본 논문은 한국형 미네르바 대학의 출현이 왜 어려운지에 대한 문제의식을 바탕으로, 고등교육 혁신을 위한 법·제도적 개선 방향을 검토하였다. 미네르바 대학은 스타트업과 유사한 방식으로 설립되었으며, 고등 교육의 기존 틀을 근본적으로 변화시킨 사례로 평가된다. 미네르바 대학의 가장 두드러진 특징은 정보통신 기술(ICT)을 활용한 100% 온라인 강의와 전 세계 7개국에 걸친 이동 학습이다. 또한 학생의 성공을 위한 실용적 지식 전달을 목표로 하는 독창적인 역량 중심 교육과정을 운영한다는 점도 주목할 만하다. 그러나 한국형 미네르바 대학의 출현은 현행 우리나라 고등교육 법제의 제약으로 인해 어려운 상황이다. 특히 대학 설립 운영·규정, 고등교육법, 사립학교법 등의 규제가 주요 장애물로 작용한다. 이러한 혁신적 시도가 제도 밖 실험으로 내몰리지 않도록, 헌법을 중심으로 한 법제도적 환경이 보다 우호적으로 조성될 필요가 있다.

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 analyzed inductive and deductive instructional approaches for teaching grammar within a Presentation-Practice-Production grammar lesson. The participants of this study included 119 Korean university students enrolled in an English as a foreign language class, with approximately half receiving deductive instruction and the other half receiving inductive grammar instruction. The analysis involved comparing learning gains as well as student perceptions of the two approaches via Mann Whitney U tests. The results showed no statistical difference in terms of the immediate or delayed learning gains for each grammatical topic, nor when all grammatical topics were aggregated. However, the analysis of student perceptions indicated that students found inductive instruction to be moderately more effective, interesting, and easier than deductive instruction. The study concludes with a discussion of the implications of these findings related to instructional practices in foreign language classes that utilize the Presentation- Practice-Production model as well as suggestions for future research concerning deductive and inductive instructional approaches.

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.

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.

Acknowledging the limited opportunities faced by learners of Korean in the US, this study investigates the efficacy and challenges of immersive Korean language-focus residential programs in US college dormitories. Through an examination of a Korean language dormitory (called K-house) at a Midwestern university in the US, the current study sheds light on the optimal experiences and effective immersive environments that college langauge dormitory programs in the US can foster for both linguistic and cultural learning of Korean. By delving deeper into the specific programming and experiences of K-house residents, the study demonstrates that K-house facilitates access to Korean language and culture, enhances motivation of Korean language study, and cultivates a sense of belonging to the K-house community among K-house residents. Additionally, the findings of this study provide valuable insights for designing effective Korean language dormitory programs that promote language and cultural immersion in the context of teaching and learning Korean as a foreign language. Furthermore, this study offers suggestions for future research in this area.

이 연구는 한일 양국 간 대학생이 서로의 문화에 대해서 어떤 계기로 관심을 갖게 되었는지, 어떠한 문화에 관심이 있는지에 대한 실태를 파 악하고자 하였다. 그 결과는 다음 세 가지로 요약된다. 첫째, 한국대학생 의 일본·일본문화에 대한 관심도는 상당히 높은 것으로 나타났다. 일본문 화에 처음 관심을 갖게 된 계기와 시기로는 초등학교, 중학교 때 접한 학생들이 많았으며, 주로 애니메이션을 통해서 접하였다. 고등학교 이후 에 관심을 갖게 된 학생은 학교에서의 일본어 수업이나 유튜브를 통한 일본 음식, 일본 여행을 통해서 관심을 갖게 되었다. 둘째, 국가 차원에 서의 한일관계는 현재는 부정적으로 생각하고 있으나, 미래에는 좋아질 것으로 판단하고 있다. 한일관계가 나쁜 원인으로 역사문제와 정치문제 에 기인하며, 이를 정치인들이 악용하여 해결보다는 갈등을 조장하고 있 으며, 한일관계가 좋아지기 위해서는 서로 간의 교류를 늘려서 원활한 대화가 필요하다고 생각하고 있다. 셋째, 민간 차원에서의 국가이미지와 한일관계는 긍정적인 것으로 나타났다. 한일 간의 관계가 악화되더라도 국가 간의 관계와 민간차원과의 관계는 별개로 보고 있다.

모국어와 한국어를 번역하는 능력은 한국어 전공 외국인 학습자들에게 요구되는 핵심 역량이지만 지금까 지 다소 소홀하게 다루어진 경향이 있었다. 이에 본 연구는 외국인 학습자 대상 번역 수업의 내실을 기한다 는 목적에 따라 한국현대시 번역 활동의 한국어 교육적 의미를 확인하고 베트남 대학생의 번역 능력 향상을 위한 교육적 시사점을 도출한다. 번역이란 원문의 의미와 가치에 대한 폭넓은 ‘이해’를 바탕으로 번역문을 ‘집필’하는 작업으로 진행된다. 하지만 이 연구는 논의를 명확하게 하기 위하여 원문 텍스트의 이해가 번역 결과물에 주는 영향력을 확인하고 학습자가 정확하게 번역하게 도울 원문 이해 교육 내용을 도출하는 데에 초점을 맞추었다. 이 연구에서 제시한 시사점은 베트남인 학습자 80명이 <사평역에서>(곽 재구, 1983) 번역한 결과를 분석 고찰한 결과인바, 향후 대학에서 외국인 학습자 대상의 한국어 번역 강의 를 개설할 때 실질적으로 도움이 될 수업 내용을 안내할 것으로 기대한다.

Nearpod, an online teaching cloud-based platform, offers great potential to generate pedagogical tasks and yield better results in teaching communication skills. This study thus examined the effects of Nearpod-based English-speaking classes. To this end, one-on-one speaking tests were conducted twice in a semester, and a questionnaire was administered to assess university students’ perceptions of the usefulness of Nearpod in offline classroom. The participants comprised 39 university students who took a mandatory English class titled Communication in English. The paired samples t-test results indicated that the students’ overall speaking performance has improved over time. Specifically, compared to the high-level students, the low-level students showed a significant increase in speaking performance. The questionnaire analysis demonstrated that most students were satisfied with Nearpod-based English speaking classes because of enhanced interest, active participation in class, and increased interaction with class content and peers. The pedagogical implications are suggested and the limitations of the study are further discussed.

This paper investigates Korean EFL students’ learning (de)motivation factors according to the level of students’ English learning motivation. A total of 41 undergraduate students reflected on their past ten years of English learning experiences and submitted autobiographic essays with ‘motigraph,’ marking their annual changes of English learning motivation from 0 to 10. The data were analyzed with Grounded Theory. The findings revealed that the factors that increased or decreased English learning motivation were different according to students’ level of motivation. Students with low-level motivation were influenced by their teacher or parents, while those with high-level motivation were influenced by their past L2 learning experiences perceived positively by themselves. In both groups, the factors of emotional experiences caused by negative L2 learning experiences were the main reasons for demotivation. This paper emphasizes the importance of subjective appraisal in maintaining students’ L2 learning motivation and recovering from the state of demotivation.

본 연구는 1987년 6월 항쟁의 발생원인과 역사적 의미 그리고 6월 항 쟁에서 대학생의 역할을 분석하였다. 6월 항쟁은 한국정치에서 장기간 지속된 군부 권위주의 체제를 민주주의 체제로 이행하게 만든 역사적 사 건이며, 제도적 민주주의를 정착시켰다. 이러한 6월 항쟁은 국민운동본부 의 주도로 시작된 비폭력 항쟁이었으며, 시민들이 자발적으로 시민혁명 에 동참하였다. 그리고 시민의식과 덕성을 갖춘 근대적 시민이 출현했고, 학생과 시민들뿐만 아니라 ‘넥타이 부대’라는 새로운 집단이 등장하였다. 무엇보다도 아래로부터 형성된 자발적 시민대회가 전국으로 확대되었고, 권위주의체제 내에서 절차적 민주주의의 실현을 가져왔다. 특히 6월 항 쟁뿐만 아니라 민주화 운동에 있어 대학생은 핵심적인 주체였다. 또한 지방의 대학생들은 1980년대 민주화 운동의 가장 주요한 세력이었고 비 폭력을 주장하고 실천하려고 지성인이었다. 따라서 대학생들은 1987년 6 월 항쟁 이야기를 기록하고, 계승·발전시켜야 한다.

이 연구의 목적은 5･18 당시의 상황을 복기하면서 광주민주화운동의 요인, 기독교와 민주화운동의 관계, 5･18 광주민주화운동 전후 대학생의 역할 등에 대하여 새로운 관점에서 고찰하는 데 있다. 5･18 광주민주화 운동에 관한 기존연구들은 사회학적 측면, 정치학적 관점, 역사학적 관 점, 혹은 구술채록이나 증언 등 스토리텔링에 의존하는 경향이 강하다. 본 연구는 당시 생산된 사료를 통해 광주민주화운동 과정에서 대학생의 역할에 관해 주목하였다. 연구결과는 다음과 같다. 첫째, 운동의 요인적 측면에서 1979년 10월 26일 이후 군부 내 ‘12·12 군사쿠데타’가 전국대 학생들의 시위를 촉발시킨 것으로 보인다. 둘째, ‘5·17 비상조치’를 통한 비상계엄령 확대, 정치활동 금지, 민주인사의 체포 및 투옥, 대학 휴교령 이 5·18의 발단을 제공한 것으로 생각된다. 셋째, 5·18 광주민주화운동 과 대학생들의 역할은 시민수습대책위원회, 시민항쟁의 직접 지원 활동 과 적극적인 참여, 광주민주항쟁의 진상 전달 및 국제적 확산 노력 등이 었다. 넷째, 대학생들은 민주화운동 과정에서 결의문 낭독, 반정부집회와 시위, 삐라살포와 전 세계인을 향해 광주의 진상을 확산하기 위해 노력 했다. 향후 연구에서는 대학교수들의 5·18 광주민주화운동 과정에서 사 회적 참여를 살펴볼 필요가 있다.

This study showcases an International Learning Exchange (ILE) program between North Korean (NK) refugee students in South Korea and American university students from the US. ILE programs connect two or more linguistic/ cultural groups for intercultural awareness, which provide authentic communicative environments. However, the prevalent use of English and research focus mostly on non-native English-speaking students reflect the ideology of native-speakerism embedded in ILE programs. The purpose of this study was to develop an ILE program that resists native-speakerism and to investigate its influences on native as well as non-native English-speaking students. Adopting a case-study approach, data were collected from video-taping, fieldnotes, student documents, surveys, and interviews. Findings show how the authors designed and implemented a principle-based ILE program. The responses of NK students show their growing motivation and communication ability. The responses of American students show their critical reflections on their native-speaker identities. This study offers insights into designing ILE programs based on multilingualism and translanguaging.

The study investigated if teaching summarizing skills could improve the summary skills of Korean EFL university students. This study involved 38 university freshmen in a required English course and were randomly chosen as the control and experimental groups. The experimental group was taught through summarizing rules, while the control group was engaged in other lessons during the intervention period. The students’ summaries were analyzed as to how effectively the participants paraphrased and integrated the main ideas, the major supporting details, and accurate information from source text into their summaries. The results show that a significant instruction effect was observed in the summary writing performance of the experimental group, in identifying main ideas and major details and paraphrasing and integrating ideas, compared to the control group, which showed a significant change between the first and second summaries only on the accuracy measure. The results are also supported by the questionnaire on students’ perceptions of the instruction.

This action research explores an effective teaching method for EFL teacher’s questioning types in a Korean online university context. By reviewing the previous studies on teachers’ questioning types which have been categorized mostly by cognitive linguistic tradition, this study sorts out the different questioning types from socio-linguistic perspective using the Systemic Functional Grammar (SFG) framework. These new categorized questioning types are applied to instruct the participant students (57) who were majoring in English and were mostly interested in TESOL (Teaching English to the Speakers of Other Languages) certificate program provided by the online university in Korea. Using a series of lecture content, two assignments, and an online discussion board, these newly added questioning types (offer and request types replacing command) were successfully taught in an online lecture entitled ‘Classroom English and Communication’ in the first semester of 2021. With a mixed analysis method, this study explains the procedures of various classroom tasks and analyzes the assignment data and online discussion board texts. This teacher classroom communication consisting of instruction and questioning needs to be reconsidered due to this study’s findings and its pedagogic implications that are clearly based on socio-linguistic perspectives.

This study reports Chinese and Korean university EFL students’ perceptions of and attitudes toward online and face-to-face English language learning modes during COVID-19. Few previous studies have focused on how students thought of online and face-to-face learning experiences of subjects regarding new concept learning and delivery of new contents. Research gravitating around English courses showed students' mixed perceptions. The survey was conducted for 302 Korean and 337 Chinese university students who took communication-oriented English courses. Descriptive statistics and qualitative data analysis were used for analysis. Results indicated that students preferred face-to-face English learning with some specific indications of achieving a stronger help and quality for communicative competence in language. Online learning also benefited students with a sense of both flexibility and independence. Positive components of face-to-face learning for language education might be considered for online education while incorporation features such as flexibility and independence to enrich language education during COVID-19.

This study investigates the claim that task-induced involvement load has an effect on vocabulary learning and examines the effect of task types and word concreteness on intentional vocabulary learning in the Korean EFL context. This study aims at testing whether productive word-focused tasks lead to equally effective vocabulary learning when the total involvement load index is equal but the distribution of index levels of each component (need, search, and evaluation) is different. The three productive word-focused task types are gap-fillig, sentence writing, and gap-filling through word transformation. In addition, in order to investigate the effect of word concreteness on vocabulary learning, two groups of target words were selected based on the level of word concreteness. In sum, the results of this study generally supported involvement load hypothesis (Laufer & Hulstijin, 2001) and test types and proficiency levels proved to be important variables that affect vocabulary learning. Moreover, the findings also indicated that word concreteness was not a major factor in vocabulary learning. The pedagogical implications and further suggestions are discussed.

Name is an individual symbol in human society. It is not only a language symbol, but also the crystallization of the history and culture of various countries. In recent years, with the increasingly frequent exchanges between China and South Korea, more and more Chinese people are influenced by the “Korean Wave” and choose to study in South Korea. A proper Korean name can help international students learn Korean better, understand Korean culture, and adapt to Korean life and so on. Both China and South Korea belong to “the Cultural Sphere of Chinese Characters”. In the past, when Chinese names were translated into Korean, most of them chose Korean symbols corresponding to Chinese characters, but now they are marked according to the “Loanword orthography”. But in fact, this is not binding, and can not be well observed. Foreigners’ Korean names have always translation mixed. This paper investigates and analyzes the preference of Korean name forms used by 211 international students of P University in Busan. The result is that China and South Korea are both belong to Chinese cultural circles. When naming Chinese students, it is not necessary to mark according to the Loanword orthography like translating the names of European and American. At the same time, cultural factors should also be considered for translation.

This study was conducted to investigate the dietary adaptation and use of the university foodservice (UF) in Korea according to the residence period of foreign students. The average length of residence in Korea of t he subjects was 8.2 months. The period of residence was divided into quartiles: 1-4 months in the first quartile (average 2.2 months), 5-7 months in the second quartile (average 6.3 months), 8 months in the third quartile, and 9-66 months in the fourth quartile (average 18.3 months). The regularity of meals tended to be the highest in the 1st quartile and lowest in the 2nd quartile and then increased in the 3rd and 4th quartiles. The frequency of consumption of delivery food and convenience store food was lowest in the first quartile and highest in the second quartile and then decreased with the period of residence. The frequency of night eating increased according to the period of residence after the second quartile. The degree of adaptation to Korean foods was highest in the first quartile. The use of the university cafeteria was significantly higher in the 1st and 4th quartiles than in the 2nd and 3rd quartiles (p<0.05, p<0.01, respectively). The satisfaction with the UF decreased as the residence period increased. Based on these results, since international students are very positive and try to adapt to the dietary life in Korea in their early years of studying in Korea, it would be desirable to intensively support them to adjust to their dietary life at this time. In addition, since it takes about 18 months or more to assimilate the Korean food culture and show positive changes, it is necessary to continuously operate the Korean food culture adaptation program for international students over this period.

Due to the COVID-19 pandemic situation, online education has emerged as an important research field to match its growing necessity. In this vein, this research explores one of the challenges facing online teaching of the Arabic language to Korean students at the university level based on the practical experience of online teaching in the academic year of 2020 while focusing on the role of students. The main goal of this research is to give some answers to its main question, which is: How is it possible to activate the role of students in the online classes of the Arabic language? The study suggests some online activities through which the role of students in online classes can be activated. An online survey questionnaire was provided to test the influence of some of those activities and to explore the students’ feedback. Additionally, interviews were conducted with some students to gain further understanding of their opinions about those activities. The results of the study showed positive feedback from the students towards those activities and provided some advantages of using those online activities for adding enjoyment to the students’ assignments. It is also recommended that teachers include more innovative online activities which match their students’ needs.