Background: With rapid advances in digital technology, tablet PC use among university students has increased significantly. While convenient, prolonged use often causes neck and shoulder discomfort due to poor posture, such as forward head posture and rounded shoulders. Although students commonly use tablets for writing, there is limited research on head movements during these tasks. Objects: To compare frontal plane head movements and tablet tilt angles between college students with and without neck pain during tablet PC use. Methods: Participants were divided into two groups based on neck pain presence (neck pain group and no pain group). Each participant sat at a table, adjusted the tablet stand angle independently, and placed the tablet accordingly. Participants wore earphones and dictated English sentences to ensure focused handwriting and the evaluator recorded all process. These video recordings of handwriting sessions were analyzed for frontal plane head movements using Kinovea software. The Wilcoxon signed-rank test was applied to reveal the group differences in tablet tilt angle, total head movement (THM), horizontal head movement (HHM), and vertical head movement (VHM). Results: There were no significant differences between the neck pain and no neck pain groups in tablet tilt angle or HHM (p > 0.05). In contrast, the neck pain group exhibited significantly greater THM (p < 0.001) and VHM (p < 0.01). Conclusion: The findings of this study indicate no significant relationship between neck pain and tablet tilt angle or HHM, but a significant association with increased VHM and THM. These findings provide basic knowledge for understanding movement patterns in individuals with neck pain.

이 연구는 간호학과 2학년 학습자(147명)를 대상으로 소논문 형식의 ‘학술 보고서’ 쓰기 수업 운영 사례를 분석한 후 문제점과 개선점을 논의 해 교육 방안 및 방향을 제시한 데 의의가 있다. 우선 전체 수업(82%), 과목 추천(94%), 교수자 첨삭(94%), 교재 개발⋅편찬(82%)에 만족하였으 므로 성공적이다. 그러나 조별 활동(78%), 발표와 토론(74%), 동료 첨삭 (70%)에 비교적 만족하였으므로 수정⋅보완해야 한다. 특히 학습자 100%가 글쓰기⋅발표와 토론에 자신이 없고, 92%가 논증문⋅주장문 쓰 기에 자신이 없다고 하였으므로 디지털 세대의 특성과 4⋅5차 산업혁명 시대적 요구사항을 반영하여 국어과 교육과정을 개선⋅개편을 제안한다. 개선점은 수강 인원을 현행 35-40명 내외에서 20-30명으로 축소해야 하 고, 현행 2학점 2시수를 3학점 3시수로 조정해야 한다. 또한 현행 교양 선택 과목에서 교양 필수과목으로 지정해야 하고, 비교과 글쓰기 기초반 및 글쓰기 교정 센터를 개설⋅운영해야 한다.

본 연구는 Deepseek와 ChatGPT가 중국 대학 한국어 학습자들의 쓰 기 텍스트에 대해 제공하는 피드백 양상을 살피고, AI 피드백의 활용 방 안을 모색하는 데 목적이 있다. 이를 위해 한국어 학습자 30명을 대상으 로 쓰기 텍스트를 수집하고, 두 도구가 텍스트에 대해 제공한 피드백을 분석하였다. 분석 결과, 두 도구 모두 평가 기준에 기반하여 피드백을 제 공하고, 학습자가 수용하기 쉽도록 문제점과 개선 방향을 명확하게 제시 하였다. 대부분의 피드백은 정확도가 높은 편이었으나, 평가 범주와 오류 유형이 부합하지 않는 경우도 일부 나타나고 있었고, 특히 Deepseek의 경우 쓰기 주제를 잘못 파악하여 내용적 측면에서 부적절한 피드백을 제 공한 사례가 많았다. 두 도구 모두 쓰기 텍스트의 내용에 따라 피드백을 제공하여 우선순위는 두드러지지 않았고, Deepseek가 ChatGPT에 비해 지지적인 어조를 더 많이 사용하는 것으로 나타났다. 본 연구는 생성형 AI를 활용한 한국어 교육 및 연구를 위해 기초적인 자료로 사용할 수 있 을 것이다.

본 고는 송대 문인들의 선진시기 금문과 각독에 대한 인식에 대한 논고이다. 특히 양송(兩宋)시대에 금석(金石) 연구가 활발 해지면서 송나라 사람들은 수많은 새로운 금석 자료들과 직면 하였다. 그러나 금문과 고문, 대전과 주문, 소전, 주조된 금문과 새긴 금문, 과두문 등 문자학과 서예에 관련된 내용들이 혼용 되거나 잘못 인식되었다. 본 논문에서는 이처럼 혼용되거나 잘 못 인식된 내용을 명확 하게 구분하고 이들의 차이점을 정리함을 목적으로 하였다. 그 러므로 예를 들어 금문의 주조하거나 새기는 과정과 특징을 기 술하였고, 각독을 서사하는 방식과 특징을 명확하게 구분 정리 하였다. 또한 고문(古文)과 금문, 전서, 대전, 주문, 소전 등의 서체에 대한 용어를 명확하게 제시하여 송대 문인들의 인식하 는 애용을 비판적으로 조망하였다. 결과적으로 본 논문은 서사 재료의 관점에서 시작하여 송나 라 사람들의 금문 필법에 대한 평가 기준과 미적 취향을 살펴 보고 이를 복원하여 판각된 고서에서 금문의 미학 원리와 규칙 및 미학적 함의 등을 심도 있게 탐구하였다.

Chinese character writing is one of learning difficulties for Korean learners of Chinese as a second language. There are not many studies on the stroke writing of Chinese characters by Korean learners of Chinese as a second language. Based on the elementary handwritten Chinese characters in the “Chinese Proficiency Grading Standards for International Chinese Language Education”, this paper conducts a stroke analysis, and combines the whole-process interlanguage character database and the interlanguage text corpus of international students to conduct an investigation, and explores the problems existing in the Chinese character strokes of Korean learners of Chinese as a second language. The research results show that elementary handwritten Chinese characters with 7 strokes or less account for 60% among elementary handwritten Chinese characters, and these Chinese characters are easy for learners to acquire. The error rate of Chinese characters with 1-7 strokes is 2.8%, while the error rate of Chinese characters with 8-14 strokes is 6.4%. The error rate of Chinese characters with 8-14 strokes is significantly higher than that of Chinese characters with 1-7 strokes. This paper analyzes the causes of the writing problems and puts forward suggestions for teaching character strokes, hoping to provide effective help for teachers, thus helping to improve the Chinese character writing level of Korean learners of Chinese as a second language.

This study investigates the conversation strategies that Korean middle school English learners employ when interacting with AI-based writing tutor chatbots. A total of 79 eighth-grade students at a middle school in Seoul engaged in English process writing tasks with ChatGPT API-powered writing tutor chatbots, composing an argumentative and an expository essay. Their dialogues during the pre-writing and drafting stages were analyzed using content analysis, with a focus on linguistic modification strategies within situated writing contexts. The results reveal that learners actively interacted with the AI writing tutor chatbots, employing various strategies to refine chatbot responses, clarify misunderstandings, and negotiate meaning. These strategies demonstrated both backward- and forward-oriented approaches, allowing students to iteratively improve their writing through dynamic interaction. Based on these findings, the study provides pedagogical recommendations for optimizing AI chatbot-mediated conversations in L2 English writing instruction.

The purpose of this paper is to investigate the effects of students’ peer feedback in collaborative English writing of general English classes. For this reason, online pre-and post-surveys were conducted on 33 students enrolled in D University in Chuncheongnam-do. The study results showed that in terms of the affective aspects of peer feedback, the burden of providing feedback, anxiety about English proficiency and negative feedback, and discomfort with negative feedback decreased. At the same time, the perceived usefulness of peer feedback increased. However, cooperation and responsibility, trust in peer feedback, motivation, and the burden of interaction did not show statistically significant differences. In addition, students mentioned that they benefited from peer feedback in the order of grammar, text structure, and vocabulary. As positive aspects, they highlighted objectivity, assistance in English learning, and increased confidence. On the other hand, they pointed out their discomfort in giving feedback due to their low English proficiency and the possibility of providing incorrect information. Based on the results, several implications are discussed.

이 논문은 S대학교 ‘사고와 글쓰기’ 교과에서 AI 자동 피드백 프로그 램 키위(KEEwi)를 활용한 수업 사례를 분석하고 그것이 지닌 효과와 한 계에 관해 탐색할 것을 목적으로 한다. 먼저 2장에서는 AI 자동 피드백 프로그램의 동향과 원리를 살펴보고 3장에서는 키위 프로그램을 활용한 수업 운영과 구체적 사례에 관해 설명하였다. 4장에서는 설문조사 분석 을 통한 학습자들의 프로그램 만족도와 교육 효과 및 한계에 관해 논의 하였다. 그 결과 이 프로그램은 즉각적이고 반복적인 피드백을 통해 학 습자의 학습 능률을 향상시킬 뿐 아니라 수업에 대한 흥미를 유발하여 글쓰기 역량을 강화하는 데 긍정적인 영향을 끼치는 것으로 드러났다. 또한 교수자에게는 글쓰기 교육의 보조 도구이자 협력자로 기능하며 학 습자 중심의 피드백 환경을 조성하는 데 기여하는 것으로 파악된다. 그 러나 키위 엔진은 완전한 대체 도구가 아니며 자체적인 오류와 문제를 가지고 있어 절대적인 평가 지표로 활용하는 것에는 한계가 있음이 확인 되었다. 이러한 연구는 대학 글쓰기 교양수업에서 AI 자동 피드백 프로 그램이 학습자와 교수자에게 끼치는 영향과 그 한계를 파악하는 데 도움 이 되리라 생각한다.

Writing conferences are one-on-one feedback sessions that enable teachers and students to engage in constructive interactions to improve students’ writing. While interacting individually, a teacher can use various feedback strategies to improve the quality of a student’s writing. This study examined how a secondary English teacher elicited students’ self-correction of writing issues during EFL writing conferences conducted in Korean (L1) as part of an after-school English program at a Korean high school. One English teacher and five first-year students participated in writing classes for two weeks during the winter vacation. Their conversations were video-recorded and analyzed using Conversation Analysis. Findings revealed that the teacher elicited the student’s selfcorrection through four key strategies: (1) metalinguistic clues, (2) building on initial corrections, (3) leveraging morphological knowledge, and (4) guiding students through a stepwise construction of sentence elements. This study can enhance our understanding of corrective feedback in secondary EFL writing conferences and offer insights for improving teacher-student feedback interactions.

이 논문은 목사 소설가 백도기의 1970년대 작품을 중심으로 기독교 소설이 그리는 고통과 기독교 언어의 분열이라는 주제를 살핀다. 백도기에게 기독교 신 앙과 소설 쓰기는 소설이 고통에 대해 다룰 때 양립 가능했다. 백도기 소설 속 고통 이야기는 두 갈래의 근원에 기반한다고 볼 수 있다. 하나는 그가 속했던 한신대학교의 신학적 경향과 가르침에서 온 것이고 다른 하나는 순교자 아버지 에 대한 기억이다. 한신의 신학은 백도기가 이웃 인간을 향한 관심, 그들의 고통 과 함께하는 고통, 혹은 함께하지 못하는 데에서 오는 고뇌의 서사를 쓰게 이끌 었다면, 부친 백남용 목사의 순교는 종교적 구원에 이르는 고통과 죽음을 그리 는 순교 서사를 반복해서 쓰게 했다. 한편 이 글은 그의 대표작 청동의 뱀 을 다시 읽으면서 이 소설이 한국경제의 성장과 교회의 양적 부흥 가운데 기독교 언어가 오히려 왜소해지는 상황을 지적하고 있다고 주장한다. 목사 주인공의 무 기력과 타락한 교인들을 적나라하게 보여주는 청동의 뱀 은 영적 타락에 대한 범박한 묘사에서 나아가 기독교인들에 의해 기독교 언어가 남용되고 무용해진 현실에 애통하는 소설로 읽을 수 있다.

This study investigates the effect of machine translation (MT) use on the writing performance of Korean EFL students, focusing on complexity, accuracy, and fluency (CAF). Six participants completed a series of writing tasks in which they first translated their L1 writing into L2 manually and then used MT to revise their L2 drafts. This process was repeated across ten different writing topics. Participants’ drafts were analyzed using CAF measures to assess MT’s impact on their writing performance and observe changes over tasks. The results show that MT significantly improved accuracy and fluency. However, gains in syntactic and lexical complexity were less evident. While group-level analysis showed consistent progress, individual trajectories varied widely, indicating diverse patterns of development. Overall, the findings suggest that MT enhances writing accuracy and fluency among Korean EFL students, although its impact on syntactic and lexical complexity is limited. These results indicate that MT can serve as a valuable tool for self-directed learning, helping students independently improve their writing accuracy and fluency and develop essential self-editing skills. This study highlights the potential of MT as a supplementary tool to support EFL students’ writing development, along with traditional instruction.

This study reviewed Chinese primary school writing curriculum from 1902 to 2022 to reflect on its strengths and weaknesses. The review came to the following conclusions: 1) The teaching of writing should be done independently from general Chinese language education; 2) Teaching objectives should not be limited to skills training but should also include emotional literacy; 3) Teaching methods should be connected to the mental and physical developmental stage of students; 4) The teaching process should not be random, but should be standardized, and; 5) Evaluation of teaching should be measured on an objective and detailed evaluation scale.

This study developed and implemented an elementary English writing program using image-generative AI to examine its effects on students’ writing abilities and affective domains. The program was designed following the ADDIE model and aligned with the 2022 Revised English National Curriculum. It used Padlet’s ‘I Can’t Draw,’ allowing students to create images based on their prompts. Eighty sixth-grade students participated, with data collected through pre- and post-writing tests, affective domain surveys, student work, reflections, and teacher interviews. A mixed-methods analysis, combining ANCOVA and content analysis, revealed the following: (1) The program improved the syntactic and lexical complexity and fluency of students’ writing, but not accuracy. (2) Students’ situational interest significantly increased, but individual interest did not. Additionally, students’ engagement and motivation in learning English improved. These findings indicate that image-generative AI is an effective tool for enhancing English writing lessons and providing feedback. The study also emphasizes the critical role of teacher competence in successfully integrating AI into language instruction.

This study examined the effects of creating English picture books using generative artificial intelligence (AI) on Korean high school students’ reading and writing skills, AI literacy, and self-efficacy. Forty-five students were divided into two groups and participated in tasks that included selecting a character from English-speaking cultures, generating images using Bing Image Creator, drafting and revising stories with ChatGPT, and creating audiobooks with ClovaDubbing. Reading and writing skills were evaluated using pre- and post-tests, and AI literacy as well as affective factors, including selfefficacy, were measured through surveys. The results indicated a significant improvement in students’ writing skills and self-efficacy, whereas reading skills did not demonstrate statistically significant progress. The study underscores the potential of generative AI as a tool for enhancing writing skills, AI literacy, and self-efficacy in language learning. However, it also emphasizes the need for further pedagogical efforts to design instructional strategies that effectively improve reading skills. These findings offer practical guidance for integrating generative AI into EFL education to enhance language learning and AI literacy.

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.