This study explores the ways in which sociocultural perspectives on English language education can contribute to teacher education the era of artificial intelligence (AI). Three key words that represent the relationship between sociocultural perspectives and English teacher education—context, interaction, and social practice—can each be linked to the key concepts of criticality, multimodality, and action research. Teachers of English need to be ready for the forthcoming changes in the AI era, for which they must be equipped with a critical ability to focus on issues and needs in the Korean context. This ability can be applied in teaching students various types of interactions, especially those involving the use of computers, and will create opportunities for teachers to conduct research of their own and cultivate a professional teacher identity. This study concludes by recommending substantial changes in the current pre-service and in-service English teacher education programs in accordance with these key concepts.

The purpose of this study is to investigate error patterns in EFL college students’ English writing as well as their change over time, based on the teacher’s feedback. In order to accomplish this purpose, two research questions were constructed; first, what are the characteristics of Korean EFL students’ writing based on the maturity of English sentence by the T-unit analysis? Second, what types of error patterns are produced in Korean EFL students’ writing? Also, how do the error patterns change based on the teacher’s feedback over time? The participants were four Korean EFL college students, and they were asked to pre-write, draft, revise and edit until they completed their final draft. The results of pre- and post-writing test were also analyzed. The major findings are as follows: 1) The mean number of T-unit among participants was 42.25 units, and the mean number of words per T-unit was 10.95 words. 2) The most frequently committed errors were found out as lexical and morphological errors. Moreover, the rate of lexical and sentence structure errors has been dropped, whereas the rate of punctuation errors has increased as the teacher’s feedback progressed over time. Pedagogical and practical suggestions are also made on the effective teaching of English writing in Korean classroom settings.

This paper is concerned with the ongoing influence of in-service teacher education upon teachers’ instructional behavior and attitudes. Thus the purpose of this study is to trace attitudinal and instructional changes after in-service teacher training and thereby identify either favorable or unfavorable factors affecting such changes in classroom settings. First, a survey was conducted to see which teacher training programs teachers preferred, uncover any changes in instructional behavior and attitudes as well as factors related to said changes, and gather suggestions for prospective teacher training programs. For additional data, four teachers’ reflective journals and interviews were analyzed. The results of the study were as follows: 1) teachers believed that a teacher’s techniques rather than their English proficiency have the most direct influence upon effective English instruction; 2) changes in both behavior and attitudes are observed for only a short period right after in-service teacher education; and 3) a major factor impeding change is the discrepancy between the English language curriculum and actual classroom instruction, which is largely due to the washback effect of the requirements of the Scholastic Aptitude Test required for college admission.