With technological advancements, Automated Writing Evaluation (AWE) has garnered increasing interest in L2 writing research, significantly enhancing our understanding of AWE tools’ practices and efficacy in L2 writing instruction. However, the relationships between feedback types (teacher vs. AWE) and different dimensions of engagement (cognitive and affective) remain largely underexplored. This study investigates the impact of feedback types on learners’ cognitive and affective engagement, as well as their L2 writing development. Seventy-two EFL learners participated as part of their regular English curriculum. Over twelve weeks, students received feedback on their essays from either a teacher or AWE programs. Progress in writing abilities was tracked through measurement tests, and engagement questionnaires were administered. Results indicated that both feedback types improved L2 writing abilities. However, teacher feedback proved more effective in promoting students’ cognitive and affective engagement compared to AWE feedback.

본 연구의 목적은 외국인을 위한 한국어 쓰기 수업에 챗GPT를 활용할 경우 나타나는 학습자의 반응을 관찰하고 이를 있는 그대로 기술함으로 써 생성형 인공지능의 교육적 활용 가능성을 모색하는 데에 있다. 이를 위해 연구방법론으로 질적 사례연구를 선택하였으며 자료의 삼각화를 충 실히 이행하기 위하여 한 학기 동안 학습 결과물, 챗GPT와의 대화 내용, 수업 만족도 등을 수집하였다. 수집 자료를 분석한 결과 형태적 측면에 서는 문법적인 오류를 수정하고, 잘못된 표현을 바로잡는 데 챗GPT를 유용하게 활용하였으며 어휘적 측면에서는 모르는 단어나 구어체와 문어 체 간의 변환을 이해하는 데 도움을 받았고 내용적 측면에서는 주제문을 작성하고 논리적인 단락을 구성하는 데 도움을 받았다. 본 연구는 챗 GPT가 교수자와 학습자 간의 상호작용을 보완하여 학습자들의 학습 자 율성을 높일 수 있다는 가능성을 보여준다. 이는 전통적인 교수법의 한 계를 보완하며, 다양한 학습자들의 요구에 대응할 수 있는 새로운 교육 방법을 제시할 수 있다는 점에서 의의가 있다.

본고는 안병호에 의해 쓰여진 ｢오타 줄리아 전｣과 후데우치 유키코(筆内幸子)가 지은 󰡔오타 줄리아의 생애󰡕(おたあジュリアの生涯)를 한국어로 번역한 󰡔오타 쥴리아󰡕를 중심으로 한국과 일본에서 종교적 인물로 숭상받고 있는 ‘오다 쥬리아(大田 Julia, ?-?)’에 대한 글쓰기 양상에 주목한다. 이를 위해 역사적 사실과 문학적 허구 ‘사이’에서 종교적 믿음을 형성하기 위해 나타나는 수사학적 전략과 한국과 일본 양국의 인물에 대한 담화 구성의 차이를 통해 형성되는 종교성에 관해 살펴본다. 두 글쓰기는 오다 쥬리아가 보이는 천주교 신앙의 모범이라는 종교적 의미를 독자들이 진실로 받아들이고 믿게 하기 위해 신앙인으로서의 자질(/존재(être)/)을 역사적 사실을 바탕으로 그것에 관한 /현상(paraître)/과 함께 서술하는 수사적 전략을 보인다. 하지만 담화 구성에 있어서 전자는 그녀를 약초 지식과 의술에 기반하여 종교적 삶을 실천한 ‘치유자’로, 후자는 박해 속에서도 일본에서 천주교 신앙을 지킨 ‘수호자’로 오다 쥬리아에 대한 서로 다른 종교적 의미를 독자들에게 소통한다.

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 analyzes students’ use of ChatGPT prompts to explore its potential as a supplementary feedback tool in English writing classes. Thirty-one pre-service teachers participated and were divided into high, middle, and low groups based on their self-evaluation, standardized test scores, and essay scores prior to receiving ChatGPT feedback. The data sources included their two essays, ChatGPT prompts, questionnaires, and transcripts from the second writing conference. The ChatGPT prompts and questionnaires were analyzed using descriptive statistics, and the writing conference transcripts were examined to understand the participants’ use of prompts. The results showed participants used prompts 40 times in the first assignment and 175 times in the second assignment. The average prompt usage increased from 1.5 times in the first assignment to 6.7 times in the second assignment. In terms of students’ levels, the high group used more prompts (5.58 times) than the middle (5 times) and the low groups (1.75 times). Notably, students who used ChatGPT commands five times or more were mostly from the high and middle groups. Differences in prompt usage patterns were also identified, with the high and middle groups engaging in more continuous and interactive conversations with ChatGPT. Students expressed satisfaction with ChatGPT’s feedback, particularly in vocabulary selection, grammar correction, and sentence generation.

본 논문에서는 도리스 레싱의 ｢낙원에 뜬 신의 눈｣에 재현된 전후 공산주의와 연관한 레싱의 글쓰기 정치학을 살펴보고자 한다. 레싱의 아카이브에 따르면, 사회를 개혁할 수 있는 수단으로 보았던 공산주의에 대한 믿음이 두 번의 세계대전을 거치며 흔들리기 시작했음이 드러난다. 1950년대 초 독일 방문과 1952년 소련 방문에 대한 그녀의 소감을 밝힌 자료는 그러한 공산주의에 대한 열성이 스러지기 시작했음이 감지된다. 또한 지인이나 주변의 작가들과 주고받은 편지에서도 공산주의 활동과 자신의 글쓰기를 구분하고 있음이 나타난다. 따라서 레싱의 아카이브를 중심으로 ｢낙원에 뜬 신의 눈｣에 구현된 독일 의사들이 보여주는 체제에 대한 종교적 무아지경 상태를 고찰하는 작업은 레싱의 글쓰기 정치학을 이해하는 데 유용할 것이다.

이 연구는 미얀마인 한국어 학습자의 한국어 사용 오류 양상을 살펴서 미얀마인 한국어 학습자들에게 좀 더 효율적으로 한국어교육을 할 수 있 는 방안에 대해 제언하는 것을 논의의 목적으로 하였다. 이 연구의 목적 을 달성하기 위해 미얀마인 외국인 유학생들 63명의 작문 과제를 음소, 문법, 어휘 등의 측면에서 분석하였다. 그 결과 음소 관련 오류에서는 파 찰음, 평음과 경음의 대치 오류가 많았으며, 'ㅓ'와 'ㅏ', 'ㅐ'와 'ㅏ', 'ㅐ' 와 'ㅔ'의 대치 오류도 많이 나타났다. 문법 관련 오류에서는 연결어미 ‘-고’와 ‘-아서/어서’의 대치 오류가 가장 많았으며, 어휘 관련 오류에서 는 어휘 의미 혼동, 미얀마어의 영향에 따른 의미 과잉 적용 등의 오류 가 많이 나타났다. 이 연구과 같은 한국어와 미얀마어의 대조 분석 관점 에서의 오류 연구가 계속 된다면 미얀마 한국어 학습자의 한국어교육에 유의미한 기여를 할 수 있을 것이다.

외국인 학습자들의 작문에는 이 연구는 모국어의 간섭, 과잉 일반화 등으로 오류가 나타난다. 본고에서는 오류 중 하나인 구어체의 원인을 탐색을 목적으로 한다. 대학에 재학 중인 외국인 학습자들의 작문에서 나타나는 구어체 양상을 분석하였고 그 원인을 탐색하기 위해 설문 조사 를 실시하였다. 그 결과 작문에서 줄임말과 유행어의 사용이 나타나는 것을 알 수 있었다. 구어체는 평소 사용하는 구어의 영향을 많이 받기 때문에 외국인 학습자들의 구어에 영향을 주는 것은 무엇인지 살펴보았 다. 설문 조사 결과 외국인 학습자들은 SNS등 신규 매체를 자주 사용하 여 한국어를 접하는 것으로 나타났다. 신규 매체는 문자 언어를 이용하 더라도 구어를 사용한 문체로 사용되고 있다. 외국인 학습자들의 언어 사용에 영향을 주며 이것이 작문에 영향을 미치는 것을 알 수 있었다. 본고는 다양한 매체의 출현으로 구어체와 문어체의 경계가 점점 무너지 고 있는 현시점에서 외국인 학습자의 작문에서 나타난 구어의 양상을 살 펴보고 원인을 탐색했다는 점에서 의의를 갖는다.

본 논문은 2019년부터 2023년 사이에 있었던 칠레 헌법제정 과정을 국민참여의 관점에서 분석하였다. 칠레 사회는 2019년 사회적 대폭발을 계기로 헌법을 새로 쓰는 데 합의하였다. 헌법상 기본권 보장을 목표로 헌법제정을 시도하였으나, 두 번의 시도 모두 부결되었다. 남녀동수 제헌 의회 구성, 원주민 대표성 강화, 시민참여 메커니즘 제도화 등 헌법제정 의 절차적 민주성이 높았다. 그러나 정당을 배제한 제헌의회를 구성함으 로써 제헌의원의 전문성이 떨어지고 국민들과의 목표가 불일치하여 국민 들의 요구를 헌법안에 담아내지 못했다는 비판을 받았다. 정당대표성과 제정기관의 전문성을 강화하여 2차 시도를 하였으나 헌법에 인간존엄성 을 담아내지 못했다. 헌법안 작성 기간이 너무 짧았고, 국민의 보편적 요 구와 거리가 먼 보수정당의 가치가 지나치게 반영되었기 때문이다. 또한 짧은 작성 기간과 헌법안 채택 방식은 숙의·심의보다는 속도있는 표결을 강조했다. 그러므로 모든 중요한 정치권력들이 헌법제정 과정에 균형있 게 참여하여 숙의·심의할 수 있는 제도적 보완 방안을 모색해야 할 것이 다.

This study investigated whether the framework of writing for English learners should be guided by the well-established reading-writing relation or by the receptive and productive nature of literacy skills. The writings of 209 advanced English learners in Korea were analyzed in relation to receptive and productive vocabulary knowledge and reading comprehension while controlling for writing fluency. Two sets of structural equation models were fitted: (1) productive skills (productive vocabulary and writing fluency) mediating receptive skills (receptive vocabulary and reading) and (2) reading mediating receptive and productive vocabulary knowledge. The results supported the second model in which reading completely mediated the contribution of receptive and productive vocabulary to writing. Although there were no direct effects of receptive and productive vocabulary knowledge, both had significant indirect effects on writing through reading and writing fluency. These results show that reading has a strong direct effect on writing above and beyond vocabulary, and that vocabulary knowledge contributes to writing development through reading.

Aspects of the liu shu 六書 theory continue to be used today to analyse Chinese characters, yet most scholars are unaware of the historical context out of which the theory emerged and the controversies surrounding its both initial and subsequent interpretations. I trace the origins of the theory to the Eastern Han and compare its three earliest rival formulations. Subsequent centuries saw a proliferation of interpretations which rendered any attempt at a unified vision of Chinese writing impossible. The trend of adding new explanations was only reversed by the Qing scholars Dai Zhen and Duan Yucai who, drawing on some of the earliest explanations, argued that the theory encapsulated not only the way characters were composed but also their exegesis. Even if they laid the ground for a shared interpretation, Dai and Duan’s take on the Eastern Han scholar Xu Shen did not go unchallenged. I discuss Zhang Taiyan’s and Lu Zongda’s criticism and their attempts to reconcile aspects of the traditional framework with modern linguistics. I finally contrast this updating of an ancient theory with the approach of Qiu Xigui who selectively discards one of the principles and thereby the very feasibility of the framework as a whole.

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.

목적 : 본 연구의 목적은 뇌성마비 아동 및 청소년에게 보조공학을 사용한 글씨쓰기에 관한 연구를 분석하여 글씨쓰기 연 구에서 활용되고 있는 보조공학과 중재 프로그램의 효과를 알아보고자 하였다. 연구방법 : 2011년부터 1월부터 2023년 7월까지 DBpia, Kiss, earticle, ScienceDirect, EBSCOhost, PubMed, 구글 스칼라를 이용하여 뇌성마비 아동 및 청소년에게 보조공학을 사용한 글씨쓰기 중재에 대한 논문을 검색하였으며, 1차 검색 된 2,886편의 논문 중 선정기준 및 배제기준에 따라 6편의 논문을 최종 선택하여 분석하였다. 결과 : 선정된 6편의 논문 중 무작위 대조군 연구 1편, 비무작위 비교연구 2편으로 근거수준 1-2단계에 해당하는 연구가 3편이었다. 글씨쓰기 연구에 사용된 보조공학의 종류는 컴퓨터 접근장치가 4편(키보드 변형 3편, 스위치와 포인팅 기기, 소프트웨어 프로그램 사용 1편), 3차원의 반복적인 움직임을 통해 글씨쓰기를 연습하는 보조로봇 1편, 이축 연필(biaxial pencil) 등 변형된 필기도구를 사용한 연구가 1편이었다. 컴퓨터 보조공학 중재와 보조로봇을 적용한 5편의 연구에서 작업치 료사가 글씨쓰기 중재를 제공하였다. 컴퓨터 보조공학 중재 결과 종속변인인 문자입력 속도와 정확도가 향상되었으며, 부모만 족도와 목표달성 정도가 높게 나타났다. 결론 : 뇌성마비 아동 및 청소년에게 글씨쓰기에 사용되고 있는 보조공학과 효과적인 중재방법과 치료 효과를 확인했다는 데 의의가 있다.

This study explored rhetorical devices and their effect on forming coherent and cohesive wholes in the writing of 61 EFL students. When analyzing their writing using the five-paragraph essay format, 57% of students deviated from the format, with some resorting to their L1 rhetorical structures (the indirect group) and others employing rhetorical preferences presumed to be deterministically influenced by their L1 (the hybrid group). Only 43% adhered to the format (the direct group). Neither the indirect nor the hybrid groups were inferior to the direct group regarding the length and quality of the writing; the direct group was not necessarily better received than the other two. The indirect group had a discernible (even if not statistically significant) impact on the length and quality of the writing. The indirect and hybrid groups were found to have slightly stronger control over cohesion indices. The two groups challenged the Englishonly orientation of the five-paragraph essay by negotiating rhetorical structures, thereby doing translingual dispositions.

This article conducts a multidimensional quantitative data analysis of writing scores and related variables such as word frequency, stroke number, and the number of components in the corpus of Chinese character acquisition of primary Chinese learners from non-Chinese culture circles, and then analyzes the cognitive characteristics and rules of Chinese character acquisition reflected in the data from the perspective of cognitive psychology. Data analysis shows that there are “stroke number effect” and “component number effect” when learners write Chinese characters, and the influence of the stroke number and component number on writing depends on the level of Chinese characters in the whole book frequency, and the dividing line is about 200. From the perspective of cognitive rule, frequency, stroke number and component number affect the whole process of perception, memory and extraction of Chinese characters. There are differences in the recognition methods of Chinese characters with different frequencies when writing. Learners use compressed and holistic recognition for high-frequency words (frequency>200), while partial and feature recognition for medium and low-frequency words (frequency≤200), and the basic units of feature recognition are strokes and components.The score of wrongly used characters is not significantly correlated with frequency, strokes and components, and the cognitive rules reflected by wrongly used characters need further study.

For the many companies that operate internationally, the challenge of translating brand typography into different writing systems is a crucial and complex one. To address this issue, specialized type designers developed "bilingual typography": localized brand typography meant to preserve the original visual identity. They assume that by mimicking the appearance of the original typography, the newly created non-Latin typography will maintain brand consistency. However, no research investigated whether such approach is efficient.

In recent years, an array of studies has focused on ‘translationese’ (i.e., unique features that manifest in translated texts, causing second language (L2) writings to be similar to translated texts but different from native language (L1) writings). This intriguing linguistic pattern has motivated scholars to investigate potential markers for predicting the divergence of L1 and L2 texts. This study builds on this work, evaluating the feature importance ranking of specific translationese markers, including standardized type-token ratio (STTR), mean sentence length, bottom-frequency words, connectives, and n-grams. A random forest model was used to compare these markers in L1 and L2 academic journal article abstracts, providing a robust quantitative analysis. We further examined the consistency of these markers across different academic disciplines. Our results indicate that bottom-frequency words are the most reliable markers across disciplines, whereas connectives show the least consistency. Interestingly, we identified three-word lexical bundles as discipline-specific markers. These findings present several implications and open new avenues for future research into translationese in L2 writing.

Conventional flipped learning instructional models are operated in a blended learning environment online and offline. In contrast, this study moved onto fully online systems and explored how a sense of presence worked for students’ learning outcomes at university English writing courses. The two research questions for this study are: 1) What is the relationship between a sense of presence (teaching, cognitive, social presence) and learning outcomes (group cohesion, class satisfaction)? and 2) What are the variables among a sense of presence that affect group cohesion and class satisfaction? For the purposes of this study, 46 university students from English composition courses answered student questionnaires in the spring of 2021. Correlation and multiple-regression analyses were conducted to look into the relationships among the variables. Additionally, focus-group interviews were conducted and teaching journals were analyzed. The major findings were revealed as follows: Firstly, a sense of presence was significantly related to group cohesion and satisfaction. Secondly, social presence and cognitive presence only had a predictive power of group cohesion. Thirdly, cognitive presence and teaching presence were significant predictors of class satisfaction. Pedagogical implications are discussed for those interested in applying flipped learning in a fully online setting.

The rational evaluation of carbon-based conductive ink performance is critical to both industrial production and applications. Herein, a model to evaluate writing performance of conductive ink by line resistance was proposed by investigating possible relations among different parameters and establishing relevant model to estimate ink writing performance. Bulk conductive inks were prepared and characterized to provide samples for model. To improve the precision of model, the impact of external factors including writing speed and angle was studied. Nonlinear regression and back propagation artificial neural network were employed to estimate line resistance, and cross check validation was conducted to prove robustness and precision of model. Most importantly, the investigation will open up a new path for the exploration of other carbon-based handwritten electronic devices.

Chu Bamboo Book in Anhui University (vol.2) published in August 2022 (hereinafter referred to as “Anda II” or “An Da Jian”) is the latest collation of the bamboo slips of the Warring States Period in Anhui University by the Research Center for the Development and Application of Chinese Characters of Anhui University, which includes two parts: Zhongni Yue and Cao Mo Chen. Through a preliminary comparison and analysis of the writing phenomena corresponding to the purposes of such articles as Cao Mo Zhi Chen and Zhong Ni Yue in An Da Jian, Cao Mo Zhi Zhen in Shang Bo Jian (Chu Bamboo Book in Shanghai Museum), the author found some special phenomena related to He Wen. For example, although the writing of Cao Mo by An Da Jian seems to have various ways of writing, this way of writing may contain a profound interpretation of the meaning of the text by the scribes at that time. This writing phenomenon is of great value for in-depth consideration: 1.When the two words “Shang Xia (上下)” and “Zhi Suo (之所)” can be taken apart or not, the words that cannot be taken apart are often written as He Wen, and the words that can be taken apart are often not written as He Wen; 2.When the original two words “Jun Zi (君子)” and “Xiao Ren (小人)” cannot be separated, the written form of He Wen may represent a special emphasis. At the same time, through a comparative study of the use of Chinese characters in Cao Mo and Zhongni Yue, we may speculate that although Cao Mo and Zhongni Yue may not belong to the same style of writing, at least in the arrangement of He Wen, There may be some similar writing logic in these two chapters - the speculation about this writing logic may be used in the analysis of other difficult texts in Zhongni Yue.