This study aimed to assess the effectiveness of metacognitive methods in college general English classes to improve students’ communication skills and metacognitive awareness. The approach involved structuring learning activities where students adapted movie dialogues, practiced roles, collaborated with peers, and received feedback on problemsolving. The results showed significant improvements in speaking skills, with preassessment scores of 24.79 increasing to 27.17 in the post-assessment (p < .01). These findings indicate notable gains in fluency and accuracy in English communication, as well as improved attitudes towards the language. Although there were improvements in post-assessment scores for metacognitive processes, these changes were not statistically significant. This study highlights the importance of incorporating diverse learning methods into college general English classes, particularly emphasizing the value of metacognitive techniques. These methods help students apply classroom learning to realworld social situations and enhance their communication abilities.

記敍文是香港非華語學生學習中文的基礎文類。本研究以60位分別接受主流中文課程和調適中文課程的非華語學生為對象，選取他們參加香港大學「學生支援計劃」的記敍文前測和後測共120 篇文章，以系統功能語言學為理論框架，分析學生在通篇層次、句子層次和字詞層次的表現，藉此比較兩組非華語學生中文書寫能力的差異，並探究「學生支援計劃」提昇非華語學生中文水平的成效。

This study aims to investigate the major themes and contents of studies on teaching English as an EFL in elementary schools in Korea since TEFLES (Teaching English as a Foreign Language in the Elementary School) was first introduced in elementary schools as a regular subject under the 7th National Curriculum in 1997. For the purpose of the study, a total of 218 research was examined in terms of the research methods, topics and main contents, and implications. The results of the study show that more than a half of the research was oriented toward quantitative approach. In addition, the main foci were the effects of certain tasks, pronunciation, dramatization, the use of a variety of multimedia materials on elementary school students" speaking skills. However, a large number of studies dealt with speaking skills in an integrated manner with other factors such as language skills, motivation, interests, and confidence. On the basis of the results, pedagogical implications on the teaching of speaking skills are suggested.

This study examines the effects of Korean EFL learners’ motivation and anxiety on their English speaking skills with a structural equation approach. The participants of the study are 193 college students enrolled in English conversation classes. The questionnaire on learning orientations, attitudes toward the community of native speakers of English, motivational intensity, class satisfaction and anxiety are given to the college students and their English speaking skills are assessed in terms of IATEFL’s criteria: Range, ease of speech, attitude, delivery, and interaction. Reliability and factor analysis are employed to confirm the internal consistency of questionnaire items and the validity of construct, and a structural equation model is run to examine the relation of Korean EFL learners’ affective aspects to their English speaking skills. The findings of the study are as follows: (1) while Korean learners’ attitudes toward native speakers of English and their community do not contribute to their desire to learn English, their learning orientations are found to affect their desire to learn English. (2) class satisfaction and desire to learn English are found to affect learners’ efforts to learn English, while anxiety is found to negatively contribute to leaners’ motivation intensity. (3) both integrative orientation and anxiety have direct effects on English speaking skills, integrative orientation affirmatively but anxiety negatively. Based on the findings, some suggestions are given for effective second language learning and teaching.

본 연구는 영어를 외국어로 배우고 있는 한국 EFL 초등 학습자들의 부족한 영어 노출 시간을 연 장하면서 말하기 능력을 향상하기 위한 방안으로 게이미피케이션을 접목한 스마트 러닝 과제학습을 설계했다. 경쟁, 보상, 맞춤형 캐릭터 등의 게임 요소를 영어 교육에 접목한 ‘교육 게이미피케이션’의 일환인 본 연구는 모의실험에서 발견된 개선점들을 반영해 주의 집중 시간이 상대적으로 짧은 초등 학습자들에게 과제 학습이라는 부담을 줄이고 영어 말하기 게임을 재미있게 받아들여 적극적인 게임 참여를 유도하는데 중점을 뒀다. 특히 영어 문장을 만드는데 어려움을 겪는 학습자들이 ‘카카오 톡’의 장점인 즉각적인 상호작용과 음성 녹음 기능을 활용한 실시간 및 비실시간 게임을 통해 실력 향상과 더불어 자기효능감도 고취시킬 수 있는 교육 게이미피케이션의 다양한 시도가 요구된다.