This study explores the integration of ChatGPT, OpenAI’s conversational AI, into English as a Foreign Language (EFL) classrooms at Korean universities, focusing on student interactions and language learning strategy preferences. It categorises interactions using the Strategy Inventory for Language Learning (SILL) and Strategic Self-Regulation (S2R) frameworks to evaluate the pedagogical effectiveness of AIassisted learning. Ninety-nine university students participated in training sessions with ChatGPT prompts tailored to different learning strategies. Data were collected through surveys, chat transcripts, and qualitative feedback. Results indicate frequent student interactions with ChatGPT, averaging 4.49 strategies in initial training chats. Compensatory strategies like error correction and adaptive difficulty received high ratings, while social strategies were rated lowest. Metacognitive strategies, especially planning and summarising, were also well-received. The study concludes that ChatGPT supports diverse learning strategies, enhancing linguistic competence and promoting self-regulated learning. However, limitations such as AI accuracy and authenticity issues highlight the need for continued human interaction in language education.

This is a case study of tandem learning using a metaverse platform in a Vietnamese-Korean language course. It aimed to explore more efficient foreign language teaching methods beyond traditional approaches. To achieve this, the study provides an in-depth look at the course structure that incorporated tandem learning, the interactions between learners on the metaverse platform, and survey results reflecting their learning experiences and perceptions of this particular approach. This study is significant in that it provided a new learning environment using the metaverse, enabling more active participation from learners. It also integrated the tandem learning method, which allows learners to actively participate in the mutual language acquisition process as both target language learners and as instructors or experts of the partner’s target language. Furthermore, the study is meaningful for its specific attempt to design tandem learning classes using the metaverse, particularly for Vietnamese-Korean classes.

This study investigates the relationship between language learning strategy (LLS) preferences and AI writing tool use among 147 English as a Foreign Language (EFL) learners at a South Korean university. Participants were divided into two groups based on their preferred language learning strategies, as determined by the Strategy Inventory for Language Learning (SILL): memory/compensation strategies (Group 1) and metacognitive strategies (Group 2). The SILL survey was followed up with assessments on the participants’ use of AI writing tools and their reflections on how these tools were used in the writing process. Results revealed some minor correlations between specific strategy types and functions in AI writing tools— including preferences which suggest that metacognitive strategy users use AI writing tools for the development of ideas and structuring the writing process—but were limited due to individual learner variables which had not been measured. The findings provide directions for the consideration of language learning strategies when designing AI writing tools to create personalized and effective learning experiences.

본 연구는 한국어 학습자들이 자신들의 언어학습 신념이 그들의 전반 적인 언어학습과 새로운 환경에 적응하는 것에 어떠한 관계가 있는지를 찾기 위함이 목적이다. 여섯 명의 한국대학교에 재학 중인 외국인 유학 생들을 대상으로 그들의 언어학습 신념에 대한 인터뷰가 진행되었다. Horwitz의 BALLI 문항을 기반으로 한 반구조적 인터뷰가 진행되었으며, 그들의 답변은 외국어 능력, 언어학습의 어려움, 언어학습의 본성, 학습 과 소통전략, 동기와 기대 등의 주제를 기반으로 비슷한 패턴을 보이는 항목별로 구분되어졌다. 연구 결과는 외국인 유학생들은 그들의 한국어 실력이 향상될수록 자신감을 가졌으며, 그들은 문화에 대한 학습이 언어 학습에 중요한 부분이라는 것을 인지했다. 또한, 가장 효과적인 학습법은 실제적인 상황과 사람들과 어울리는 것을 꼽았으며, 그들은 대학 졸업 이후에도 한국에 남아 있기를 희망했다.

This study investigated the convergence of content and language integrated learning, translanguaging, and global citizenship education in an EFL tertiary English class. Conceptualized within translanguaging as an assemblage for meaning-making, machine translation was incorporated into the course in a way that EFL bilinguals could fully avail themselves of their linguistic repertoire for the learning of global citizenship and language. The analyses of thirty-three students’ response essays and survey results demonstrate the success of MT as both a scaffold for bridging language-content gaps and a tool for language acquisition. Design features, perceived as important, were a careful introduction and training on MT use and teacher feedback on MT-assisted writing. Survey results emphasize the crucial role of the students’ L1 in meaning-making. The study offers a practical guide for educators interested in using MT in L2 writing instruction and encourages further research on the theoretical and pedagogical applications of translanguaging in diverse EFL contexts.

The study is aimed at exploring impacts of self-assessment on students’ self-regulated learning and satisfaction at a university setting. Twenty-one students taking a foreign language pedagogy course participated in the study. Weekly self-assessment was assigned for 8 weeks to see if it improved students’ self-regulated learning. Student questionnaire was collected twice on the 7th and the 15th week; in addition, in-depth interviews were conducted to gather students’ perceptions of self-assessment in terms of its benefits and drawbacks. Findings based on quantitative and qualitative analysis are as follows. Firstly, significant positive impacts of self-assessment were found in all three domains of self-regulated learning: cognitive, motivational, and behavioral. Secondly, students found self-assessment overall satisfactory and useful in their studies. In-depth interviews further revealed that self-assessment helped to regulate their study behaviors effectively, which, in turn, led to a better understanding of the subject matter and greater participation in class activities. At the same time, however, some students expressed some burden as a drawback of self-assessment. Pedagogical implications and research suggestions for future study were discussed.

This paper explores possibilities of using language learning autobiographies as a form of identity texts in order to produce suggestions for critical teacher education. Specifically, we examined what insights we might gain by reframing Korean pre-service teachers’ autobiographies as a form of identity texts to develop reflective teachers, who affirm their identities and language learning histories. We thematically analyzed autobiographical reflection papers on English learning experiences of 73 undergraduate students enrolled in a compulsory elementary English education course at a public university in South Korea. The analysis revealed the predominance of referral to English private education experiences and a sense of linguistic insecurity felt by these pre-service teachers, who would later teach in public schools. Based on these findings, we provide suggestions for critical teacher education to foster critical language awareness and identity investment for the students. We conclude that language learning autobiographies, while incorporating characteristics of identity texts, might be a useful tool for critical pedagogies.

Interactional modification is important in SLA research because it involves correcting problematic L2 use. However, not all modifications will lead to pedagogical changes. Participants in conversational interactions are not always oriented to linguistic forms or functions. One way to address this dilemma is to examine the process by which participants come to terms with problematic L2 use in interactional exchanges. “Language moments” refer to cases in which L2 forms and functions are objects of interactive exchanges in L2 interactions. Through conversation analysis, the present study uncovered four different types in which participants in L2 interaction discovered and acted on language moments in terms of the degree of explicitness in recognizing and addressing problematic L2 use. This study used data from ESL classroom interactions that featured native teachers of English and L2 learners in an US context. This descriptive account of interactional processes might complement prior research studies that have focused on effects of interactional modification.

The study aims to understand personal changes experienced through Korean language learning and the significance of these changes to members of the new Korean Language and Culture Community by examining the life histories of foreign graduate students majoring in Korean language education and Korean literature. To this end, six Vietnamese students who are studying at a graduate school specializing in Korean language participated in this study and their life histories were examined, focusing on the development of their identities. The analysis focused on the (re)construction of identity in the learning processes of participants and showed that participants achieved complex identity development by learning and using Korean in various formal and informal contexts. In this study, changes were described in terms of improving Korean language skills, changing the self-image during early adulthood, and personal growth.

The forms and demands of language learning are changing in the pandemic era. Learners no longer rely solely on a formal language curriculum. Instead, they are using various informal language learning (ILL) channels. Although informal language learning has been in the spotlight and is growing, more research on ILL is needed. In this study, ILL taking place through an online community was analyzed. Articles from the Korean learning community (r/Korean in Reddit) were collected, and the topic modeling technique, Latent Dirichlet Allocation, was conducted on the collected data. As a result, seven major topics were selected. The most common topics in all posts were issues faced by beginner learners, followed by vocabulary and sentence meanings, interest in Chinese characters and applications of Korean language skills, culture and daily life, translation, online learning materials, and Korean phonics. Through this, the interests of ILL learners and the characteristics of learners could be identified. Due to the nature of ILL, in which a formal curriculum does not exist, it was found that questions about general strategies for learning and questions that could not be solved in formal language education were most prominent. In addition, the characteristics of ILL learners who actively sought learning content and materials were also found.

Jeju is famous as a tourist attraction for both domestic and foreign tourists. Jeju has emphasized the importance of an English-friendly environment to meet the expectations of foreign tourists as international awareness of Jeju has increased. However, a lot of studies have mainly concentrated on the linguistic effects of English learning. This is the appropriate time to proceed with the nonlinguistic effects of English learning during English learning processes through English learners’ investment construction based on their imagined communities.

The purpose of this study was to examine the impacts of AI-integrated MALL on Korean students’ TOEIC preparation, by comparing with AI-integrated CALL. A total of 496 freshmen students participated in this study. They were arbitrarily assigned to AI CALL (n = 190), AI MALL (n = 164), and the control (n = 132) groups. During a 2021 academic semester, the two experimental groups studied TOEIC through computers or mobile phones, integrated with AI technology. The control group was taught by a human teacher, in a traditional classroom setting. Before and after the treatment, TOEIC listening and reading tests were administered. Paired samples t-tests and one-way ANOVAs, were used to analyze collected data. Findings show that all groups significantly increased listening and reading test scores. Group comparison results show that the AI CALL group outperformed the control group for both tests. This group also outperformed the AI MALL group for the reading test. Based on this, pedagogical implications are invaluable

Lesson reconstruction is a way of enhancing student competency, and has been receiving much attention. Research was conducted based on lesson reconstruction by applying content and language integrated learning: CLIL. However, drawbacks such as the EFL educational environment and the notional-functional syllabi in much of the English curriculum made teachers teach the 4 skills separately (i.e. listening, speaking, reading, and writing), even though integration of 4 the skills is very much required. Although many researchers have analyzed CLIL so far, little research has suggested the specific methods of reconstructing, designing and implementing lessons in a primary Korean EFL education setting. In this study, the research reviewed the theoretical frameworks of the literature and suggested three potential methods for improvement: 1) designing lessons based on lesson reconstruction, 2), implementing the 4Cs Framework while planning CLIL lessons and, 3) choosing appropriate language based on ‘The Language Triptych’. For implementation, this research suggested that CLIL lesson integrated with other subjects or topics improves students’ reading abilities. This research goes beyond previous theoretical concepts; it suggested the ways of designing and implementing lesson construction based on CLIL lessons. The research also suggests that further research needs to fully consider its pedagogical application and explores how to practice CLIL.

Twenty-six learners of English enrolled in an MA course were asked to give the metaphors which they think best capture the essence of their learning experience so far. Their metaphors tell how English learning had introduced them to a brand new world and, once they were inside it, led them to a seemingly endless series of new discoveries. The unpredictability of these discoveries had been like ‘reading a magic story’. Students had often faced challenges but had also derived satisfaction from overcoming them. The metaphors connect more strongly with ‘intrinsic’ motivation than with the more utilitarian concepts of ‘extrinsic’ and ‘instrumental’ motivation. This might reflect the composition of the learner group, who had all chosen to specialize in some form of English study in their previous education. However that may be, they encourage us to create space in our teaching for the humanistic dimensions of imagination and creativity, even in courses where the explicit aim is to serve a specific pragmatic purpose.

Mobile-assisted language learning has expanded beyond relatively humble beginnings of replicating computer-based activities assigned in formal language learning contexts, and it now often consists of a complex mix of formal and informal learning activities that take place at different times and places throughout learners’ daily lives. Decisions about what tools to use are often driven by the costs, choice of hardware, and the knowledge of what tools actually exist, and how these tools are then used will depend on learners’ skills, motivation, as well as their short- and long-term goals. Language learning no longer needs to be an activity that is separated from learners’ daily lifestyles, but can be an integral part of their lives in the long term. The complexities involved in understanding each individual learner’s own ecological context and how these ecologies shift over time will be discussed with an eye on optimising learning opportunities for learners that will keep them engaged in learning throughout their lives.

The present study investigated newly recruited native-speaking teachers of the English Programin Korea (EPIK) with a focus on their individual characteristics, their perceptions on second language (L2) learning and teaching processes, and their teaching experience as a variable (novice vs. expert) in their understanding of language learning and teaching processes. A questionnaire wasgiven to 244 EPIK teachers. Analysis of the self-reported data revealed that EPIK teachers were mostly in their 20s who were recruited from six inner-circle countries withteaching certificates. Results also demonstrated the importance of a teacher’s teaching experience, where subsequent mean-difference models of novice and expert teachers revealed significant differences in their understanding of L2 learning and teaching processes. Findings showed that teachers with experience had beliefs aligned with thebest teaching practices. These findings open discussions about the necessity of adequate subsequent support for native-speaking teachers.

For the efficient teaching and learning of Vietnamese, the researcher paid attention to Project Based Learning and tried to apply it to the class. The researcher analyzed prior studies of PBL classes, including English and other foreign languages, and applied the theory of PBL to Vietnamese language education subjects, designed PBL classes, and utilized them in classes. In addition, the process in which the learners perform tasks (student presentation, peer-faculty evaluation, evaluation opinion reflection process), the results, and the questionnaire survey on learners were analyzed. As a result, it was found that PBL methods could also be applied in Vietnamese classes. The learners reorganized the learning contents into his or her own knowledge in the relationship between the learner’s own thoughts, experiences, knowledge, and understanding by referring to the instructor’s teaching plan and lecture. In addition, it was possible to achieve more useful and viable knowledge by listening to other people’s opinions and thoughts about their own knowledge, understanding, and interpretation, and through correction and supplementation processes. Also noteworthy is that through the PBL class, the level of knowledge of each student increased rapidly.

This article considers the content and utilization of cultural elements that promote effective learning in Japanese language education classes, based on a survey and analysis of cultural elements that Korean learners of Japanese are interested in. Effective learning means that learners ‘discover’ their own culture in the process of inter-action through learning and activities, recognize and understand other cultures, find problems through mutual understanding and critical thinking, and fosters cooperation and creative problem solving.　As a result of analyzing the cultural elements surveyed, <B2. Products(with substance)> in the analysis framework was the most common, followed by <C. Practices>. In this way, students, regardless of whether they majored in Japanese or not, were highly interested in products and practices as external cultural elements. However, it does not mean incorporating all the cultural elements that the learners desire into a class is proper. There are variables such as the environment and purpose of learning the target language, goals, interests, Japanese level, motivation to sustain learning, communication effectiveness, time constraints, and whether or not the learner is a Japanese major. It is necessary to incorporate ‘cultural elements’ with these limitations in mind.

홍콩에는 예부터 지금까지 파키스탄, 인도, 네팔 등에서 온 이민들을 포함하여, 비중국어권 아동들이 적지 않다. 평등교육의 이념을 표방하는 홍콩평등기회위원회(香港平等機會委員會)는 비중국어권 학습자들이 중국어권 학습자들과 같은 학교에서 학습하기를 건의하여 그들이 최대한 빠른 시일 내에 홍콩 사회로 융화되게 하려 하였다. 이로 인해, 비중국어권 아동들은 홍콩 현지의 일반 유치원을 다니게 되었는데, 홍콩의 교육 관할 당국도 적지 않은 자원을 투입하여 이들이 현지 교육과정에 적응할 수 있도록 협조하였으나, 그 효과를 즉각적으로 확인할 수는 없었다. 그 중 가장 큰 문제는 학습의 차이를 처리하는 것이었다. 비중국어권 아동들의 중국어 실력은 모국어 수준에 미치지는 못했다. 이들이 중국어권 아동들과 함께 중국어 수업에 참여할 때 적잖은 어려움이 발행했다. 또한, 비중국어권 아동들의 성장 배경도 각기 달랐다. 신이민자 가정의 아동도 있고, 현지에서 출생한 소수 민족 아동도 있어, 이러한 학습자 사이의 중국어 수준의 차이도 존재했다. 이밖에도 소수민족과 홍콩의 문화적 차이 또한 매우 커서 모든 교사와 아동은 ‘학습’과 ‘교수’ 두 측면에서 모두 여러 가지 차이로 인해 발생하는 문제들을 처리해야 했다. 이처럼 비중국어권 학습자들이 홍콩에서 중국어를 배우는 것은 매우 쉽지 않았다. 상술한 문제들을 해결하기 위해서 경마회 자선기금 및 다섯 단체의 공영교육 사회복지기구는 ｢경마회의 재밌는 중국어 배우기(賽馬會(有)友趣學中文)｣ 라는 프로젝트를 추진하여, 중국어를 모국어로 갖지 않는 학습자들이 효과적으로 중국어 학습 하여 빠르게 사회에 융화되도록 도왔다. 본 프로 젝트는 수준별 교육과정, 수준별 교재, 수준별 학습법, 수준별 교구, 수준별 평가와 다층적 교학법을 설계하고 지원하여 학습 차이에서 생기는 어려움을 해결하는 데 도움을 주었다. 본고에서는 연구 이론과 설계, 데이터 수집 및 연구 결과를 상세히 서술하고, 효과적인 사례에 대해 상세하게 서술하려고 한다. 이러한 연구 성과는 세계 각지에 광범위하게 적용될 수 있을 것이다.