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 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.

This study investigated the effects of multisensory memory strategies of pairing visual and aural learning strategies of aural lexical advance organizers (LAO) and read-alouds on 146 Korean high school students learning the meaning and pronunciation of 18 unfamiliar English words. In this quasi-experimental design, the control group learned the words on a single mode of written LAO and silent reading as opposed to two treatment groups of aural LAO and silent reading, and of aural LAO and read-alouds, respectively. The effects were tested three times via pre-, post-(immediately after learning), and delayed (30 days later) tests. The immediate and long-term effects were examined by detecting the differences across the three groups in post- and delayed-tests by one-way ANOVA, and the retention of effects was examined by paired t-tests in each group across the three tests. The results indicated that pairing aural LAO and read-aloud strategies was most effective in learning and retention of both vocabulary meaning and pronunciation.

This study compares the results of a survey of vocabulary learning strategy (VLS) use and perceived helpfulness by Korean university students to the taxonomy of VLS first presented by Schmitt. VLS suggested by previous research by the author and changes in technology since the original taxonomy was compiled were added to Schmitt’s list. The survey was administered online to 135 university students in Korea, primarily of Korean nationality. The results show that reported VLS use is up across the board, and the perceived helpfulness of the majority of VLS is up as well. Technological VLS are widely used for meaning discovery, but used moderately for vocabulary consolidation. Trends in the results are discussed, which suggest that learners rely on a range of VLS rather than a few core VLS. Technological VLS are common among Korean university students, though most still prefer traditional methods. Ramifications for vocabulary teaching and strategy instruction are also discussed, as well as suggestions for further research.

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.

The purpose of this study is to examine the relationships among English learners’ motivation, strategies, and achievement. The participants were 61 Korean college students specializing in Aviaition Service and they took a mock TOEIC and completed a questionnaire on learning motivations and strategies. T-test and multiple regression analysis were used to determine the relationships among all variables. The findings revealed that, first, variables in integrative motivation were found to be a statistically significant predictor of achievement while variables in instrumental motivation’ was higher order motivation type. Second, participants used ‘compensation strategies’ most frequently and higher-achieving students used more strategies than their peers did. ‘Metacognitive strategies’ and ‘affective strategies’ had statistically significant impacts on their achievement. In conclusion, the relationships among learning motivation, strategies and achievement was found to be definite. Implications for more effective study habits are suggested.

The purpose of this research is to examine the relationships among English learners’ motivation, strategies and achievement, with a group of 51 Korean three-year college students. The students responded to the questionnaire of learning motivation and strategies. Also they took a mock TOEIC. Multiple regression analysis allowed for the analysis of learners’ motivation and strategies to predict a single dependent variable, their English achievement. The findings revealed that, first, ‘internal motivation’ was found the highest predictor of their English study, while ‘instrumental motivation-individual’ was the lowest motivation type for students. Second, participants used ‘social strategies’ most frequently in studying English, and they used the others in the order of ‘compensation strategies’, ‘affective strategies’, ‘cognitive strategies’, ‘memory strategies’ and ‘metacognitive strategies’. Last, the impact of learning motivation and strategies on the TOEIC scores was not statistically significant, but the relationship of learning motivation and strategies was found to be positive. Implications for the practical classroom and suggestions for further research are suggested.

This paper on language learner strategies utilizes a little used quantitative, datamining technique called cluster analysis to investigate characteristics of groups of South Korean learners of English. After 71 students in three first-year university liberal arts English conversation courses completed the Strategy Inventory for Language Learning (SILL), and the number of learning strategies was reduced from 50 to 26 based on standard deviation (SD) results, the non-hierarchical (K-means) 3-cluster procedure was applied to the self-reported data. Following statistical analysis, each of the three cluster groups could be profiled according to achievement scores. At this point, six items emerged as particularly meaningful with regard to the latter, including direct strategies (a memory one and a cognitive one) and indirect strategies (two affective and two metacognitive). These strategies and their significance with reference to the local context as well as results previously reported in the literature are discussed. Finally, limitations of the study and implications for future research using cluster analysis are reported.

The study discussed advanced-level Korean high school EFL learners’ demotivation and remotivation strategies in English learning. Demotivation refers to specific external forces that reduce or harm motivation; remotivation is the process of recovering the reduced motivation. Although both are common in L2 learning, only a few studies address this issue. Using the survey data of 130 participants, the study identified eight demotivating factors through factor analysis. The first factor, negative attitude toward English, indicates that even high school students felt demotivated because of the sheer difficulty of studying English. Descriptive statistics revealed that a negative attitude toward the English-speaking community was not a strong demotivator, which indicated that students possessed Machiavellian motivation. Correlation and regression analysis suggested that no demotivator had a significant negative relationship with English scores; rather, the ways students perceived the demotivators were more important. Eight remotivation strategies were identified; among those, “Keep thinking about the social importance of English” was the most often mentioned one. These results suggested the need for further qualitative, systemic research on remotivators and for training programs for practicing remotivation strategies.

본 연구는 학습자 중심 수업이 비판적 사고 전략의 향상에 미치는 영향을 알아보는 것을 목적으로 수행 되었다. 이를 위해 서울, 충청도 소재 4년제 사립대학교의 3학년 학생 260명을 대상으로 플립드 러닝 (flipped learning)을 기반으로 한 학습자 중심 수업 설계를 16주에 걸쳐 적용하였다. 이를 위하여 비판 적 사고 전략 검사의 확인적 요인분석을 실시하였고, 수업 전과 후의 비판적 사고 전략의 수준의 차이를 분석하였다. 또한 수업 전의 비판적 사고 전략 수준에 따라서 수업 후에 변화의 양상이 어떠한가를 알아 보기 위해 상ㆍ하 집단(25%, 75%)으로 분류하고, 이들의 차이를 분석하였다. 연구결과를 살펴보면 첫째, 비판적 사고 전략 검사는 대학생의 비판적 사고 전략을 측정하기에 적합한 요인구조를 가졌음을 확인하였다. 둘째, 학습자 중심 수업은 비판적 사고 전략의 향상에 긍정적인 영향을 주는 것으로 나타났다. 특히 가장 높은 차원인 비판적 반성 전략의 경우 수업 적용 전에 비해 가장 큰 향상 효과가 있는 것으로 나타났다. 셋째, 수업 전의 비판적 사고 수준이 낮은 집단이 수업 후의 비판적 사고향상의 폭이 더 크게 나타나 하위집단일수록 학습자 중심 수업이 효과적이라는 선행연구 결과와 일치하는 결과를 확인하였 다. 이러한 연구 결과는 몇 가지의 제한점에도 불구하고 비판적 사고의 향상을 위해서는 학습자의 활동 과 개별학습, 협업, 소통이 중시되는 학습자 중심 수업을 충분히 고려할 필요가 있음을 시사하였고, 학습 수준에 따라 학습자 중심 수업을 어떻게 활용할 것인가에 대한 자료를 제공하였다는 측면에서 의의 가 있었다.

Recently the creative education is being discoursed actively for the primary and the secondary school in Korea. It makes students get the creativity and the alternative knowledge which is merged in the new solution for solving some problems that they can meet in their life. On the other hand, Game Based Learning (G-Learning) has been approved it's educational effects not only in Korea but also all over the world. This study tried to consider G-Learning as educational methods for improving the creativity. To put it concretely, the purpose of this study is inquiry useful strategies for designing the G-Learning considering factors for the creativity. There are many scholars who has been researching about the creativity factors such as Guilford, Torrance, Anderson or Clark and so on. This study inquired some strategies into the G-Learning considering creativity factors by Guilford and Torrance who had researched creativity factors for the primary and the secondary school students. For the game design theory, this study examined Whitton's one because he had reported one of the most comprehensive game design strategies. Finally, this study inquired game design strategies based on merging the creativity factors by Guilford with the game design strategies by Whitton. It suggests useful strategies for the game designer who are willing to develop some games for improving students' creativity directly or creativity strategies as necessary factors for the G-Learning.

The purpose of this study was two-fold: to evaluate the effectiveness of an English program under a practical curriculum for English majors in college and to investigate the relationships among students' perceptions of the program, language learning styles and strategies, perceived and actual improvement in English, and their satisfaction with the program. To this end, the study followed the changes in college students' perceptions of the program and their learning of English for four semesters from their freshman to sophomore years. Questionnaires were administered four times to measure and trace the students' perceived utility of the program, affective attitude, use of language learning styles and strategies, perceived and actual improvement in English, and satisfaction with the program. The results showed a statistically significant increase every semester in actual improvement in the students' TOEIC scores. Compared to their high expectations for improvement, the students' perceived improvement was shown to be the lowest at the end of the first semester, after which it got slowly higher each semester during the 2-year period. However, their overall satisfaction with the program got lower each semester. Native speaker instructors and interactive activities in class were found to positively affect the students' perceptions of program utility and affective attitude, which, in turn, significantly affect the students' use of language learning styles and strategies.

Lexical knowledge is an important predictor of second language learning. The present study focuses on aspects of lexical knowledge of Korean elementary (6'h grade) and middle school learners (9'h grade) in connection to learni ng strategies, that is, with regard to vocabulary learning and by investigating the learners' preferred English medium of interest. The learners were asked to complete questionnaires for information on vocabu lary learni ng strategies, and were tested with receptive and prod uctive vocabulalY levels test to assess their vocabulary knowledge. One-way ANOVA was conducted to note differences between the different vocabulary learning strategy groups, and multiple regression was employed to select predictors of learners' receptive and vocabulary knowledge. While the learners did not favor public education (school lessons), private lessons indicated to be the dominant means of learning English among the 6th graders with larger vocabu lalY sizes; the use of the vocabu lary workbook indicated to be a useful resource for the 9th graders. Although movies were popularly viewed by most of the learners, it was tile learners who had been reading books in Engli sh that seemed t.o have obtained larger vocabulary sizes. The findings provide guidelines for vocabulalY instruction in Korean elementary and middle school contexts .

根據志願機構的統計數字，生活於香港的非華語家庭，大部份的經濟環境並不富裕。香港政府提供十二年免費教育（小一至中六），並不包括幼兒教育，因此幼兒教育的學費十分昂貴。香港的非華語家庭較難負擔年幼子女的幼稚園學費，故此過去較少非華語家庭送他們的年幼子女就讀幼稚園。近年，香港推行「幼稚園學劵制」，政府為幼兒就讀幼稚園提供學費津貼，於是愈來愈多非華語家長送他們的年幼子女到幼稚園學習中文。由於這些幼兒的母語並非中文，中文是他們的第二語言，因此他們的學習需要和困難都與本地學生不同；教師教導這些學生時遇到很多困難。本研究參考「綜合高效識字」課程，並按照非華語幼兒的學習需要和困難，為他們設計適合的中文識字課程、教材、教學法、評估等；是香港第一個大規模及有系統的非華語幼兒識字研究。參與本研究的幼稚園共有三間，參與人數約110人。本研究的課程設計，以幼兒常用的口語詞彙類別及頻率作為指標，安排教學主題的次序，並教導他們認識簡單的漢字結構。此外，教師透過運用不同的識字教學法，包括遊戲識字、部件識字、基本字帶字識字法、字根識字法、韻語識字、生活經驗識字、情境輔助識字法等，幫助幼兒有系統地學習漢字，提高他們對學習漢字的興趣，加強他們對漢字字形結構的感敏度，從而促進識字學與教的成效。此外，通過讓幼兒寫字和閱讀兒童故事，進一步鞏固和擴闊他們的識字量。本論文將報告是次研究的結果，並提出促進非華語幼兒識字的方法。

한국 이러닝 산업의 국내 시장은 포화상태이고 수출지역이 중국 및 일본에 국한되었기 때문에 수출지역 확대를 위한 신규시장 개척이 필요하다. 또한 해외 진출시 필요한 유통망 확보, 객관적 해외시장 정보, 접근전략 등이 포함된 종합적인 해외시장진출 정보 역시 지원되어야 할 시점이다. 이를 위해 한국의 이러닝 산업은 시장성이높지만 한국의 진출이 미미한 수준인 중동권 시장 진출을 추진할 필요가 있다. 또한중동지역 진출과 더불어 그 지역의 사회, 문화와 더불어 기업 현황, 교육 현황, 정부정책 등을 체계적으로 분석하여 추진전략을 세워야 한다.본 연구는 사우디아라비아와 UAE의 이러닝 현황을 조사하고 이러닝 정부정책 현황및 관련기관, 정부부처, 주요기업 등을 유목화 하였다. 그리고 조사내용을 분석하여사우디아라비아와 UAE의 이러닝 시장 진출 전략을 도출하였다. 본 연구의 결과는국내 기업의 이러닝 해외시장 개척 및 글로벌 역량 강화를 촉진하는 자료가 될 것으로 예상된다. 특히 중동권 대표국의 이러닝 시장 전망 및 분석을 통한 정책 수립과산업진출 및 사업전개를 위한 사업실시 매뉴얼 구성을 위한 기초자료로 활용될 수있을 것이다.

“Learner engagement” in higher educ ation is a challenging goal, even more so as we consider designing for, and supp orting, lifelong learners online. Learning organizations, from traditional to cybersystems, are tempted to look for universal plans and strategies that promise specific and guaranteed outcomes for students. While there are some universal strategies worth considering that support online learner engagement, we must also familiarize our selves with diverse sociocultural contexts of lifelong learning and about the effect of “engagement” as an explicit conceptual framework for developing online learning environments. As we work to further devel op online learner engagement, we must also consider the impact of interactions between and among instructional designers, subject matter experts, instructors, learners, the broader community, and the learning institution. These interactions in culturally -based, dynamic communities of learning and practice shift instructional design away from the purely predictable towards engaged learning. In this discussion paper, originally pre sented as a conference paper for the e-Lea rning Asia Conference 2009, we contrast institutional and sociocultural (global) responses to lifelong learning in the online environment, share Canadian approaches to engaged learning and instructional design, and reflect upon key questions about the development of engaged learning opport unities for online learners.

최근 e-Learning의 국제화는 우리 교육의 주요한 과제이다. 특히 많은 시간과 노력을 들여 e-Leaning 선도국으로서 위치를 공고히 하고 이를 토대로 우리교육의 세계회를 꾀하고 있는 우리로서는e-Learning 세계화는 더더욱 큰 의미를 갖는다.하지만 아직도 e-Learning 세계화를 위한 기본 방향의 설정을 위한 담론은 양적으로나 질적으로나아직 제한적이며 충분하지 않은 편이다. 이런 배경에서 본 연구는 우리 e-Learning의 세계화를 위한 기본 방향을 설정하는 것을 목표로 하고 있다.이를 위해 기본적으로 IT 허브론과 이러닝의 관계， 김희배와 그 동료들의 e-Learning 세계화 연구，e-Learning과 우리교육의 만족도， 그리고 개발원조의 패러다임들을 분석한 후 이를 토대로 우리 e-Leanring세계화를 위한 여닮가지 핵심 전략들을 제시하였다