진학 및 취업동기 면에서도 유의미한 상관관계를 보여주었다. 이에 관련 교육기관은 유학생들을 위한 한국문화 적응과정 프로그램과 다문화 공동체 학습 환경을 면밀하게 계획하고 조성할 필요가 있다.

This study explores the integration of ChatGPT, OpenAI’s conversational AI, into English as a Foreign Language (EFL) classrooms at Korean universities, focusing on student interactions and language learning strategy preferences. It categorises interactions using the Strategy Inventory for Language Learning (SILL) and Strategic Self-Regulation (S2R) frameworks to evaluate the pedagogical effectiveness of AIassisted learning. Ninety-nine university students participated in training sessions with ChatGPT prompts tailored to different learning strategies. Data were collected through surveys, chat transcripts, and qualitative feedback. Results indicate frequent student interactions with ChatGPT, averaging 4.49 strategies in initial training chats. Compensatory strategies like error correction and adaptive difficulty received high ratings, while social strategies were rated lowest. Metacognitive strategies, especially planning and summarising, were also well-received. The study concludes that ChatGPT supports diverse learning strategies, enhancing linguistic competence and promoting self-regulated learning. However, limitations such as AI accuracy and authenticity issues highlight the need for continued human interaction in language education.

본 연구는 간호대학생을 대상으로 학업스트레스와 그릿, 메타인지, 학 업성취도와의 관계를 확인하고, 학업스트레스와 학업성취도와의 관계에 서 그릿과 메타인지의 매개효과를 규명하여 학업성취도 향상을 위한 간 호중재 개발의 근거자료를 제공하고자 시도되었다. 본 연구의 자료수집 은 2024년 4월 1일부터 4월5일까지 경북지역의 일개 간호대학생 210명 을 대상으로 온라인 설문조사 방식으로 진행되었다. 수집된 자료는 Descriptive statistics, t-test, ANOVA, Pearson’s correlation coefficient 를 이용하여 분석하였으며, 병렬다중 매개효과의 검증을 위해서 PROCESS Macro의 4번 모형을 사용하였다. 연구결과 학업스트레스와 그릿(r =-. 313, p<.001), 메타인지(r =-.303, p<.001), 학업성취도(r =-.378, p<.001) 는 부적의 상관관계에 있었고, 학업성취도와 그릿(r =.289, p<.001), 메타 인지(r =.244, p<.001)는 정적인 상관관계에 있으면서 통계적으로 유의하 였다. 그리고 학업스트레스와 학업성취도와의 관계에서 그릿의 부분매 개 효과(B=-0.03 CI[-0.06~-0.01])가 확인되었으며, 모형의 설명력은 22.5%였다(F=13.99. p<.001). 그러므로 간호대학생의 학업스트레스를 줄이고 학업성취도 향상을 위해서는 그릿을 강화하는 다양한 프로그램의 개발과 함께 그 효과를 확인하는 연구가 이루어져야 할 것이다.

이 연구의 목적은 1) 베트남 고등학생들을 대상으로 Lee et al. (2024)에서 보고한 개정 시스템 사고 검사 도구 의 타당도를 재검증하고, 2) 연구에 참여한 우리나라 고등학생과 베트남 고등학생 간 시스템 사고 능력에 대한 차이를 알아보는 것이다. 이를 위하여 베트남 고등학생 234명이 베트남어로 번역된 개정 시스템 사고 검사 도구 20문항과 STS 척도 20문항에 응답한 자료를 활용하였다. 타당도 분석은 문항 반응 분석(Item Reliability, Item Map, Infit and Outfit MNSQ, 남녀 집단의 DIF)과 탐색적 요인 분석(프로맥스를 활용한 주축 요인 분석)을 통해 검증하고, 나아가 우 리나라 고등학생 475명의 데이터를 함께 활용하여 구조 방정식 모형을 이용한 잠재평균비교를 통해 검증하였다. 연구 결과는 다음과 같다. 첫째, 베트남어로 번역된 R e_ STMI 2 0문항의 문항 반응 분석 결과 Item Reliability는 .97, Infit MNSQ는 .67-1.38으로 나타났으며 Item Map과 DIF 분석에서도 선행 연구에서 보고된 결과와 일치하는 결과가 도출되 었다. 탐색적 요인 분석에서는 모든 문항들이 의도한 하위 요인에 적재되었으며, 요인별 신뢰도는 .662-.833, 전체 신뢰 도는 .876으로 분석되었다. 우리나라 고등학생과 잠재평균비교를 위한 확인적 요인 분석에서 도출된 모형 적합도 수치 는 모두 수용 가능한 값으로 분석되었다(χ 2 /df: 2.830, CFI: .931, TLI: .918, SRMR: .043, RMSEA: .051). 마지막으로 연구에 참여한 우리나라 고등학생과 베트남 고등학생 간 잠재평균비교에서는 시스템 분석, 정신 모델, 팀 학습, 공유 비전 요인에서 작은 효과 크기가, 개인 숙련 요인에선 중간 이상의 효과 크기를 보이며, 베트남 고등학생들이 시스템 사고 능력에서 유의미하게 높은 결과를 보여주었다. 이를 통해 개정 시스템 사고 검사 도구 문항은 안정적인 신뢰도와 타당도를 가지고 있음을 확인할 수 있었다. 앞으로 학생들의 시스템 사고 연구와 관련하여 베트남어 및 영어 등으로 번역한 문항을 활용하여 시스템 사고의 국제 비교 연구도 진행할 필요성이 있을 것이다.

The present study aimed to analyze the developmental trajectories of English achievement and exposure time through private education, utilizing univariate and multivariate latent growth curve analysis. This study used a subset of the Gyeonggi Education Panel Study data from 2012 to 2017. The results indicated consistent disparities in the growth of English achievement, depending on the student’s proficiency levels at the starting point. In particular, the early exposure to private tutoring was significantly and closely related to the initial status and the growth trajectory of English achievement. When the sample was classified by urbanicity, the findings suggested that the gap in English achievement was likely to increase over time across the two regions, with a stronger correlation with private tutoring found in urban areas. These results underscore the need for educational intervention for students in less advantageous conditions, and they provide valuable pedagogical implications for teaching English in the Korean EFL context.

This study investigated and analyzed the recognition and needs for Korean communication competency among non-Korean learners who participated in an online Korean language course. To this end, the importance, performance, and necessity of the categories of communication competency recognized by Korean language learners were measured, and then IPA(Importancce-Performance Analysis: Martilla & James, 1977) analysis and Borich’s needs analysis(Borich, 1980) were used. After implementation, we examined whether there were differences in outcomes depending on learner variables. After examining the sub-items, it was found that there were differences in importance, current level, and need depending on the learner’s home country, and there were differences in current level, demand, and necessity depending on academic background and Korean language proficiency. In addition, there are differences in need depending on the learner’s reason for learning Korean, so it is necessary to respond to individual learnier’s needs according to learner variables when designing curriculum for online foreign language learners of Korean.

This study investigated the effects of multisensory memory strategies of pairing visual and aural learning strategies of aural lexical advance organizers (LAO) and read-alouds on 146 Korean high school students learning the meaning and pronunciation of 18 unfamiliar English words. In this quasi-experimental design, the control group learned the words on a single mode of written LAO and silent reading as opposed to two treatment groups of aural LAO and silent reading, and of aural LAO and read-alouds, respectively. The effects were tested three times via pre-, post-(immediately after learning), and delayed (30 days later) tests. The immediate and long-term effects were examined by detecting the differences across the three groups in post- and delayed-tests by one-way ANOVA, and the retention of effects was examined by paired t-tests in each group across the three tests. The results indicated that pairing aural LAO and read-aloud strategies was most effective in learning and retention of both vocabulary meaning and pronunciation.

이 연구의 목적은 2·8 독립선언 전후의 사정과 의의를 체계화하여 3·1 독립운동의 도화선의 한계를 넘어 학생운동의 한국적 의미와 독립운동 전반에 미친 영향, 이후 학생활동에 미친 영향 등을 규명하는 데 있다. 연구 결과는 다음과 같다. 첫째, 윌슨의 민족자결론과 고종황제의 서거는 조선 민족의 독립운동에 대한 기대와 기회를 만들어주었다. 둘째, 동경 유학생들의 2·8 독립선언과 해외 독립운동가와의 네트워크가 3·1독립운 동을 촉진한 요인으로 나타났다. 셋째, 동경 유학생 단체는 조선 독립의 방향과 이론을 정립하는 조직적 세력으로 성장하였으며 민족 독립의 지 혜와 역량을 갖추고 있었다. 넷째, 2·8 독립선언은 일단 실패로 돌아갔으 나 이후 독립운동으로 발전하였다. 유학생들의 독립선언은 국내 독립운 동가 지도층에게 적극적인 지원을 끌어냄으로써 3･1 독립운동에도 지대 한 영향을 미쳤다. 다섯째, 2･8 독립선언은 이후 오사카에서 독립선언이 나 국내 독립운동 등 다양하고 분화된 형태로 전개되는 과정에서 큰 역 할을 담당했다. 또한, 많은 유학생이 귀국하여 독립운동에 참여하거나 나 중에 임시정부에 가담하여 적극적인 항일투쟁을 전개하였다. 결론적으로 2·8 독립선언은 이후 실천적 행동적 의지를 갖추고 향후 독립운동을 전 개하는 데 발판을 제공하였다.

The research examines the types and causes of L2 writing anxiety Korean EFL learners experience and the influence of study abroad experience on L2 writing anxiety types. For the current study, a total of 128 university students majoring in different subjects responded to a questionnaire consisting of the three parts, including 1) the background questionnaire, 2) Second Language Writing Anxiety Inventory (SLWAI), and 3) Causes of Writing Anxiety Inventory (CWAI). In order to analyse the collected data, descriptive statistics and an independent sample t-test were employed. The results showed that the participants were more likely to face cognitive anxiety than somatic anxiety and avoidance behavior. Moreover, L2 learners’ previous study abroad experience had an impact on avoidance behavior more than cognitive anxiety and somatic anxiety. It was also found that main causes of L2 writing anxiety are learners’ linguistic difficulties, fear of teachers’ negative comments, and insufficient writing practice. Based on the findings, both implications for teaching English writing and suggestions for future research are discussed.

This study was to identify the effects of education on Korean foods preferred by elementary students and their sustainability. A survey was conducted on 5th-grade elementary school students. Korean food preferences were classified by exploratory factor analysis as creative, healthy, or considerate, and the effects of education on Korean dietary life were classified as cognitive or emotional. Dietary life sustainability was evaluated separately. Results showed that creative and considerate preferences had significant impacts on cognitive and emotional education effects and that a healthy preference type significantly impacted the emotional effect of education. Analysis showed that creative and considerate food preference types significantly influenced dietary life sustainability and that cognitive and emotional education effects mediated these relationships. Sex was not found to have a significant moderating effect. The study shows that Korean dietary life sustainability is influenced by education on topics that promote the value and excellence of Korean food and suggests that experiential education combining practice and theory should be used to increase interest in Korean food among elementary students. Additional studies are required to determine Korean food preferences to facilitate the development of a dietary life education program that enables students to understand and maintain healthy dietary practices.

본 연구는 한국과 중국 간호대학생의 문화적 역량을 평가 및 비교하고 문화적 역량과 관련된 일반적 특성을 파악하는 것을 목적으로 한다. 자 기주도형 설문조사에는 간호학과 3, 4학년생 총 180명(한국 간호대학생 82명, 중국 간호대학생 98명)이 참여하였다. 자료분석은 SPSS 24.0 프 로그램을 이용하여 기술통계, 독립표본 t-검정, 다중회귀분석을 실시하였 다. 전반적인 문화적 역량 정도는 두 나라 간호대학생 사이에 유의한 차 이가 없었다. 문화적 인식과 문화적 감수성은 중국 간호대학생들보다 한 국 간호대학생들이 유의하게 높았다. 문화적 지식과 경험은 한국 간호대 학생보다 중국 간호대학생이 유의하게 높았다. 한국 간호대학생의 문화 적 감수성은 외국어 회화 능력 및 다문화 교육 경험과 관련이 있었다. 문화적 능력은 여학생 및 외국어 회화 능력과 관련이 있었다. 중국 간호 대학생의 문화적 지식은 여학생 및 4학년과 관련이 있었다. 간호대학생 의 문화적 역량을 향상시키기 위해서는 다문화와 관련된 이론과 임상실 습을 포함한 교육과정이 필요하며, 다문화 관련 지역사회 자원의 활용이 중요하다.

This study aimed to provide fundamental data that could guide high school students' night eating behavior by investigating habits of their night eating consumption during COVID-19 pandemic (From 2021/5/13 to 5/20). Association between their eating habits and the Nutrition Quotient for Korean Adolescents (NQ-A) were also explored. This study included a total of 604 students, among whom 441 students were identified as night eating consumers. Among all subjects, 30.5% consumed night eating 3~4 times a week, 27.3% consumed 1-2 times a week, and 27.0% did not consume any night eating at all. The high-night eating group had a higher score of total NQ-A than the non-night eating group for both male (p<0.05) and female (p<0.001) students. This was because male students in the high-night eating group reported significantly higher rates of daily dinner consumption compared to non-night eating group. Furthermore, both male (p<0.05) and female (p<0.001) students showed a significant increase in ‘Moderation’. ‘Diversity’ was also significantly increased in female studies (p<0.05) as subcategories of dietary habits according to night eating frequency. These findings highlight the need for practical research to develop nutritional guidelines for night eating that reflect preferences of students while providing adequate nutritional habits.

This paper presents a case study of developing a blended reading program for Korean EFL middle school students using a process drama methodology to generate intrinsic motivation to read, improve reading comprehension and language fluency, and foster twenty-first-century skills such as creativity, communication, and cooperation. For the development of the reading program, a needs analysis was conducted using student questionnaires and diagnostic tests. From results of the needs analysis, sample lessons were designed based on the process drama methodology following its planning principles and strategies. Based on feedback from teachers and students after piloting the sample lessons, the blended reading program was finalized. The proposed blended reading program is expected to help Korean EFL middle school students build a positive attitude toward reading English books and develop reading comprehension, language fluency, and 21st-century core competencies. It will also encourage English teachers to use innovative teaching methods in English education.