Metacognition in L2 listening has garnered attention, but there is limited research on concrete methods to practice it in high school EFL contexts. This study aims to investigate the effectiveness of self-annotation interventions in a high school EFL listening classroom. Through the analysis of pre- and post-listening tests, students’ annotations over 10 sessions, and a post-questionnaire, this study reveals that selfannotation interventions improve students’ comprehension, confidence, and motivation. Both higher- and lower-level students demonstrated improved L2 listening test scores compared to the control group, with the former generating more analytical selfannotations and achieving more statistically significant progress. The thematic analysis of students’ self-annotations identified recurring patterns that can inform effective listening instruction, while also enabling students to recognize and correct their mistakes, as well as receive cognitive and affective support. This study emphasizes the importance and feasibility of incorporating self-annotation in high school EFL listening classrooms, making students’ reflection processes observable and actionable, and providing recommendations for effective metacognitive interventions.

음악적 몰입은 음악 청취, 악기 연주 등의 음악 활동에 참여하는 동안 음악에 깊게 집중하고 있는 심리적 상태를 의미한다. 특히 음악을 청취하는 동안 나타나는 몰입은 청취자로 하여금 긍 정적인 감정을 경험하게 하며, 이때 몰입을 자주 경험하는 사람일수록 주관적 행복감이 높은 것으 로 나타났다. 그렇다면 음악 청취 시 나타나는 음악적 몰입 상태를 어떻게 규정할 수 있으며, 청 취자가 몰입을 경험하고 있다는 것을 확인할 수 있는 방법에는 무엇이 있을까? 인지과학, 신경과 학 분야에서 다양한 연구들이 음악 청취자의 몰입 상태를 과학적으로 평가하고 정량화하고자 시 도하고 있다. 그러나 기존 연구에서는 플로우(flow), 몰두(absorption), 참여(engagement) 등 몰입 을 설명하는 여러 개념들이 혼재되어 사용되고 있어 음악적 몰입 현상을 개념화하기 어렵다는 문 제가 있다. 본 연구에서는 몰입에 관한 다양한 논문 리뷰를 통해 음악 청취 활동 시 나타나는 몰 입 모형이 선행요인-몰입 상태-결과의 3단계로 구분될 수 있음을 칙센트미하이(Csikszentmihalyi) 의 플로우 이론에 기반하여 확인할 것이다. 또한, 음악 청취의 몰입을 행동적, 생리학적, 신경과학 적으로 정량화할 수 있는 방법론과 향후 연구 방향을 제안하고자 한다.

스트레스 자극에 대한 심혈관계 및 교감신경계 과활성화 반응은 향후 심혈관계 질환 발생 및 심장 돌연사의 위험을 증가시킨다. 음악 청취는 자율신경계 기능을 향상시켜 안정 시 긴장 이완을 유도하 는 것으로 알려져 있으나 음악이 스트레스 상황에서의 과도한 심혈관 반응을 완화 시킬 수 있는지에 대한 연구는 부족하다. 본 연구는 음악청취가 스트레스 자극에 대한 심혈관 반응성을 완화시켜 줄 수 있을지 검 증하였다. 15명의 건강한 성인(남자 9명, 여성 6명)을 대상으로 무작위 교차 실험 설계로 진행하였다. 음악 처치는 음악을 30분간 청취하였고 통제 처치는 30분간 휴식을 취하였다. 냉압박 검사로 교감신경계를 자극 하였으며, 변인으로 심박수, 상완 및 중심동맥 혈압과 심박변이도(heart rate variability)를 측정하였다. 연 구 결과, 음악 처치와 통제 처치 모두 냉압박 검사 중 심박수와 혈압 반응이 유의하게 증가하였으나(p < .001), 처치와 시기 간 상호작용 효과는 유의하지 않았다. 회복 구간에서 상완동맥 수축기혈압이 음악처치 그룹에서만 유의하게 감소하였다(p = 0.008). 나머지 혈압 변인들도 음악중재 그룹에서 더 완화되는 경향이 나타났으나 통계적으로 유의하지는 않았다. 심박변이도는 음악 처치 전후로 음악 처치 그룹에서만 SDNN(standard deviation of the NN intervals), TP(total power)와 HF(high frequency)값이 유의하게 증 가하였다(p = 0.001, p = 0.002, p = 0.011). 따라서 음악 청취는 스트레스 이후의 회복력을 촉진시킬 가능 성이 있다. 음악 처치의 구체적인 변인들을 고려하여 과도한 심혈관 반응에 대한 보호 효과로서의 음악 청 취에 대한 추가적인 연구가 필요하다.

This study investigated the impact of 26 EFL college students’ familiarity levels with the visual information of TOEIC listening test items on test scores and test performance procedure. Data collected measured students’ degree of familiarity with the visuals via a pre-test and their listening test scores, and responses to the post-test questionnaire were analyzed. To analyze the data, one-way ANOVA was conducted to locate the interdependency between the students’ familiarity levels with visuals and their test scores. Results found that there was no statistically significant differences in test scores regardless of the students’ levels of familiarity with the visuals. Additionally, the correlations between the familiarity with the visuals and the students’ test scores were low. However, the students experienced difficulties with unfamiliar visuals while taking the test. These findings indicate that, although test-takers’ familiarity with visuals does not predict their listening test scores, there is a need to tailor the visuals when developing listening test-items.

This study aims to analyze research trends in Korean listening education for academic purposes, and suggest for future research directions. For this purpose, this study consulted a total of 57 pre-existing studies, including 32 articles in academic journals, 21 masters’ theses, and four doctoral dissertations conducted from 2005 through December 2021. The results are as follows: First, to examine the trends by year and type, comparing the 2010s to the 2000s when the research began. It was found that the number of studies greatly increased in the 2010s, and the frequency of studies in the 2020s tend to increase further. Second, as a result of an analysis of the trends by topic, it was found that teaching and learning methods were most studied and that there were also many studies concerned with strategy. However, there were relatively fewer studies on evaluation and curriculum. Third, this study aimed to examine trends by research method. It was found that the studies mostly employed the survey method, followed by quantitative mixed method and experimental approaches. Consequently, it was noted that the quantitative research methods were most widely used in the field of listening to Korean for academic purposes, and at the same time, since all studies that used mixed research methods employed another research method along with the survey method, it was found that the use of the survey method was the dominant type of quantitative research method.

The purpose of this study is to explore inter-grade dividing criteria of the 2015 grade group elementary English textbooks. Elementary English textbooks consist of two grade groups: the 3rd and 4th grade group and the 5th and 6th grade group. L2 Syntactic Complexity Analyzer(L2SCA) is utilized to investigate the dividing criteria of the communicative functions implemented in these textbooks. Subjects of the analysis were the listening dialogues for their structural sequencing of 3rd to 4th graders and 5th to 6th graders separately within their own grade groups. Data were processed and analyzed using SPSS 25.0 and independent sample t tests for inter-grade textbooks for 14 L2SCA statistical indices. The findings are: 6 indices out of the 14 L2SCA statistical indices turn out to be critical for dividing the 2015 grade group elementary English textbooks. The 6 indices are mean clause length, mean sentence length, mean t-unit length, mean complex noun phrasal number per phrase and per t-unit and mean number of verb phrases per t-unit. Based on the findings, it is suggested that a standardized criteria derived from these 6 indices can be provided as an inter-grade dividing criteria of the 2015 grade group elementary English textbooks.

이 글은 이웃과 소통하기 위한 새로운 선교패러다임을 모색하는 것을 목적으로 한다. 한국 교회 안에서 현재 주도적인 패러다임은 선포중심의 독백적 패러다임이다. 이 패러다임에서 한국 교회는 세상과의 관계 속에서 화자중심의 일방적 소통을 해왔다. 따라서 교회가 이웃과의 소통을 더 잘하기 위해서는 대화적인 패러다임을 필요로 한다. 삼위일체 하나님께서 본질적으로 대화적이시기에, 하나님의 선교도 대화적이며 따라서 교회의 선교도 대화적이어야 한다. 하지만 그동안 우리가 일방적으로 말하는 방식으로 선교해 왔기에, 새로운 패러다임에서는 교회가 먼저 말하는 방식이 아니라 이웃의 소리를 경청하는 데서부터 이웃과의 대화가 시작되어야 한다. 이것이 바로 경청중심의 대화적 선교패러다임이다.

This study explored the effects of note-taking training on Korean college students’ notes during academic English listening tests. A total of 61 college students were randomly assigned to two different groups: Group A that later received training in note-taking strategy and Group B that did not. Group A received note-taking strategy training on three separate times, totaling 60 minutes (30 minutes, 15 minutes, and 15 minutes) that spread out over two months. The two groups took listening tests before and after Group A was trained. The results showed the positive effects of the notetaking training in relation with the groups’ note-taking behaviors. After training, the trained group used more and frequent notes whereas the untrained group’s number of notes decreased. Individual students who drastically increased the number of notes after training (in Test II) showed more systemic framework of notes for Test II than before training (in Test I). The present study is meaningful in that it utilized the different analyzing methods on the quality of notes compared with previous studies.

The evolution of the internet led to a shift in the business operations environment, giving rise to a plethora of challenges and opportunities for companies. Social networks have become attractive to companies due to their interactive nature, not only facilitating conversations with consumers, but also increasing the possibility of enhancing the online consumer brand engagement. Additionally, social networks and online brand communities increased consumers’ possibility of developing an active role in companies’ decision-making process, through the creation of user generated content, together with the opinion sharing and directly information exchange with brands and other internet users. The main objective of this research is to ascertain whether the active listening practice can contribute, in some way, to the improvement of the relationship maintained between consumers and brands. The current study suggests the adaptation of the active listening practice on the online field, as an attempt to enhance the communication strategies held by brands. Hence, this research seeks to demonstrate that this practice can improve the consumer-brand relationship through the development of two qualitative studies, as main approach, where the findings extracted in the first study will be used as inputs to the second one.

I have tried to make electronic listening and analyzing appratus, which were used for temporomandibular disorder patient’s. It can be heard T.M.J.D’s sounds. Normal person heard 20~20,000 Hz sound. Electronic appratus can capture furthermore. Electronic appratus composed of stethoscope rubber tube,small microphone, amplifier, telemetry, oscilloscope and speaker. The aim of oscilloscope and speaker are seen and heard T.M.J. sounds both dentists and patients.In developing countries, they use electronic stethoscope for diagnosis of heart sound and use for tele diagnosis. In my nation, laws of food and drugs were very rigid, so many researcher’s developed electronic stethoscope, but they could not produce it because of law. I suggest that soften the rigid law, and many new product will be produced. The apparatus that I developed was operated quite well both wired and wireless. It is suggested that we must develop new apparatus for T.M.D. patients and Telemedicine.

The present study examines the features of communicative functions in middle school English textbooks, identifying whether or not they are presented based on the spiral structure. It also compares the communicative functions of 15 different middle school English textbooks and investigates whether the National English Listening Tests (NELTs) reflect the communicative functions presented in the textbooks. Two corpora were compiled using the 15 middle school English textbooks and the NELTs, and they were analyzed using WordSmith Tools. The results show that all the textbooks included communicative functions that the National Curriculum recommends; however, the textbooks presented a limited number of functions. Nonetheless, the communicative functions were presented relatively in a spiral way. The majority number of communicative functions in the textbooks and the NELTs were similar to each other, but there were some functions in the tests that were not covered in the textbooks. These results imply that more diverse communicative functions should be included in textbooks in order to help improve students’ communicative competence. The communicative functions not presented in the textbooks should not be included in the NELTs.

This study compared aural and written modes of presentation for the two item types, to explore the effects of question/option presentation mode and item type on EFL learners’ listening comprehension performance and their perception. One hundred and fifteen Korean college students who were divided into three different proficiency groups participated in the study. The participants took a listening test which consisted of dialogue-completion and Q&A multiple-choice items in the aural and written modes, followed by a survey on their perceptions, and a stimulated recall interview. The results showed that the least proficient group was more critically affected by the mode than the other two groups. The least proficient group performed significantly better in the written mode than in the aural mode, while they received similar scores on the two item types. The major factors that caused the discrepancy among the groups were memory capacity in the aural mode and reading ability in the written mode. The implications and suggestions on listening test development are discussed.

Well-developed listening skills are crucial to success in the marketing profession. Poor listening skills have been rated as the most important contributing factor to salesperson failure (Ingram et al., 1992). Listening errors can result in conflicts, missed business opportunities, alienated relationships, and a waste of time and money (Bergeron & Laroche, 2009). Recognizing the importance of effective listening, organizations such as Pfizer, Ford, IBM have introduced listening training programs for all their personnel (Shepherd et al., 1997). A number of definitions exist for “listening” (e.g., Bergeron & Laroche, 2009). From the marketing perspective, this paper adopts a well-accepted listening definition as “the cognitive process of actively sensing, interpreting, evaluating and responding to the verbal and nonverbal messages of present or potential customers” (Castleberry & Shepherd, 1993, p.36). Prior research has underscored the importance of “active listening” strategies such as active empathetic listening (Drollinger et al., 2006; Bodie, 2011); adaptive selling (Spiro & Weitz, 1990); and listening across cultures (Imhof & Janusik, 2006). However, despite its importance, neither marketing students nor professionals receive coaching or instruction for situations when listening is particularly difficult – i.e., when we are required to listen carefully to another person in the presence of hindrances to communication (distractions, inattention, poor delivery). Salespeople, students, journalists, counselors … are often faced with the task of “tough listening” - when they must listen carefully to a person that is not communicating in an interesting or engaging manner, when the environment is full of distractions, or when they as listeners are fatigued. The major hindrances to effective listening have been well documented, but extant research that addresses how people might overcome those hindrances is scant. The purpose of this paper is to explore the range of strategies that people use to improve their comprehension and empathy of others when they wish to listen carefully but find it difficult to do so. The practice of effective listening is perhaps one of the most human and fundamental components of community, commerce, and culture. Several academic disciplines such as marketing, education, communication, and psychology have closely examined the listening process in an effort to understand and improve it.

This study aimed to examine whether overall English proficiency influences the relative predictive power of reading fluency and listening comprehension abilities in explaining the reading comprehension of Korean EFL learners within the simple view of reading framework, when the age factor is controlled for. One hundred sixteen eleventh-grade Korean high school students consisting of two highly distinct groups in general English proficiency―55 Most Highly Capable Students (MHCS) and 61 Capable Students (CS)―were tested on measures of reading fluency, vocabulary knowledge, listening comprehension, and reading comprehension. The findings indicated that reading fluency and listening comprehension abilities were significantly related to the reading comprehension of both MHCS and CS groups. However, the results from a series of hierarchical regression analyses revealed that while listening comprehension was a stronger predictor of reading comprehension of the MHCS group, it was reading fluency that explained more variance in comprehension of the CS group. Implications for reading instructions are discussed.

This research aims to review and analyse articles on listening comprehension published in English Teaching over the past 50 years. A total of 71 such research articles were published from 1965 to 2015 in the journal, and they were analysed from the following five perspectives: I) historical trends in listening research, 2) main topic areas of the papers, 3) research subjects' levels, and 4) research methodology. The results of this review study are as follows. First, the volume of listening research gradually increased over the first 40 years ofthe journal's history, but it has dropped drastically over the past decade. Second, 'listening strategies' and 'evaluation' were researchers' favoured topics, while listening research on pronunciation has been actively conducted in recent years. Third, research with university students outnumbered research done with elementary and secondary students. Finally, research using quantitative methods dominated the research methodology. A sharp decline in the number of articles on listening research in recent years and unbalanced research in terms of its topic, subjects' levels, and research methodology are noteworthy.

Research Context The term User Generated Content (UGC) refers to a wide range of consumers’ contributions shared through digital and social platforms. These contributions can take the form of blogs, articulated collections of images, homemade videos (or even “homemade advertising” campaigns) and various types of product reviews and product usage demonstrations (Berthon, Pitt, & Campbell, 2008; Fader & Winer, 2012). In a previous study, we reviewed the OECD (2007) official definition of UGC to encompass the evolving and more holistic nature of this phenomenon. We defined UGC as “content in the form of text, sound, visuals or videos, which has been created by or in collaboration with consumers and disseminated through social platforms across various digital and non-digital channels. UGC can be centered on a brand, product or service or revolve around a topic/issue of interest to the consumer. It can be either solicited as part of commercial or non-commercial initiatives or contributed spontaneously by the consumer” (Montecchi & Nobbs, 2012). Marketing managers are now facing a completely different landscape where the more traditional approaches to brand promotion “are giving way to a messy tangle of market-based communications consisting of multiple authors including customers, competitors, observers, employees, and interested collectives” (Muniz Jr. & Schau, 2011). In this context, UGC is a clear representation of how the balance of power and control has shifted from brands to consumers (Sheehan, 2010; Pires, Stanton, & Rita, 2006; Berthon, Pitt, Plangger, & Shapiro, 2012). Amongst the various sectors which have benefited from a constant growth of digital channels and consumers’ online engagement, the luxury industry has shown some astonishing results. After an initial skepticism, major luxury organisations have embraced digital channels from both a distribution and marketing communications perspective, following the success of online pure-players such as Net-A-Porter. With online sales projected to grow steadily, luxury brands need to learn how to engage more effectively with a new generation of hyper-connected customers by re-addressing the balance of power and control they want to manage. Purpose of the Research By building on Smith, Fischer, & Yongjian (2012) framework for the analysis of UGC, this research aims to map the features of brand related UGC across three social media platforms (Facebook, Twitter and YouTube) with a particular focus on the luxury product/market context. Through the analysis of a sample of brand-related digital contributions, a set of customer profiles will be constructed to highlight further targeting opportunities for luxury brands. Three brands operating at global level (Louis Vuitton, Rolex and Burberry) will be selected as the context of this investigation since these generate a significant level of consumers’ discussion and engagement on digital media. Methodology The research design is based on observational netnography and content analysis (Ertimur & Gilly, 2011; Kozinets, 2002). A sample of 100 consumers’ contributions for each brand, published on each of the three selected platforms, will be analysed for a total of 900 pieces of UGC. The framework which will be used for the analysis is derived from the research conducted by Smith, Fischer, & Yongjian (2012). It allows researchers to explore the level of customers’ self-presentation, the centrality of the brand in the content shared, whether there is an attempt to a brand-directed communication and associated responses and whether the content is more factual or emotional. The brand sentiment in each piece of content will also be measured. The results of this analysis will be used to construct a multi-dimensional set of customer profiles by building on the UGC typologies identified. This will provide luxury brands with an effective tool to enhance their market segmentation and targeting capabilities.

This study investigated the relative contributions of linguistic knowledge and strategy use to L2 listening success, especially in bottom-up and top-down dominant listening tasks. Participants (n = 130) were Korean college students in a required listening course. The tested variables for linguistic knowledge were sentence processing speed, grammar, receptive vocabulary, and productive vocabulary. Listening strategy use was measured with a metacognitive awareness listening questionnaire. We hypothesized that linguistic knowledge will make greater contributions to Bottom-Up-Listening-Comprehension (BULC) than to Top-Down-Listening Comprehension (TDLC), and different aspects of strategies will be accessed in each comprehension type due to different psycholinguistic features of the tasks. A series of stepwise multiple regressions were conducted and confirmed our prediction. The unique variance explained by linguistic knowledge was 27.8% in BULC, but 22.4% in TDLC. Strategy items that address problem solving and mental translation were significantly related to BULC, while items dealing with directed attention and person knowledge had significant explanatory power for TDLC.

This study investigates how input modes and text types influence Korean college learners’ CALL listening and their perception of their concentration, comprehension and anxiety. The current study employed three input modes (listening-only, listening-with-subtitles, and listening-with-transcripts) and two text types (lectures and dialogues). The major findings are as follows: 1) subtitles or a transcript enhanced learner’s listening comprehension; 2) subtitles were the most helpful input mode whereas transcripts may have imposed more cognitive load to decode the reading; 3) the text types influenced CALL listening comprehension, but the familiarity effect may have been more dominant for more literate text types such as lectures; 4) apart from the higher English proficiency student’s perceived concentration, the two written input modes were perceived as beneficial tools for their concentration, comprehension, and reduced anxiety; 5) in particular, the lower English proficiency students tended to perceive the transcript as advantageous although they did not actually benefit from the transcript for their listening comprehension as much as they perceived. The pedagogical implications of the present study is subtitles and transcripts can be efficient pedagogical tools to draw learners’ attention to linguistic features or organization of the content to foster language ability. When designing CALL listening classes or applications, individual learners’ differences should be taken into account as well.

The purpose of this study was to examine the effects of information transferring activity on listening comprehension and the affective domains of high school students. A total of 140 students participated in this study, and they were divided into two groups: The control group taught to follow traditional listening instruction, and the experimental group taught to transfer information in listening text to visual materials. The results showed that there was a statistically significant difference in understanding aural texts between the two groups, indicating the positive effects of the use of information transfer technique on listening comprehension. In addition, short-answer and multiple choice techniques produced different results, suggesting a significant test method effect on test results. Lastly, the participants provided generally positive responses to the usefulness of information transfer technique.