This study examines gender differences in language use in online shopping reviews through an analysis of five-star reviews posted on the fashion platform Musinsa. Focusing on reviews of a single unisex sneaker product, a corpus of 977 reviews by male users and 998 reviews by female users were compiled and analyzed. This study used morphological analysis and frequency-based methods to compare high-frequency vocabulary, part-of-speech distributions, abbreviated forms, loanwords, original-language expressions, sentence-ending forms (haeyo-che and hasipsio-che), and symbolic language such as emoticons. The findings show that male users tend to use verbs and nouns directly related to functions and outcomes, whereas female users more frequently employ adjectives and adverbs expressing aesthetics, emotions, and overall impressions. Although the use of hybrid abbreviations and emoticons differed significantly by gender, sentence-ending forms also showed a statistically significant association with gender. These results suggest that gender does not rigidly determine the overall stylistic structure of review discourse but influences language use by shaping evaluative focus, emotional marking, and rhetorical emphasis in positive reviews.

This study examines how the categories Guknaepa (domestically educated) and Haewaepa (those who studied/lived abroad) are discursively constructed and negotiated among English teachers in South Korea. Employing language ideology–informed qualitative discourse analysis, the study analyzed 292 threads consisting of initial posts and responses from an online community of pre- and in-service public-school English teachers. The results demonstrate that the Guknaepa–Haewaepa boundary is fluid and relational yet often mirrors the familiar NEST–NNEST hierarchy. Teachers who self-identify as Guknaepa frequently expressed linguistic insecurity but also legitimized professional authority by foregrounding pedagogical and metalinguistic strengths and a moralized discourse of diligence. The nationally standardized Teacher Employment Examination functions as an institutional mechanism that converts effort into recognized professional legitimacy, reframing Guknaepa as a marker of fairness and meritocratic achievement rather than deficiency. Boundary work shifts across contexts, intersecting with local ideologies of English, market evaluations of competence, and classroom demands within public schools. This study extends (N)NEST scholarship by illuminating intra-NNEST differentiation and the linguistic, affective, institutional interplays that sustain and reconfigure hierarchies. Although limited to online discourse data, the analysis underscores the need for more nuanced, intersectional accounts of teacher identity amid increasingly transnational and diverse professional trajectories.

This study analyzed online food consumption behaviors by segmenting consumers based on their dietary lifestyles using the Consumer Behavior Survey for Food in 2024 of the Korea Rural Economic Institute. Factor analysis and cluster analysis classfied the dietary lifestyles of the respondents into the ‘convenience and experience-seeking group’, ‘low involvement group’, ‘health-seeking group’, and ‘plan-seeking group’. The highest frequency of online food purchases by respondents was ‘once every two weeks’, and the most common reason for purchasing food online was ‘because it is delivered’. The most frequently used channel for online food purchase was ‘online shopping malls’, with price, quality, and overall satisfaction remaining above average. The analysis of perceptions and behavioral patterns revealed that consumers primarily utilized online food services for their convenience and place significant importance on others’ experiences and verified brands. Among the dietary lifestyle groups, the ‘convenience and experience-seeking group’ showed the highest mean scores across most perceptions and behavioral items. These results confirm that online food consumption varied significantly depending on dietary lifestyle groups, highlighting that dietary lifestyle is a crucial factor for market segmentation and the development of targeted marketing strategies.

This study explores gentrification beyond physical displacement and examines it as a new dimension of linguistic and informational inequality. Focusing on Seosulla-gil in Seoul, it compares the amount and accessibility of information in offline (storefront signs) and online (Instagram posts) linguistic landscapes. In the offline sphere, policy restrictions on signboard size have reduced information beyond store names, turning informational absence into aesthetic symbolism. Conversely, online platforms provide extensive contextual information— brand stories, philosophies, and community activities—creating an informational gap between the two spheres. However, this expansion presupposes digital access and excludes groups that lack digital literacy from fully engaging with such information. To mitigate this exclusion, this study proposes two complementary guarantees: the guarantee of digital accessibility, emphasizing institutional responsibility for digital literacy education, and the guarantee of informational accessibility, encouraging shop owners’ voluntary information disclosure and language policies based on the right to access information. Together, these dual guarantees suggest that the exclusion and marginalization caused by gentrification can be transformed into the restoration of publicity and inclusivity.

본 연구는 간호대학생이 임상실습 이전에 치료적 의사소통을 안전한 환경에서 반복 학습할 수 있도록 ChatGPT 기반 가상 내담자와 온라인 협업 학습도구를 결합한 교육 프로그램을 개발하고 그 타당 성을 검증하고자 하였다. 프로그램은 문헌고찰, 설계, 개발, 실행의 네 단계로 구성되었으며, 설계 단계에서 는 공감지도와 퍼소나와 같은 서비스디자인 기법을 적용하여 대상자 이해를 구조화하였다. 개발 단계에서 는 영화 뷰티풀 마인드에 기반한 조현병 사례를 ChatGPT 가상 내담자로 구현하였고, Padlet을 활용하여 공감지도를 공유하였으며 Mentimeter를 통해 성찰 활동을 지원하였다. 실행 단계에서는 총 6명의 전문가 가 11문항으로 구성된 내용타당도 지표(CVI)를 사용하여 프로그램을 평가하였다. 그 결과, 목표·내용·전략 관련 대부분의 문항은 I-CVI 1.00을 기록하였고, 전체 S-CVI/Ave는 0.98로 기준치인 0.90을 충족하였다. 다만 일부 Mentimeter 성찰 문항은 I-CVI 0.83으로 상대적으로 낮게 평가되어 개선의 필요성이 제기되었 다. 본 프로그램은 기존 모의실습의 한계를 보완하여 치료적 의사소통을 안전하게 반복 학습할 수 있는 환 경을 제공하며, AI 기반 가상 내담자와 디지털 협업 도구의 결합이 학습자의 참여와 성찰을 촉진할 수 있 음을 보여준다. 향후 연구에서는 다양한 정신건강 사례로의 확장, 학습자 효과 검증, 비언어적 의사소통 훈 련과 도구 활용성 개선이 요구된다.

최근 복합적인 환경문제가 심화되면서 해양환경교육의 중요성이 더욱 부각되고 있다. 특히, 코로나19 이후 온라인 해양환경교 육이 주목받고 있다. 이에 본 연구는 온라인 해양환경교육 콘텐츠를 분석하여 교육 개선 방향을 제시하였다. 연구 대상은 국가해양환경교 육센터에서 운영하는 온라인 해양환경교육 콘텐츠로 설정하였다. 연구방법은 내용분석으로 하였다. 분석 결과는 다음과 같다. 첫째, 대상 분석 결과, 연구 대상은 초등학생, 중학생, 고등학생, 성인 등으로 구성되어 있었으며, 교육과정은 총 12개로 편성되어 있었다. 둘째, 형식 요소는 모듈, 유닛, 교육 시간, 진행 방식으로 구분하여 분석하였다. 교육과정에 대한 모듈 평균은 5개, 유닛 평균은 42개, 교육 시간 평균 은 약 90분이었다. 진행 방식은 아나운서가 진행하는 교육 등 다양한 형태로 구성되어 있었다. 셋째, 내용 요소는 해양쓰레기, 갯벌, 해양 보호생물, 기후변화, 탄소중립 등을 주제로 한 해양환경교육이 주를 이루었다. 넷째, 평가 요소는 중간 점검 평가와 마무리 평가로 구성되 어 있었으며, 중간 점검 평가는 평균 5문항, 마무리 평가는 평균 16문항이었다. 이러한 분석을 통해 본 연구는 온라인 해양환경교육의 발 전 방향에 대한 시사점을 제시하였다.