This study aims to investigate the impact of topic familiarity and vocabulary learning tasks on vocabulary acquisition in an ESP (English for Specific Purposes) setting, focusing on 16 adult learners with varying proficiency levels (A1-B1), all training to be cooks. Participants worked with six cooking recipes, three on familiar topics and three on unfamiliar topics, with 30 target words assigned to one of three tasks: word list, flashcards, or fill-in-the-gaps. Immediate and delayed post-tests (three weeks later) were administered using the Vocabulary Knowledge Scale (VKS). Despite the small sample size, significant differences in retention are noted across proficiency levels and task types over time. Results from repeated-measures ANOVAs showed that topic familiarity alone did not significantly impact vocabulary acquisition. However, the interaction between topic familiarity and task type was significant, as were the effects of task types and proficiency levels individually. The interaction between task type and proficiency level also showed a significant effect on vocabulary learning. Participants generally performed better with the fill-in-the-gaps method, but these effects decreased over time. The study highlights the importance of considering both proficiency levels and task types for effective vocabulary instruction.

The purpose of this study is to examine learners’ perceptions of AI-based machine translation (MT) in high school ‘Reading British and American Literature’ classes. This research explored how students perceived the impact of MT on their class participation, learning motivation, confidence in English use, and improvement in English ability. The study also examined how the effectiveness of MT use differed according to students’ English proficiency levels. A total of 153 third-year students participated in a nine-week English literature course. Data were collected through an online survey and statistically analyzed. The findings reveal that students showed positive perceptions regarding class participation, learning motivation, confidence in English use, and improvement in English ability. Notably, participation in the English literature classes using AI-based MT was significantly higher than that in other English classes. Analysis by English proficiency levels showed no significant differences in class participation and affective factors (learning motivation and confidence). However, lower-proficiency learners perceived greater improvement in English proficiency compared to higher-proficiency learners. These results suggest that incorporating AI-based MT in English literature classes can create an inclusive learning environment that supports learners across different proficiency levels, particularly benefiting lower-proficiency students in terms of improvement in English ability.

In story writing, interjections are used in dialogue to enhance the emotional tone of the text. However, crafting realistic dialogues that effectively incorporate interjections can be a challenging task for young learners with developing writing skills. This study examines how young learners utilize interjections in their story writing. The study analyzed the narratives of 242 students from three different English proficiency groups: lower and higher level EFL elementary school students and native English speakers in seventh to twelfth grade. The analysis aimed to understand the relationship between interjection frequency and writing qualities. The findings revealed a negative correlation between the occurrence of interjections and both content quality and vocabulary diversity. Additionally, comparisons across proficiency groups indicated that certain types of interjections were more prevalent in specific groups. These results suggest that learners should use interjections judiciously in story writing. Although interjections may seem peripheral, they warrant closer attention as they can subtly detract from writing qualities.

This study investigated the relationship between changes in language learning beliefs and English proficiency among 41 Korean university students who participated in a short-term English program. Participants’ beliefs were assessed using the Beliefs About Language Learning Inventory (BALLI), and their proficiency was measured using the Test of English for International Communication (TOEIC). Frequency analysis, descriptive statistics, paired-sample t-tests, and correlation analysis were employed to analyze the data. The study found significant improvements in both listening and reading scores, and changes in beliefs varied with proficiency gains. Students with higher proficiency gains demonstrated improved confidence and self-efficacy, and decreased instrumental motivation, whereas those with lower gains exhibited minimal changes in beliefs. Correlation analysis revealed that belief shifts, such as reduced selfconsciousness and increased integrative motivation, were positively related to proficiency gains. These findings suggest the dynamic nature of learners’ beliefs and their potential impact on language learning outcomes, highlighting the importance of addressing belief systems in English language education.

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.

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 addresses the scarcity of research examining technology’s impact on learners of English as a foreign language in English for specific purposes (ESP) courses within English-medium instruction (EMI) programs. Focusing on a business communication course using a social question-answering platform, this study explores the interplay among English proficiency, motivational orientations, and online engagement. Surveying 126 university students via a mixed-method approach, this research identifies distinct motivational orientations (intrinsic, extrinsic, and self-efficacy) existing during class activities, influenced by proficiency levels, with notable differences in online participation between beginner and advanced learners. The findings suggest that while online activities enhance peer interaction and teacher feedback, they may trigger anxiety in beginners, potentially diminishing motivation and self-efficacy. These results emphasize the need to tailor technology integration to proficiency levels and motivational orientations in ESP/EMI settings. Practical recommendations are offered for educators aiming to implement effective online activities and provide targeted support, particularly for beginner learners, thereby bolstering their motivation and selfefficacy.

The present study aimed to explore how pre-service teacher’s individual regulatory focus orientation, currently emerging as an interesting learner variable for language learning, could influence their Englishspeaking abilities. English teaching demonstration videos of 67 pre-service teachers were analyzed in terms of pronunciation, accuracy, and fluency. The regulatory focus orientations of participants were evaluated using a questionnaire. The results of data analysis, using multiple regression analysis, indicated that promotion-focus orientation was a significant positive predictor for pronunciation, fluency (words per minute, ratio of dysfluency), and accuracy (lexical errors, ratio of error-free AS-units). On the other hand, prevention-focus orientation did not emerge as a statistically significant factor affecting accuracy. However, it was observed to have a negative influence on both pronunciation and fluency. In light of the research findings that highlight the favorable impact of a promotion-focus orientation, suggestions were made for future teacher training programs aimed at enhancing the English proficiency of pre-service teachers.

해사영어는 선박 운항, 해양 안전, 선내 의사소통 및 선외 교신을 위해 설계된 특수한 영어 언어체계이다. 국제해사기구 STCW(선원의 훈련, 자격증명 및 당직근무의 기준에 관한 국제협약)에 따르면 국제항해에 종사하는 항해사가 되기 위해서는 SMCP를 포함한 해사영어 대한 충분한 이해가 수반되어야 한다. 본 연구는 음성인식, 번역, 단어 기입 등 유형의 해사영어시험을 통하여 학생들 의 해사영어 활용 능력을 측정하고 플랫폼 사용에 따른 시험 점수 향상 정도, 나아가 초임항해사로 나가기 위하여 요구되는 해사영어 시험 플랫폼 활용 시간 등을 조사하고자 하였다. 실험은 먼저 초기 시험을 통해 학생들의 일반영어능력과 SMCP 활용 능력에 대한 연 관성을 조사한 후, 중간 시험 및 최종 시험을 통해 플랫폼 활용에 대한 점수 향상 정도, 응시시간 변화 등 요인을 측정하였다. 초기 시 험을 통해 개인 요인(예: 토익 점수, 본인 스스로에 대한 영어능력 평가)에 따른 그룹 간 해사영어시험 점수에 유의한 차이가 있음을 확인하였으며, 중간시험 및 최종시험을 통해 플랫폼 활용이 유의한 시험점수 향상으로 이어졌음을 확인하였다. 해당 연구는 해사 교육 분야에 다양하게 적용할 수 있는 학습 플랫폼 활용 효능을 조사하였으며 향후 해사영어 교육 외 그 범위를 넓혀 활용될 수 있을 것으 로 사료된다.

This study compared Korean adult learners’ English speech in dialogic and monologic tasks, measuring 57 college students’ oral proficiency in terms of holistic and analytic grades. The statistical analyses were focused on two questions: 1) how much do the holistic grades of oral proficiency and analytic grades of the four linguistic features function differently across the tasks? and 2) which linguistic feature has the strongest correlation with the holistic grades of English oral proficiency? The study found significant differences between the two tasks in five aspects (English oral proficiency, topic development, fluency, range, and accuracy). It also showed that a monologic task resulted in lower achievements in those five aspects. In the comparison of the correlations with English proficiency, the range reached the top in both tasks, followed by topic development. The study provides some helpful information regarding which types of speech tasks and linguistic features of EFL oral proficiency are more desirable for targeting in teaching and assessment.

This study examined how Google Jamboard-based autonomous knowledge-sharing advanced language proficiency and motivation in an online intermediate–high EFL communication course. For one semester, 30 Korean first-year college students shared their learning experiences beyond the classroom, enhancing their English communication competence via a weekly Jamboard. The students speaking and perceived proficiencies and motivation changes were examined. Overall speaking proficiency increased, except for pronunciation. Students acquired the ability to selfstudy, but this was insufficient for oral practice because distance learning limited direct interactions. Perceived current proficiency increased, but imaginary proficiency and English importance did not. Their ease in using English in their daily life improved, and they felt the gap between the current and imaginary proficiencies decreased. The ideal L2 self increased, based on instrumentality and integrativeness. This finding indicates that students understood that they were undergoing the process of becoming fluent English speakers. Hence, well-organized self-directed activities can promote autonomous learning behavior to improve language proficiency and motivation.

To investigate L2 adolescent learners’ use of machine translation (MT), an MT error correction (EC) test was developed, based on the analysis of MT errors arising from translating the learners’ L1 of middle school EFL textbooks. Learners were also asked to report on their use of MT EC strategies on the EC task. Results indicated that mistranslated sentence and verb tense are the most difficult types of MT errors to correct. Furthermore, to resolve MT errors, guessing from context and literal translations were the two most frequently employed EC strategies. When multiple regression analysis was conducted to examine the contribution of EC strategies to the learners’ ability to correct errors, the mid proficiency learners’ reliance on literal translations and the low proficiency learners’ use of multiple EC strategies were positively associated with improved corrections of MT errors. The results of the study are discussed in light of how L2 learners need to develop competence for using MT in L2 writing.

The purpose of this study is to present a diagnostic evaluation tool that can more accurately determine the academic performance level in Korean language proficiency of foreign undergraduate students studying at domestic universities. The diagnostic evaluation diagnoses the academic Korean language proficiency of foreign undergraduates, and provides the diagnosis results to foreign undergraduates, professors, and university institutions so that teaching activities can be conducted efficiently. In this study, it was considered that the ‘Basic Academic Ability Diagnostic Test for the Korean Language Subject' was suitable as a test tool for diagnosing to diagnose the academic achievment of foreign undergraduates. This diagnostic test is a diagnostic tool designed for Korean students in Korea, and it not only continuously verifies its reliability and validity, but also includes background knowledge that Korean university students in Korea are basically acquiring. To prove that the 'Basic Academic Ability Diagnostic Test' is suitable as a diagnostic evaluation tool for foreign undergraduates, the correlation with the Korean language achievement evaluation was analyzed. The correlation between diagnostic evaluation and other items showed a significantly positive correlation. When the diagnostic evaluation score was good, the pre-test and post-test scores of Korean language proficiency, and the TOPIC level was also high. This result proves that the basic academic ability diagnostic test tool is very suitable as a diagnostic evaluation tool for foreign undergraduate students. Also, the analysis result of the pre- and post-tests and the TOPIK test showed a very significant and strong positive correlation with the post-test, and the higher the TOPIK grade, the higher the score of the pre‐test.

The purpose of this study is to determine whether the use of artificial intelligence (AI) improves English listening and reading proficiency. It focuses on whether its impacts differ by gender and major. The study was conducted in 2020 with 340 freshmen students in Korea. There were 182 male and 208 female students. The participants majored in different areas: 139 students majoring in aeronautics, 130 students studying policing and safety, 121 students studying in the arts department. The TOEIC test was adopted as pre- and post-tests to explore the impacts of using AI on English learning. To analyze the data, two-way ANOVAs were administered. The study found no interaction effects of gender or major on either listening and reading proficiency. However, gender and major, respectively, had significant impacts on listening. Regarding reading proficiency, major alone affected the students’ performance. Based on these findings, pedagogical implications are considered.

The purpose of this study is to compare the effects of input- and output-based planning (reading a sample passage vs. writing a draft) on the oral performance of L2 learners with low-proficiency. In this study, 16 Korean female junior college students of low English proficiency were divided into two different planning groups. The reading group was required to read a sample passage of the given topic, designed to encourage “noticing” and “focus on form” using input enhancement, while the writing group was asked to write a draft of their speech, using only their own L2 knowledge. After such planning activities, both groups recorded their assigned speaking tasks using Kakao Talk. Eight planning activities and oral performances were completed over the period of the semester. In order to compare the effects of input- and output-based planning on the improvement of overall proficiency, pre- and post-tests, in which the students produced the same narratives, were analyzed using Mann-Whitney U and Wilcoxon signed-rank tests. Furthermore, this study explored any difference in speaking performance after each type of planning and what the learners were actually doing during planning time. The results showed that output-based planning had positive effects on speaking performance and its repeated practice led to the improvement of overall proficiency.

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.

The study investigated the effects of recasts and prompts on learning language forms that arose incidentally in dyadic interaction, focusing on the degree of explicitness of each type of feedback and learner proficiency levels. The data were collected from 64 beginning and upper-intermediate English learners of Korean. Thirty-one beginning learners were randomly assigned to a feedback group and to a control group, and thirtythree upper-intermediate learners were also assigned to a feedback group and to a control group. Each learner was paired with an English speaker and worked on a picture-sequencing task. The learners in the feedback groups received recasts or prompts on their erroneous utterances while the learners in the control groups did not. The effects of feedback were measured by pre-interaction picture descriptions and immediate and delayed post-interaction correction tasks. The study found that both recasts and prompts had some effects on learning the targeted forms, and more explicit forms of each feedback resulted in a higher rate of correction. The beginning learners took more advantages of recasts relative to the upper-intermediate learners, and explicit prompts worked better for the upper-intermediate learners. The effects of prompts sustained longer than recasts in both levels.

This study aims at investigating 1)the perception of international students' mother tongue and Korean language, 2)whether their perception differs with the degree of Korean proficiency, and 3)whether the degree of exposure to Korean can affect Korean proficiency. Eighty nine international students participated in a questionnaire survey. The overall results on the survey showed that the international students' perception of their mother tongue was strong in general. However, interesting findings were that the participants' level of Korean proficiency was closely related to the perception of mother tongue: the participants who had a low level of Korean proficiency showed a comparatively strong perception of mother tongue. Furthermore, the perception of Korean language was weaker compared to that of their mother tongue. However, the exposure to Korean(e.g. the frequency of using Korean) playing a role in improving Korean proficiency was observed. Therefore, this study suggests that acquiring Korean can be related to the perception of mother tongue and that the international students should raise the frequency of contact with Koreans for their Korean proficiency.