본 연구는 인공지능(AI) 기반 말하기 연습이 외국어로서의 한국어 (KFL) 학습자의 말하기 불안감과 정서적 발달에 미치는 영향을 분석함으 로써, AI 도구가 학습자의 정서적 요인에 미치는 교육적 의미를 탐색하 였다. 양적·질적 혼합연구 방법을 사용하여 설문조사 결과와 심층 인터 뷰 자료를 종합적으로 분석하였다. 통계분석 결과, 전반적으로 말하기 불 안이 감소하는 경향을 보였으나, 통계적으로 유의한 차이는 한 문항에서 만 확인되었다. 그러나, 질적 분석에서는 인터뷰에 참가한 모든 학습자가 AI와의 상호작용을 통해 말하기에 대한 자신감과 편안함이 향상되었다고 보고하였으며, 이는 AI 기반 연습 환경이 학습자에게 심리적 안정감과 언어 사용의 부담 완화라는 긍정적 경험을 제공했음을 보여준다. AI 기 반 말하기 연습은 완전한 의사소통 능력의 습득을 대체하기보다는, 학습 자가 인간과의 실제 상호작용으로 나아가기 위한 초기 단계의 스캐폴드 역할을 수행하는 것으로 이해할 수 있다. 연구의 한계로는 소규모 표본, 짧은 개입 기간, 그리고 연구 결과의 일반화 가능성 제한이 있다.

This study examines the ideological dynamics surrounding South Korea’s 2019 Bilingual Special Zone policy, a short-lived initiative to promote Korean–Chinese bilingual education in selected Seoul districts. It is guided by a single research questions: What underlying ideologies can be identified in the discourses surrounding the 2019 Bilingual Special Zone policy in South Korea? Drawing on a corpus-assisted critical discourse analysis of policy documents and newspaper articles, this study employs text-mining to identify salient lexical patterns and recurrent framings and applies critical discourse analysis to interpret how these linguistic choices construct particular understandings of language, identity, and security. The findings reveal that while governmental texts frames bilingual education as an instrument of globalization and urban competitiveness media and residents’ discourses often invoked nationalist and securitization ideologies, portraying Chinese language education and Chaoxianzu communities as potential threats. Thus, the policy’s eventual withdrawal is understood as an administrative failure and the outcome of these ideological struggles. By foregrounding how public reactions are shaped by broader linguistic and geopolitical hierarchies, this study contributes to critical language policy scholarship and offers insights for designing more participatory and context-sensitive multilingual policies.

The primary purpose of this study is to critically examine ethical challenges arising from integrating AI into language education. While tools such as large language models, machine translation, automated writing feedback, and speech recognition offer gains in personalization, language development, and efficiency, their rapid adoption raises several ethical concerns. Six challenges are discussed: data privacy and security, academic integrity, overreliance on AI, algorithmic bias, and widening educational divides tied to access and digital literacy. Drawing on recent empirical findings and theoretical insights, this paper also underscores risks such as the erosion of critical thinking, challenges to academic honesty, exclusion of diverse linguistic identities, and exacerbation of inequities. To address these challenges, the study proposes a multi-faceted framework comprising robust data protection, bias-aware language practice, human-AI collaboration, process-oriented instruction, and teacher training. These measures aim to foster a responsible and ethical approach to AI use, ensuring that AI supports equitable, inclusive, and effective language learning and teaching while preserving the inherently social and humanistic nature of language education.

본 연구는 『표준 한국어』 교재에 다문화 교육 요소가 어떻게 반영되어 있는지를 분석하는 데 목적을 두었다. 분석 대상은 초등 및 중·고등용 본 문 교재, 익힘책, 교사용 지도서 등 총 12권이며, 각 단원의 주제, 학습 활동 구성, 문화·삽화·사진 등의 제시 자료를 중심으로 다문화 관련 요소 의 제시 양상을 검토하였다. 분석 기준은 조영달(2010)의 세 범주(정체 성, 문화 다양성, 사회 정의)를 1차 틀로 설정하였으며, 이를 통해 단원 별 문화 내용의 범주화와 제시 방식의 특성을 도출하였다. 분석 결과, 문 화 다양성 요소는 비교적 자주 나타난 반면, 정체성 형성이나 사회 정의 와 관련된 요소는 제한적으로 제시되었고, 외국 문화 소개는 정보 전달 수준에 머무르는 경향이 확인되었다. 이러한 결과를 바탕으로, 향후 교재 개발에서 다문화 교육의 핵심 목표를 보다 체계적으로 반영하고, 학습자 의 문화 감수성과 비판적 사고를 촉진할 수 있는 학습활동 구성이 필요 함을 제안한다.

This study examines linguistic variation in Korean spoken by the first generation of Korean immigrants to the United States (1903–1924), a group that marked the beginning of Korean-American history. While some studies have explored the language of contemporary Korean Americans, limited prior research has addressed the Korean language of these early immigrants. Around 1975, second-generation Korean American Sonia Shinn Sunoo conducted a large-scale oral history project, interviewing early Korean immigrants. Among the collected recordings, more than 40 participants used Korean for their interviews. Despite their historical and linguistic value, these recordings do not appear to have been used for linguistic research. Analysis reveals that early immigrants’ Korean reflects the regional dialects of early twentieth-century Korea and extensive English lexical borrowing. Rather than showing large-scale lexical changes influenced by Japanese in Korea during the same period, their speech demonstrates a strong English influence. This study highlights the sociolinguistic and historical significance of the early Korean immigrants' language use and calls for further scholarly attention to this valuable linguistic heritage.

This study examines the development of Korean language education in Sri Lanka from secondary to tertiary levels and identifies key institutional challenges. Korean has recently been introduced as a high school subject and added to the university entrance examination, yet systematic academic research remains limited in the local educational context. Using document analysis and field-based inquiry, the study investigates the expansion and implementation of Korean language programs. Data come from statistics by the National Institute of Education, a survey of 123 secondary school teachers, and interviews with university instructors. The analysis covers curricula at the secondary and upper-secondary levels as well as programs in five universities that offer Korean courses. Findings show persistent structural issues, including insufficiently qualified and understaffed teachers, curriculum inconsistencies, limited instructional materials, and a lack of specialized institutions and research infrastructure. The study proposes a teacher-qualification framework, mentoring-based training, localized textbooks, and the expansion of university-level Korean majors.

This study investigates the Korean language learning needs of international students enrolled in English-track programs at universities in Korea, with the goal of suggesting improvements in both instruction and the broader educational environment. A survey of 329 English-track international students at a university in Busan was conducted, examining their needs in four areas: learning environment, Korean language courses, instructors, and learners. To complement the quantitative analysis, in-depth interviews were carried out with 10 selected participants. Findings reveal that students expressed the greatest needs in relation to the learning environment and learner-related factors. Specifically, they emphasized the importance of increased opportunities for interaction with Korean students, the establishment of student clubs and common spaces, courses designed for the Test of Proficiency in Korean (TOPIK), and classes emphasizing practical speaking skills. By contrast, satisfaction with instructors was generally high. Correlation analysis showed the strongest relationship between the learning environment and Korean language courses, underscoring the necessity of improving the overall educational environment to enhance course satisfaction. This study offers practical implications for tailoring Korean language instruction to the needs of English-track international students and recommends further research across diverse regions and language backgrounds.

This paper examines the pedagogical application of Linguistic Landscape in Korean as a Heritage Language (KHL) education. Although previous research affirms that the linguistic landscape enhances learners’ awareness of real-world language use, promotes cultural understanding, and motivates learners through authentic engagement with the target language in their local community, it remains underutilized in the Korean language classrooms. Adopting a project-based learning (PBL) approach, this paper presents a linguistic landscape project conducted by Korean heritage learners in a KHL class at a state university in the United States and discusses how the project fostered their language awareness and understanding of the Korean diaspora. The paper outlines how the project was implemented, examines learners’ observations of the linguistic landscape in the local Koreatown, and analyzes their self-reflections. The results suggest that learners recognize translanguaging between Korean and English, understand the distinct functions of each language, and identify the marketing strategies informing language choices. The project also encouraged learners to reflect on their own identities as Korean Americans, their local Korean American communities, and, more broadly, the Korean diaspora in the United States.

This study aims to analyze a case of a short-term Korean language training program for learners from the United Arab Emirates (UAE) and to derive its implications. The program was structured in the following sequence: student recruitment by the UAEU (United Arab Emirates University) coordinator, pre-program preparation by the coordinator at University B, joint operation of the program by coordinators from both institutions, and the preparation and sharing of a final report by the University B coordinator. This study focuses on training programs conducted from 2023 to 2025 and employs qualitative analysis based on responses to surveys administered after the program. The analysis revealed that while learners generally expressed high satisfaction with the Korean language classes and cultural experiences, some reported lower satisfaction in aspects related to daily living, such as food and accommodation, due to cultural differences. These findings suggest areas for improvement in future program design. By presenting a practical case of short-term Korean language training for UAE learners, this study serves as foundational data for the development of Korean language education programs and related research targeting learners from the Middle East.

This study examines the perception and utilization of grammatical terminology among international students in non-language majors and empirically investigates its impact on grammar learning. To this end, a mixed-method approach was employed, combining a questionnaire, a modified Forced-Choice Grammaticality Judgment Test (FC-GJT), and semi-structured interviews. The results revealed that learners perceive grammatical terminology as “difficult yet necessary linguistic tools”. Furthermore, they actively use these terms during self-directed learning by organizing notes, conducting online searches, translating them into their first language, and using AI-based tools. However, the FC-GJT results showed no statistically significant differences in scores or confidence levels between the tests with and without grammatical explanations—positive perceptions of terminology do not necessarily translate into improved grammatical performance. These findings imply that while grammatical terminology can facilitate learners’ rule awareness and explicit knowledge formation, its effect on actual performance is limited. This study recommends reconsidering the role, presentation, and pedagogical use of grammatical terminology as a learning tool in Korean grammar instruction.

This study investigates representations of motherhood in Korean language textbooks for female marriage immigrants, focusing on The Exciting Korean Language and The Accurate Korean Language, which are widely used in multicultural family centers. Drawing on Sadker and Sadker’s (2003) framework of “Stereotyping” and “Imbalance and selectivity“, this study analyzed illustrations and texts. Findings revealed that mothers were consistently depicted as the primary agents of childcare, education, and household management, with such topics concentrated in dialogues between female characters. Additionally, textual portrayals emphasize devotion and self-sacrifice, whereas marriage-migrant mothers are often depicted as dependent, unlike Korean mothers. The study highlights the need for future textbook development to address learner needs within their structural contexts and include more diverse and non-traditional representations of motherhood (e.g., scenes that emphasize experience-sharing and mutual support among mothers from minority backgrounds.

This study investigates the language attitudes of English-track international students at a Korean university operating under an English-medium instruction (EMI) system. Survey data from 195 students were analyzed quantitatively and qualitatively to assess attitudes toward English (L2) and Korean (L3) across cognitive, affective, and behavioral domains. The finding shows that the students regarded both languages as important, but attributed different functional roles to each: English operated as academic symbolic capital, whereas Korean was essential for daily life. English consistently received high scores across all domains, whereas Korean showed a marked discrepancy between strong cognitive recognition and lower affective and behavioral attitudes. Furthermore, attitudes toward Korean declined with longer residence (p < .01), likely reflecting limited institutional support, discontinuities in Korean language education, and broader tensions arising from conflicting language policies. These results suggest that EMI programs should incorporate plurilingual pedagogical approaches that support the flexible and integrated use of students' linguistic resources.

This qualitative study explored how teaching practicum experiences influence foreign language teaching anxiety (FLTA) among Korean pre-service secondary English teachers. Semi-structured interviews were conducted before and after the practicum with eight pre-service English teachers selected for their high FLTA levels. Results showed a notable reduction in anxiety post-practicum. Initially, FLTA was driven by perceived linguistic deficiencies, fear of negative evaluation, perfectionism, non-nativeness, and inadequate pedagogical preparation. After the practicum, triggers shifted toward practical classroom issues, including time management and responding to student questions. Coping strategies evolved from rigid rehearsal and avoidance to adaptive practices such as rapport-building and reflective teaching. Participants emphasized the practicum’s role in reducing anxiety through authentic teaching experiences, advocating longer and more frequent practicums. These findings highlight the critical role of supervised, experiential classroom exposure in teacher education for mitigating FLTA and easing the transition from theory to practice.

이 연구의 목적은 중국인 유학생의 한국어 학습에 대한 메타인지 능력 을 파악해 봄으로써 한국어 학습을 스스로 해야만 하는 학부생의 자기주 도적 학습 능력을 견인할 메타인지 활성화 방안을 모색해 보는 것이다. 이를 위해 학부의 특정 교과목의 중국인 수강생 102명의 학습 경험, 학 습 전략, 학습 성찰에 관한 서술형 응답을 수집하고, 문헌 검토를 통해 메타인지적 지식과 메타인지적 조절을 대범주로 설정한 후 개방 코딩 절 차를 통해 자료를 분석하였다. 분석 결과, 메타인지적 지식 측면에 비해 메타인지적 조절 측면이 상대적으로 부족한 것으로 나타났다. 따라서 중 국인 유학생의 한국어 학습에서는 다양한 학습 전략에 대한 지식 제공과 더불어 체계적인 전략 수립과 학습 방법 평가 능력을 함양할 수 있는 메 타인지 훈련이 필요한 것으로 보인다.

이 논문은 19세기부터 20세기 초까지 서양인이 중국 속담을 기록한 문헌과 서지적 특징을 살펴보고, 서양인들이 주목한 중국 속담의 가치와 효용을 분석함으로써 당시 중국 속담이 수행한 역할을 규명한다. 초기 선교사와 외교관, 작가들은 속담을 중국어 학습에 활용할 수 있는 최적 의 제재로 인식하여 중국어 교재에 수록하였으며, 19세기 중반 이후부터 폴 페르니, 윌리엄 스카보로, 브라이언 브라운 등은 속담집을 전문적으로 편찬하면서 중국어 원문과 영어 번역문을 병렬하거나 주음을 덧붙여 학 습 효과를 강화했다. 잡지도 역시 학습의 효과를 함께 고려했기 때문에 동일한 형식으로 출현했다. 반면, 견문록에서의 중국 속담에 대한 기록은 서양에 중국 문화를 알리는데 초점을 두었기 때문에 영어 번역문만 실렸 다는 점이 상이하다. 서양인은 중국 속담의 풍부함, 운율미, 그리고 지혜 에 주목하여 중국인의 문화를 이해하는 통로로 활용했다. 속담집의 상당 수는 선교사에 의해, 그리고 선교 단체를 통해 출판되었으며, 설교에 적 극 활용되었다. 따라서 중국 속담 기록은 단순한 문화적 호기심이나 언 어 학습을 넘어, 기독교적 목적이 투영된, 언어 학습· 문화 이해· 선교가 교차하는 지점에서 형성된 복합적 결과물이라 할 수 있다.

The current study examined the potential language and literacy factors that best explain the L2 reading comprehension abilities of Korean EFL learners. A total of 70 intermediate-level Korean high school students participated in this study and were tested on L1 and L2 reading comprehension, L2 vocabulary, and L2 syntactic knowledge. The findings indicated that, between L1 reading skills and L2 proficiency, L2 proficiency played a more crucial role in predicting L2 reading comprehension. Throughout the analyses, the linguistic threshold hypothesis was supported, demonstrating a threshold level of language proficiency above which learners can effectively transfer their L1 reading skills to L2 reading comprehension. These results highlight the important pedagogical implications for the critical role of L2 proficiency and show the threshold level of proficiency necessary for Korean EFL learners. The insights gained from this study are expected to provide targeted instructional strategies and recommendations, aimed at effectively supporting EFL learners with diverse skills and abilities.

본 연구는 한국어 기반 디지털 리터러시 교육이 외국인 유학생의 디지 털 리터러시 역량과 경험에 미치는 영향을 분석하였다. 이를 위해 전라 남도 소재 4년제 대학에서 한국어 통합 수업을 듣는 외국인 유학생 17 명을 대상으로 3주간 디지털 리터러시 역량 함양을 위한 구체적이고 실 제적인 수업을 실시하였다. 역량별 사전-사후 평균 및 표준편차 분석, 독립표본 t-검정, 문항별 사전-사후 평균 및 표준편차 분석을 실시한 결 과 모든 영역에서 수업 이후 통계적으로 유의미한 향상이 나타났다. 특 히 ‘데이터 활용 역량’과 ‘디지털 활용 학습 역량’에서 뚜렷한 역량 향상 을 보였다. 이는 학습자들이 데이터를 능동적으로 생성하거나 분석하고, 자료를 효과적으로 시각화하고 발표하는 능력을 수업 과정에서 실질적으 로 습득하였기 때문으로 판단된다. 다만 본 연구는 소규모 표본과 익명 성 유지로 인해 개별 학습자의 사전-사후 변화를 추적하지 못한 한계가 있으므로, 향후 연구에서는 보다 큰 표본을 확보하여 개별 학습자의 변 화 양상을 구체적으로 분석할 필요가 있다.

This paper reviews existing research on Critical Language Awareness (CLA) and argues that, despite its relevance to linguistic justice and democratic citizenship, CLA research and pedagogy remain underdeveloped in the Korean educational context. Drawing on sociolinguistics, critical discourse analysis, and other related fields, it explores potential directions for integrating CLA into language education in thematic areas: linguistic forms and functions, language as a social practice, semiotic landscapes, multilingual hierarchies, and narrative identities. Rather than presenting empirical findings, this study offers an exploratory framework intended to stimulate scholarly and pedagogical dialogue on CLA in Korea, emphasizing its role in enabling learners to critically examine dominant language ideologies, recognize sociopolitical dimensions of language use, and reflect on their linguistic identities.

The purpose of this study is to investigate the language attitude and perception of multilingual education for children of old overseas Chinese in Korea. To this end, three old overseas Chinese from different backgrounds were selected as participants in the study, and in-depth interviews were conducted according to the qualitative narrative research method. As a result of the study, the participants still maintained an affection and positive attitude toward Chinese even after living in Korea for a long time, and showed a willingness to protect the traditional Chinese culture. However, as generations changed and people gradually became familiar with Korean society, there has been a tendency to increase the use of Korean and decrease the use of Chinese in daily life. While Korean was perceived as a language that could be acquired naturally through everyday exposure without formal instruction, Chinese was not acquired as sufficiently as expected due to the limitations of the learning and use environment. Although participants recognized the necessity of English education, their actual engagement with it remained relatively limited.