In the context of higher education (HE) internationalization, English as a Lingua Franca (ELF) plays a crucial role in academic and interactive communication, often intersecting with local languages. This enables greater flexibility in language use and code-switching (CS) between English and the local language. While previous research on English as a Medium of Instruction (EMI) has predominantly examined the perspectives of local stakeholders, the views of international students have been largely underexplored. To bridge this gap, this study investigates the perceptions of both local and international students regarding CS practices within EMI courses across specific classroom situations. The findings reveal that both groups support the conditional use of the local language to promote comprehension while ensuring inclusivity. Local students demonstrate a broader acceptance of CS compared to their international counterparts, particularly in relation to academic outcomes such as understanding instruction and assessment. In contrast, international students show greater receptiveness to CS during interactive classroom discussions, which reflects their attitudes toward engaging with local peers. These insights contribute to the development of more nuanced EMI policies and deepen our understanding of language dynamics in HE contexts where English is not the native language.

이 연구는 저출산 고령화 등으로 생산인구 감소의 진행이 높아짐에 따 라 정부는 외국인력을 활용하여 부족한 노동력을 대체하고자 외국인의 지속적 정착을 위한 정책 등을 제시하고 있다. 외국인 유학생(D-2)의 수 학 후 국내에서 지속적인 체류와 함께 지역 정착을 유도하기 위한 대안 을 제시하였다. 첫째, 인구감소지역 범위 확대이다. 지역특화형비자 (F-2-r)의 이동 형태로 이동으로 도심의 ‘구’ 단위의 인구감소 지역으로 외국인 유학생(D-2)의 지역 체류 범위를 확대를 제안한다. 둘째, 외국인 유학생 배우자(F-3)의 체류자격 외 활동 범위 확대이다. 단순노무(D-3, E-9)를 제외한 모든 직종에서의 활동으로 경제력 확보를 위한 경제활동 의 체류 범위 확대로 경제활동을 가능하게 하여 한국생활의 경제적 어려 움을 극복하는데 도움이 되어야 할 것이다. 셋째, 외국인 유학생 가족 초청 제도 확대이다. 외국인 유학생(D-2)의 부모의 계절제 근로의 허용 과 함께 2촌 이내의 가족 구성원이 입국을 허용하여 가족구성원이 함께 생활하고 불법 체류를 막는 방법이라 할 수 있다. 이러한 사항을 바탕으 로 외국인유학생(D-2)이 가족동반 체류를 통해 경제력 어려움을 해결하 고 지역사회 안에서 안정적인 정착이 이루어질 것이다.

This research was a Research and Development (R&D) project which aimed at developing digital storytelling based local wisdom through Blended Learning as an innovative media for teaching English at eighth grade students of SMP Negeri 1 Petang. The development model used in this research was adapted from the development of Luther’s model (in Sutopo, 2003). The data were collected by using documentation technique, interview, observation, and questionnaire. This research found that, (1) in developing digital storytelling based local wisdom through a Blended Learning method required a number of chronologically steps, namely: observation, need analysis, media prototype design, expert judgment, revision of the product, field testing, analyzing of data and finalizing the final product; (2) the total mean score of the questionnaire filled by the English teacher was 4.09, it indicated that the product was categorized as excellent, and (3) furthermore, the result of the questionnaire filled by the students was 3.76, this meant that the implementation of the product could be categorized as good. The results of this study were as expected and can help both the teachers and the students in the process of teaching and learning English, especially narrative text.

This study aims to identify more reasonable and efficient development plans to engage local university students in landscape improvement projects in rural areas. To survey university students, residents, administrators and experts involved in such projects on important considerations in this regard, SWOT analysis was employed to identify important factors, followed by analytic hierarchy process (AHP) to evaluate their relative importance, identify problems and suggest implications for improvement. The results are summarized as follows: the relative importance of the SWOT group was in the order of opportunity, strength, threat, and weakness. For each SWOT factor, the relative importance of strengths was in the order of students’ aspiration and passion, availability of creative ideas and designs, and improved attachment to their community. The relative importance of weaknesses was in the order of the lack of spontaneous participation of residents, short preparation periods and insufficient budgets, and the lack of experience in similar projects. The relative importance of opportunities was in the order of young students’ activity itself being a boost factor to the community, students’ endeavors arising a consensus among residents, and students feeling a sense of duty as representatives of their school. The relative importance of threats was in the order of projects being one-shot, temporary events, immaturity, and differences in preferences between older and younger generations. To draw an overall ranking of the sub-factors evaluated, the overall relative importance of the decision-making factors was evaluated. Among the sub-factors for each SWOT group, young students’ activity itself being a boost factor to the community as an opportunity factor was shown to be the most important, while the lack of experience in similar projects was shown to be the least important as administrators and experts made appropriate interventions in each stage.

The purpose of this paper is to investigate the demotivating factors of students attending a university located in a local area in Korea. The interviews with 17 students who are in three different proficiency groups reveal 8 demotivating factors: 'learning difficulty', 'exam-oriented class', 'low test scores', 'low confidence', 'memorization', 'learning material', 'teacher', and 'grammar translation method'. The main demotivating factor is 'learning difficulty'. Half of the students who mentioned this state that they experienced the learning difficulty when they advanced to middle school from elementary school. The majority of other demotivating factors are closely related to the Korean education system under which both teachers and students do not have much autonomy. The 'teacher' factor which was identified as the main demotivating factor in other studies conducted in western countries is not the main demotivator in this paper. In the distribution of demotivating factors, there do not exist any big differences among the different proficiency groups but it is shown that the low proficiency students experienced demotivation earlier than the higher proficiency students.

지역전통과 자원을 활용한 창의적 체험활동 ‘마늘아 놀자’프로그램을 초등학교 4학년 학생들을 대상으로 실시한 결과, 프로그램에 참가한 학생들은 물론이고 담임 교사와 학생들의 부모들은 모두 프로그램에 대해 매우 긍정적인 평가를 하였다. 특히 모든 참가 학생들이 이런 종류의 프로그램에 다시 참가하기를 희망하였다. 식물에 대한 태도는 실험군이 대조군에 비해서 프로그램 실시 전보다 프로그램 실시 후에 뚜렷이 향상된 결과를 보였다. 지역애착심은 프로그램 실시 전에는 실험군과 대조군 사이에 차이가 없었지만 프로그램 실시 후에는 실험군의 값이 뚜렷하게 높았다. 정서지능은 프로그램 전·후 모두 실험군과 대조군 사이에 차이가 없었다.