본 연구의 목적은 지역특화형 비자(F-2-R) 정책에 대한 외국인 유학생 들의 인식을 분석하여 정책의 개선 방향을 제시하기 위함이다. 이를 위 해 2024년 6월 1일부터 25일까지 경상북도 소재 C전문대학에서 재학 중인 외국인 유학생 93명을 대상으로 설문조사를 실시하였다. 연구 결과 첫째, 한국어 능력 요건과 법질서 준수 요건에 대해 전반적으로 긍정적 인 인식을 나타냈다. 둘째, 취업 또는 창업 요건과 거주지 제한에 대해서 는 부정적인 인식이 두드러졌다. 셋째, 특정 국가 비율 제한에 대한 인식 은 응답자들 간에 큰 차이를 보였다. 넷째, 비자 연장 요건과 자격 취소 요건에 대해서 부정적으로 인식하는 것으로 분석되었다. 지역특화형 비 자(F-2-R) 정책의 실효성을 위해서는 첫째, 비자 취득 과정에 지자체의 체계적인 시스템 운영과 산업체 대상 교육 및 홍보가 이루어져야 한다. 둘째, 동일 시‧도 내에서는 자유롭게 거주지와 취업처를 변경할 수 있도 록 해야 한다. 셋째, 특정 국가 비율 제한은 공정성과 다양성을 위해서 유지되어야 한다. 넷째, 비자 유지 및 관리에 정부 차원의 상담 서비스와 지원 시스템을 강화해야 한다. 본 연구는 지역특화형 비자(F-2-R) 정책 에 대한 인식을 외국인 유학생의 관점에서 분석함으로써 정책 개선에 중 요한 기초 자료를 제공하고, 정책의 실효성을 높이기 위해 개선 방향을 제시하였다는 것에 의의가 있다.

This study explores the perceptions of Chinese engineering-major students towards their English learning experience after taking a mandatory English composition course in an EMI college. The investigation centers on first-year students’ perceptions of transitioning to EMI, with a focus on how the composition course has assisted students’ transition as a primary language support. Data were collected through a metaphor elicitation technique in which students expressed their perceptions of English learning, complemented by a thematic analysis of 86 reflection essays on the composition class. An analysis of the 334 metaphors identified students’ enhanced confidence in English, the importance of the English-using environment, positive views of learning communities, and increased agency in the learning process. It also revealed that many students were stressed and unaware of learning strategies, therefore suggesting institutional-level language support. One implication is to promote the culture of the learning community. The findings can be particularly useful for programs that are implementing language support for non-English major students.

The research examines the types and causes of L2 writing anxiety Korean EFL learners experience and the influence of study abroad experience on L2 writing anxiety types. For the current study, a total of 128 university students majoring in different subjects responded to a questionnaire consisting of the three parts, including 1) the background questionnaire, 2) Second Language Writing Anxiety Inventory (SLWAI), and 3) Causes of Writing Anxiety Inventory (CWAI). In order to analyse the collected data, descriptive statistics and an independent sample t-test were employed. The results showed that the participants were more likely to face cognitive anxiety than somatic anxiety and avoidance behavior. Moreover, L2 learners’ previous study abroad experience had an impact on avoidance behavior more than cognitive anxiety and somatic anxiety. It was also found that main causes of L2 writing anxiety are learners’ linguistic difficulties, fear of teachers’ negative comments, and insufficient writing practice. Based on the findings, both implications for teaching English writing and suggestions for future research are discussed.

This study investigated how student-centered learning affects first-year college students’ perceptions of and construction of investment in English learning. After finishing two reading assignments using a student-centered approach, 50 students completed open-ended written surveys, and 15 students participated in open-ended interviews. Thematic analysis of the data, which consisted primarily of the translated interview transcripts and secondarily of the survey responses, showed that initially the students recognized the importance of learning English but had ambivalent attitudes towards the language. However, after completing the student-centered reading assignments, they expressed self-confidence, a sense of accomplishment, and a will to learn, which helped them to concretely construct their investment in English learning. These findings indicate the positive impact of student-centered learning on students’ perceptions of English and their construction of investment in learning the language, highlighting its importance in helping students, particularly as an alternative to exam-driven instructional approaches common in Korea’s environment of English fever and similar contexts.

현대사회 대부분의 교육은 전문화를 바탕으로 기능의 분화를 거듭하 였고, 이는 정보의 분산과 같은 새로운 문제를 만들어냈다. 실제로 초· 중·고 단위로 분화된, 유럽연합에 대한 교육과정은 정상적인 교과과정을 이수한 학생이라도 단일한 유럽을 이해하기 어려운 것이 현실이다. 바 로 이점에 주목해 “유럽연합의 전반적인 학습이 아닌, 지엽적인 국가별 역할에 집착하는 교육을 이수한 우리나라 대학생들은 유럽연합을 어떻 게 이해하고 있을까?”에 대한 질문을 던질 수 있다. 본 논문에서는 실 증분석을 통해 “유럽연합에 대한 교육 기관의 부재, Erasmus Mundus 프로그램, EU Centre 설립 홍보부족, 대학 입학에 의존한 주입식 교육 방법”이 미래의 인재인 대학생들이 유럽국가에 보이는 관심에 비해 유 럽연합을 제대로 이해하지 못하는 원인으로 파악하였다.

With the metaverse emerging as the next leap in the evolution of the Internet in the post-pandemic era, a wealth of opportunities are expected to emerge in the educational sector. As a pioneer study, this research project is aimed at exploring pedagogical values of the metaverse-based classroom in a university setting. The three research questions for this study are: 1) What are the levels of students’ overall satisfaction in metaverse-based classrooms? 2) What is the user experience of the metaverse platform? and 3) What are the strengths/weaknesses of the metaverse-based classroom as perceived by the students? Twenty university students took a foreign language pedagogy course on Gather.town in spring of 2022 for 11 weeks. Student questionnaire and focus-group interviews were conducted and data analysis revealed two major findings as follows: Firstly, both students’ overall satisfaction of the metaverse-based classroom and user experience of the metaverse platform were positive, excepting only instability problems caused by poor internet connections. Secondly, more perceived strengths than weaknesses were found of the newly adopted program: ‘a realistic classroom setting’ and ‘easy communication in multiple ways’ were mentioned as strengths while the main weakness was ‘newness.’ Pedagogical implications are discussed for teachers interested in adopting the metaverse platform for their future classrooms.

This study was undertaken to compare meal skipping, snacking, and weight perceptions between students on-campus living alone and off-campus living with parents, in an urban college in the United States. The self-report survey was completed by 219 college students (on-campus=100, off-campus=119) between April and May 2012. Two-thirds (67%) of the respondents skipped at least one meal in the past week, and most participants showed strong desires to lose weight despite their normal/under-weight status. Significant differences between the two groups were obtained for the reason to skip a meal and the type of snack consumed. Compared to on-campus students, significantly higher values were obtained for off-campus students for choosing ‘no time to prepare’ as a meal skipping reason for lunch and dinner, and ‘sweets’ as a preferred snack. In addition to the group comparison, multiple regression results indicate that the body mass index (BMI) positively correlates with meal skipping and snacking frequencies. Younger students and female students were determined to have a higher frequency of meal skipping and morning snacking. Future research is required to study the dietary factors associated with living arrangements, to help college students develop healthy eating habits.

In this paper, a survey on students’ perceptions of air pollution, particulate matter (PM) and indoor air quality (IAQ) in school classrooms was analyzed. A total of 174 students participated in the survey, where 127 and 47 participants were elementary school students and middle school students, respectively. The elementary school was located in a rural area of Korea, whereas the middle school was located in an urban area. The questionnaire of the survey was mainly composed of three parts: (1) students’ perceptions of air pollution, (2) students’ perceptions of IAQ in the classroom, and (3) students’ perceptions of how to improve IAQ in the classroom. Based on our study, the responses of the students for the given questionnaire showed an opposite tendency. The students in the rural area tended to have positive perceptions regarding IAQ in the classroom as well as air pollution, whereas the students in the urban area revealed negative perceptions for the same items. Our survey results can be used by school officials in order to maintain and improve IAQ in school classrooms based on the perceptions of the students.

This study examined undergraduate students’ perceptions of effects of online course types such as face-to-face classes, online classes, and blended classes using survey data from 331 students during three semesters from 2020 to 2021. There were differences in effects using ‘PPT video’, ‘voice only in PPT’, and ‘real-time zoom’ between theoretical courses and practice courses. In terms of media types for online classes, ‘PPT video’ was perceived as the most effective type by students, followed by ‘voice only in PPT’, ‘real-time video’, and ‘blended media use’ meaning a 2-hour-course mixed with 1-hour PPT video and 1-hour-real-time video. The effectiveness of ‘real-time video’ and ‘blended media use’ was gradually decreased as time went by. Students had difficulties in academic achievement and daily life with online learning. They were eager to return to face-to-face classes after COVID-19 passes. Some online learning media types were preferable to use for face-to-face classes after COVID-19.

The present study investigated students’ preferences for the types of tasks used to assess English speaking performance. It further examined whether students’ task type preferences affected their perceptions of test effectiveness. One hundred eighty-two high school students responded to a self-report questionnaire. A series of frequency analysis and paired samples t-tests were used for the analysis. The results showed that students’ most preferred task types and their least preferred ones overlapped with each other, suggesting that the task types of English-speaking performance tests used in schools are limited. The four key reasons determining students’ task type preferences were identified, including task difficulty, emotional comfort, practical value, and interest. In addition, the results indicated that students’ task type preferences could affect their perceptions of task effectiveness. Overall, the results suggest the need for developing more varied task types for English-speaking performance tests as well as helping students become familiar with English speaking performance tasks. Pedagogical implications were discussed along with study limitations.

This study explores the effects of teacher feedback on engineering students’ perceptions of learning a business subject and English development in the context of English-medium instruction (EMI). Using a mixed method, it examines specific contributions of teachers’ extensive feedback to the students’ emerging perceptions of interdisciplinary education and EMI. The quantitative section includes questionnaire responses of two groups of students enrolled in four sections of an entrepreneurship course: the control group (CG) in which the students received limited feedback in the lecture-style EMI (n=137) and the experimental group (EG) of extensive corrective feedback (n=133). These results are cross-examined by a semi-structured focus group interview with four respondents. The analysis shows that the university seniors’ mean satisfaction score with EMI, despite staying around the mid-point, was higher than that of the others, and significantly more so than the freshmen group. Notably, EG students appreciated EMI more than CG students. Subsequent findings establish that extensive feedback correlates with the increased positivity towards learning entrepreneurship and, more importantly, English development. This study thus proposes English programs for specific purposes and a support system including an EMI-specialized teaching methodology.

This study focused on the perceptions of the use of different types of songs on Korean EFL students in language learning. For this study, two other variables, proficiency and gender, were also examined. In the study, 197 undergraduate students took part. All participants were taking an English course at a university in Korea. The three types of songs-pop songs, children’s songs, and movie songs-were used in class for nine weeks in 2019. A perception survey about stress, confidence, and interest in EFL learning was carried out. A one-way ANOVA was utilized to compare the participants’ perceptions and learning through the three different types of songs. Findings revealed significant difference between children’s songs and pop songs regarding stress. There were also significant differences in confidence and interest depending on proficiency levels. Participants’ gender also affected stress levels during the use of songs for English learning. This study shed light on the use of songs in the EFL context with a more comprehensive view of students’ reactions and preferences towards the different types of songs. Limitations of the study were suggested at the end of the paper.

1992년 8월 뉴욕에서 개최된 유엔지명표준화총회에서 한국과 북한은 국제사회에서 통용되고 있는 일본해 지명의 부당성을 주장하면서 동해 표기의 정당성을 제기했다. 그러나 일본 정부는 국제사회에서 일본해는 19세기 서구에서 확립된 유일한 명칭이므로 일본해 이외에 다른 명칭을 단호히 거부하고 있다. 그동안 한일 간에 동해와 일본해를 둘러싼 논쟁과 분쟁은 지속되고 있다. 본 연구는 문제 해결의 일환으로 한일 대학생들의 동해/일본해 지명에 대한 인식을 조사 및 분석하였다. 그 결과 한국의 대학생들은 일본해 지명에 대해 좋지 않은 이미지와 감정을 가진 것으로 드러났다. 그리고 국제사회의 표준 지명으로 한국의 대학생들은 동해를 선호하고, 일본의 대학생들은 동해/일본해를 가장 선호하는 것으로 나타났다. 게다가 이 문제의 해결 방안으로 한일 대학생들은 공통적으로 한일 정부의 논의에 가장 많이 응답했다.

This paper examined the use of assessment techniques in extensive reading and students’ and teachers’ perceptions on the practice of extensive reading. A total of 232 university students who were placed at different proficiency levels of classes and 13 professors participated in the study by completing a questionnaire. In-depth interviews were carried out with a selected number of student and professor volunteers. Data were analyzed using t-tests to compare two different groups of students. Results revealed that writing short answers and assessments involving discussion with peers and professor were utilized more at the basic level, but students at the basic level reported discussion with peers and professor as the most effective assessment technique. In contrast, at the intermediate level, multiple-choice questions and T/F statements were used more as assessments, but students at the intermediate level reported that writing one’s opinion on themes was the most effective technique. Both groups believed that reading graded readers is helpful in improving reading skills and vocabulary as well as understanding other cultures. Results further revealed that professors preferred to use writing short-answer questions and in-class discussion as assessments on graded readers; however, they responded that a writing task was the most adequate type of assessment. In addition, they reported that graded readers are helpful in improving all language skills and favored the use of graded readers as part of the language program.

The present study examines the extent to which key competence and learning competence in particular are promoted in the high school English classes attended by Chinese students. Eight hundred and thirty five college freshmen at a comprehensive four-year university in Jilin Province were surveyed on their experiences in high school English classes. In part 1 of the survey, we found that high school English instruction in China tends to be exam-focused rather than emphasizing the development of key competences. In part 2 of the survey, we found that three aspects of learning competence – attitudes toward learning English, meta-cognitive awareness concerning one’s own English learning, and knowledge about English language instruction – are not consistently instilled in high school English classes. Virtually no differences between ethnic majority and minority students were observed in survey. We believe that because English instruction in Chinese high schools is exam-oriented so that instructors do not have enough time to enhance learning competences. Our conclusion is that reform of instructional methods needs to include greater attention to the aspects of learning competence.

This research study was conducted to explore the association between consumer attitudes and adoption of mobile payment in South Africa. Students of University of Witwatersrand were interviewed to identify their attitudes regarding usefulness, ease of use and risk. The results revealed majority of consumers found mobile payment systems as convenient and saved significant amount of time. Consumer perception of usefulness was found to be significantly associated with adoption. Perceived risk was weakly associated with adoption and perceived ease of use was not associated with adoption. However, introduction of income to moderate the effects of perceived ease of use led to significant positive association with adoption. Similarly when awareness was introduced to moderate the influence of perceived risk, the interaction had a significant positive association with adoption. The outcome of study resulted in improve understanding of consumer adoption of MPS in South Africa.

The purpose of this study is to investigate university students’ perceptions on their English conversation classes taught by native English speakers. Its focus is on finding out how well the students understand and how actively they participate in class, what causes difficulty in their understanding or participation in class, and whether their class helps them in terms of affective aspects and English skills. A survey was conducted on a total of 465 university students in Korea, and the collected data were analyzed to compute basic descriptive and inferential statistics. Some of the important findings are 1) over 50% of the students understand their classes well; 2) a little over 30% actively participate in class; 3) about 30~50% of the students perceive their class help them affectively; and 4) about 50% of the students perceive their class help them improve their English skills in general. These results are discussed along with other findings related to the causes of the difficulties that the students experienced. Suggestions are provided on the basis of the results and their implications.

Les apprenants coréens de français langue étrangère ont, en Corée, rarement l'occasion d'utiliser le français en dehors de la salle de classe. Cependant, le développement des outils de Communications Médiatisées par Ordinateurs (CMO) leur fournissent un environnement d'apprentissage plus favorable pour surmonter les contraintes d’isolement et les aident à améliorer leurs capacités à communiquer en français. Notre travail de recherche porte sur l’utilisation de ressources en ligne. Ce parcours est divisé en trois segments selon les stades atteints dans l'apprentissage de la prononciation : la présentation, la pratique, la production (3P). En outre, des questionnaires et des entretiens ont été menés pour mesurer l'utilité perçue de ce site. Sur dix semaines, les principaux résultats de cette étude sont les suivants: la prononciation a d'abord été analysée à travers un pré-test et un post-test par des enregistrements. Les résultats du post-test ont montré une nette amélioration de leur prononciation, en particulier en lecture à haute voix plus qu’en expression libre. Cela souligne la difficulté de parvenir à un usage automatique d’une prononciation apprise consciemment. Ces ressources en ligne ont montré leur utilité dans l'apprentissage des caractéristiques prosodiques. A la lecture des enquêtes, les étudiants reconnaissaient un effet positif en prononciation, pour l'écoute et la prise de parole. Cette amélioration serait due à la possibilité de télé-charger, d’écouter et de répéter des fichiers authentiques, mais aussi aux taches communicatives proposées, qui intégraient des conversations en ligne.

The present study has sought to analyse students’ perceptions and needs of intercultural learning in the level of college. Specifically, it examined how culture is conceived and what has been experienced and needed with regard to cultural or intercultural learning by college students. To this end, 120 students from three colleges located in Gwangju and Jeonnam area were asked to respond to a closed (4 Likert-scale) questionnaire which consists of 19 items. The major findings from the analysis are summarized as follows: (1) The students conceived culture as products rather than practices or perspectives; (2) the respondents experienced learning culture mostly in terms of products and practices as well and they are assessed by traditional test methods; and (3) the students were in favor of the multimodal and intercultural approaches to learning culture, although they have seldom learned the concepts such as intercultural communication, intercultural communicative competence etc. They wanted to learn the multiliteracy such as cultural and critical literacy too. Pedagogical implications and desirable directions of the design for teaching culture are discussed.

This study investigates faculty and students’ perceptions of English conversation courses in the General English Program (GEP) at a university. A total of 437 students completed the survey and interviews were conducted with 8 of them. Three Native English Speaker (NS) instructors participated in the study by submitting reflective journals and being interviewed. Qualitative as well as quantitative data collection methods were employed to offer a better understanding of the current status of English conversation courses taught by NS instructors. Results about the five research questions are as follows. First, students were satisfied with the courses overall, although it varied across classes taught by each NS instructor. Second, students’ satisfaction with the courses also varied depending on their self-assessment of English proficiency. Third, the results of the stepwise regression analysis showed that NS instructors’ qualifications and attitude were the best predictor of students’ satisfaction with the courses. Fourth, NS instructors expressed dissatisfaction with the current textbooks and administrative support from the university. Fifth, the lack of understanding of both students and Korean culture caused critical classroom management issues, which, in turn, led to students’ negative perceptions of the courses. The findings provide practical implications of this GEP curriculum at the university.