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HTTP/1.1 200 OKDate: Tue, 28 Jan 2025 15:44:22 GMTServer: Apache/2.4.6 (CentOS) mod_jk/1.2.42 OpenSSL/1.0.2k-fipsX-Pingback: http://journal.kate.or.kr/xmlrpc.phpLink: http://journal.kate.or.kr/>; relshortlinkTransfer-Encoding: chunkedContent-Type: text/html; charsetUTF-8 html xmlnshttp://www.w3.org/1999/xhtml langen-US prefixog: http://ogp.me/ns#>head profilehttp://gmpg.org/xfn/11>meta http-equivContent-Type contenttext/html; charsetUTF-8 />title>English Teaching/title>link relstylesheet hrefhttp://journal.kate.or.kr/wp-content/themes/fresh-ink-magazine/style.css typetext/css mediascreen />style typetext/css> #headimg {background-image: url(http://kate.bada.cc/wp-content/uploads/2015/02/main3_03.jpg); background-repeat: no-repeat;}/style>!--if IE 6>link typetext/css mediascreen relstylesheet href/ie6.css />!endif-->!--if IE 7>link typetext/css mediascreen relstylesheet href/ie7.css />!endif-->!--if IE 8>link typetext/css mediascreen relstylesheet href/ie8.css />!endif--> !-- fixed fatal error with posts -->!-- All in One SEO Pack 2.2.6.1 by Michael Torbert of Semper Fi Web Design201,274 -->meta namedescription itempropdescription contentThis is an official homepage for the journal English Teaching publichsed by KATE (Korean Association of Teachers of English) />meta namekeywords itempropkeywords contentEnglish teaching, English education, Korean English education, English learning />link relcanonical hrefhttp://journal.kate.or.kr/ />!-- /all in one seo pack -->!-- This site is optimized with the Yoast WordPress SEO plugin v2.0.1 - https://yoast.com/wordpress/plugins/seo/ -->link relcanonical hrefhttp://journal.kate.or.kr/ />meta propertyog:locale contenten_US />meta propertyog:type contentwebsite />meta propertyog:title contentVolume 79 Number 4 Winter 2024 - English Teaching />meta propertyog:description contentVolume 79 Number 4 Winter 2024 ISSN 1017-7108 (Print) / ISSN 2671-9312 (Online) English Teaching is an open access journal published by the Korea Association of Teachers of English (KATE). 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!function(e,n,t){var a;function o(e){var tn.createElement(canvas),at.getContext&&t.getContext(2d);return!(!a||!a.fillText)&&(a.textBaselinetop,a.font600 32px Arial,flage?(a.fillText(String.fromCharCode(55356,56812,55356,56807),0,0),3e3t.toDataURL().length):(a.fillText(String.fromCharCode(55357,56835),0,0),0!a.getImageData(16,16,1,1).data0))}function i(e){var tn.createElement(script);t.srce,t.typetext/javascript,n.getElementsByTagName(head)0.appendChild(t)}t.supports{simple:o(simple),flag:o(flag)},t.DOMReady!1,t.readyCallbackfunction(){t.DOMReady!0},t.supports.simple&&t.supports.flag||(afunction(){t.readyCallback()},n.addEventListener?(n.addEventListener(DOMContentLoaded,a,!1),e.addEventListener(load,a,!1)):(e.attachEvent(onload,a),n.attachEvent(onreadystatechange,function(){completen.readyState&&t.readyCallback()})),(at.source||{}).concatemoji?i(a.concatemoji):a.wpemoji&&a.twemoji&&(i(a.twemoji),i(a.wpemoji)))}(window,document,window._wpemojiSettings); /script> style typetext/css>img.wp-smiley,img.emoji { display: inline !important; border: none !important; box-shadow: none !important; height: 1em !important; width: 1em !important; margin: 0 .07em !important; vertical-align: -0.1em !important; background: none !important; padding: 0 !important;}/style>link relEditURI typeapplication/rsd+xml titleRSD hrefhttp://journal.kate.or.kr/xmlrpc.php?rsd />link relwlwmanifest typeapplication/wlwmanifest+xml hrefhttp://journal.kate.or.kr/wp-includes/wlwmanifest.xml /> meta namegenerator contentWordPress 4.2.38 />link relshortlink hrefhttp://journal.kate.or.kr/ />/head>body classhome page page-id-5049 page-template-default> div idbgshadow>/div> div idwrapper> div idcontainer> div idtop> div idrssfeeds> a hrefhttp://journal.kate.or.kr/?feedrss2>/a> /div> /div> div idmiddle> div idheadimg> !--div idblogtitle> h2> a href/>img src/wp-content/uploads/2015/01/logo.png altEnglish Teaching Logo>/a>/h2> /div--> div idshadow>/div> div idtag> English Teaching, KATE Journal, English education, English learning, journal /div>!-- end #tag -->!-- end #searchform -->/div> !-- end #topg --> div idmenu> div idgreendrop classbackgreen>div classmenu-archivelist-container>ul idmenu-archivelist classmenu>li idmenu-item-41 classmenu-item menu-item-type-custom menu-item-object-custom menu-item-41>a href/?page_id5049>Home/a>/li>li idmenu-item-86 classmenu-item menu-item-type-post_type menu-item-object-page menu-item-86>a hrefhttp://journal.kate.or.kr/?page_id85>About i>English Teaching/i>/a>/li>li idmenu-item-89 classmenu-item menu-item-type-post_type menu-item-object-page menu-item-89>a hrefhttp://journal.kate.or.kr/?page_id88>Editorial Board/a>/li>li idmenu-item-3515 classmenu-item menu-item-type-post_type menu-item-object-page menu-item-3515>a hrefhttp://journal.kate.or.kr/?page_id3514>Author Guide/a>/li>li idmenu-item-27 classmenu-item menu-item-type-custom menu-item-object-custom menu-item-27>a target_blank hrefhttp://submission.kate.or.kr>Paper Submission/a>/li>li idmenu-item-36 classmenu-item menu-item-type-taxonomy menu-item-object-category menu-item-36>a hrefhttp://journal.kate.or.kr/?cat1>ARCHIVE/a>/li>li idmenu-item-29 classmenu-item menu-item-type-custom menu-item-object-custom menu-item-29>a target_blank hrefhttp://www.kate.or.kr>KATE Home/a>/li>/ul>/div>/div> /div>!-- end #menug --> div idcontent> div> div idpost-5049 classpost-5049 page type-page status-publish hentry> div>h2 classlargeheadline> Volume 79 Number 4 Winter 2024/h2>/div> !--div>span classsmallheadline1> Written By: admin em> /em>/span>/div--> div classentry> div classcurrent_div post>div classimg_area>img classalignnone wp-image-56 size-full src/wp-content/uploads/2020/03/v75-1_f.jpg altVolume 79, Number 4 width96 height135 />/div>div classcontents_area>h2>Volume 79 Number 4 Winter 2024/h2>p classsmallc>strong>ISSN 1017-7108 (Print) / ISSN 2671-9312 (Online)/strong>/p>div classcurrent_div>div classcontents_area>p classsmallc styletext-align: justify;>strong>em>English Teaching/em> is an open access journal published by the Korea Association of Teachers of English (KATE). All articles published by KATE are licensed under the Creative Commons Attribution 4.0 International License (span stylecolor: #993300;>a stylecolor: #993300; hrefhttp://creativecommons.org/licenses/by/4.0/ target_blank>http://creativecommons.org/licenses/by/4.0//a>/span>). This permits anyone to copy, redistribute, remix, transmit and adapt the work, provided the original work and source is appropriately cited./strong>/p>ul classcurr_ul>li>div classci_download>div classimg_area2>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_content.pdf target_blank>img classalignnone size-full wp-image-115 src/wp-content/uploads/2015/01/icon_pdf_10.jpg altpdf download width29 height30 />/a>/div>div classci_detail styletext-align: left;>Table of Contents/div>/div>/li>li>div classci_download>div classimg_area2>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_01.pdf target_blank>img classalignnone wp-image-115 size-full srchttp://journal.kate.or.kr/wp-content/uploads/2015/01/icon_pdf_10.jpg altpdf download width29 height30 />/a>/div>div classci_detail2 styletext-align: left;>strong>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_01.pdf target_blank> Heterogeneity of English Reading Skills and Its Associations with Learning Backgrounds in Korean EFL Contexts /a>/strong>span stylecolor: #008000;> Full-Text Available/span>br />strong>a stylecolor: #008080; hrefhttps://www.researchgate.net/profile/Byungmin-Lee-3 target_blank> Byungmin Lee/a>/span>span stylecolor: #000000;> (Seoul National University) / /span>a stylecolor: #008080; hrefjavascript:void(0) target_blank> Hyunsoon Kim/a>/span>span stylecolor: #000000;>* (Seoul Metropolitan Office of Education) / /span>span stylecolor: #008080;>span stylecolor: #333399;>span stylecolor: #000000;>*corresponding author, email: /span>a stylecolor: #333399; hrefmailto:soonkay15@gmail.com target_blank>soonkay15@gmail.com /a>/span>/strong>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>em>English Teaching/em>, Vol. 79, Number 4, Winter 2024, pp. 3-31/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>DOI: 10.15858/engtea.79.4.202412.3/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>© 2024 The Korea Association of Teachers of English (KATE) / Open Access /span>a hrefhttp://creativecommons.org/licenses/by/4.0/ rellicense>img srchttps://i.creativecommons.org/l/by/4.0/80x15.png alt크리에이티브 커먼즈 라이선스 />/a>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: justify;>strong>ABSTRACT/strong> Motivated by the effort of diagnostic interventions for EFL learners in Korean educational contexts, this study aims to identify heterogeneous L2 reading skill profiles among students attending the same school. Subsequently, it investigates the impact of learners’ L2 learning backgrounds on heterogeneity of these reading skills. Using Latent Profile Analysis on 234 vocational high school students, we identified four distinct profiles: Profile 1, severely weak L2 readers with very low decoding and syntactic knowledge; Profile 2, moderately weak L2 readers; Profile 3, above-average L2 readers; and Profile 4, fairly well-developed L2 readers with good vocabulary breadth. Multinomial regression analysis revealed that profile membership was significantly predicted by positive past learning experiences, extra-curricular English reading, and motivational attitudes. These findings underscore the significant heterogeneity in L2 reading skills within the seemingly homogeneous EFL group and highlight the critical association with past and current educational experiences, emphasizing the importance of tailored interventions based on individual learning histories. /div>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333333;>strong>KEY WORDS/strong> English reading, Latent Profile Analysis, Multinomial regression, Learningbr />backgrounds, Motivation/span>/div>/li>li>div classci_download>div classimg_area2>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_02.pdf target_blank>img classalignnone wp-image-115 size-full srchttp://journal.kate.or.kr/wp-content/uploads/2015/01/icon_pdf_10.jpg altpdf download width29 height30 />/a>/div>div classci_detail2 styletext-align: left;>strong>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_02.pdf target_blank> From No Ai to Neural Aids: Exploring the Influence of Machine Translation on L2 Reading Problems /a>/strong>span stylecolor: #008000;> Full-Text Available/span>br />strong>a stylecolor: #000000; hrefjavascript:void(0) target_blank> Gyeong Jin Park/a>/span>span stylecolor: #000000;> (Hanyang University) / /span>a stylecolor: #000000; hrefjavascript:void(0) target_blank> Yuah V. Chon/a>/span>span stylecolor: #000000;>* (Hanyang University) / /span>span stylecolor: #008080;>span stylecolor: #333399;>span stylecolor: #000000;>*corresponding author, email: /span>a stylecolor: #333399; hrefmailto:vylee52@hanyang.ac.kr target_blank>vylee52@hanyang.ac.kr /a>/span>/strong>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>em>English Teaching/em>, Vol. 79, Number 4, Winter 2024, pp. 33-54/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>DOI: 10.15858/engtea.79.4.202412.33/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>© 2024 The Korea Association of Teachers of English (KATE) / Open Access /span>a hrefhttp://creativecommons.org/licenses/by/4.0/ rellicense>img srchttps://i.creativecommons.org/l/by/4.0/80x15.png alt크리에이티브 커먼즈 라이선스 />/a>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: justify;>strong>ABSTRACT/strong> Neural machine translators (NMTs), such as Google Translate, may assist second language (L2) readers with general comprehension. However, previous empirical studies show mixed results regarding their effectiveness. In this study, 145 Korean English learners from a girls’ high school were asked to solve three types of reading comprehension problems (grammar judgment, inferring meaning from context, inferring main idea) under three reading conditions (no aid, MT, glossary). Overall, when using MT, reading comprehension scores were higher than in either the no aid or glossary conditions individually. However, none of the reading aid conditions improved grammar judgment. Only mid-proficiency learners benefited from MT in both inferring meaning from context and inferring main idea tasks. The results suggest that the glossary may have interrupted the flow of the reading process. With the widespread availability of MT as an online reference tool, L2 teachers should consider incorporating MT as a legitimate reading aid for different proficiency levels and reading purposes. /div>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333333;>strong>KEY WORDS/strong> machine translation, second language reading, reading problems, second language proficiency/span>/div>/li>li>div classci_download>div classimg_area2>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_03.pdf target_blank>img classalignnone wp-image-115 size-full srchttp://journal.kate.or.kr/wp-content/uploads/2015/01/icon_pdf_10.jpg altpdf download width29 height30 />/a>/div>div classci_detail2 styletext-align: left;>strong>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_03.pdf target_blank> Exploring Performance Assessment: Teacher Beliefs versus Classroom Practices in Korean Secondary English Education /a>/strong>span stylecolor: #008000;> Full-Text Available/span>br />strong>a stylecolor: #000000; hrefjavascript:void(0) target_blank> Kyungeun Min/a>/span>span stylecolor: #000000;> (Mohyun Middle School) / /span>a stylecolor: #000000; hrefjavascript:void(0) target_blank> Youngsoon So/a>/span>span stylecolor: #000000;>* (Seoul National University) / /span>span stylecolor: #008080;>span stylecolor: #333399;>span stylecolor: #000000;>*corresponding author, email: /span>a stylecolor: #333399; hrefmailto:youngsoon_so@snu.ac.kr target_blank>youngsoon_so@snu.ac.kr /a>/span>/strong>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>em>English Teaching/em>, Vol. 79, Number 4, Winter 2024, pp. 55-77/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>DOI: 10.15858/engtea.79.4.202412.55/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>© 2024 The Korea Association of Teachers of English (KATE) / Open Access /span>a hrefhttp://creativecommons.org/licenses/by/4.0/ rellicense>img srchttps://i.creativecommons.org/l/by/4.0/80x15.png alt크리에이티브 커먼즈 라이선스 />/a>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: justify;>strong>ABSTRACT/strong> This study examines the beliefs and practices regarding performance assessment among Korean English teachers in secondary schools. A survey was conducted with 109 teachers using a 52-item online questionnaire to investigate the extent to which teachers’ beliefs align with their instructional practices and to categorize them based on these criteria. Although teachers acknowledge the pedagogical advantages of performance assessment, a significant gap exists between their beliefs and actual implementation, primarily due to the considerable time required for its execution. Teachers with longer tenure and higher qualifications demonstrated a more positive and effective application of performance assessment. The findings highlight the necessity for targeted professional development to enhance teachers’ use of performance assessment strategies, especially for those who are skeptical about their effectiveness. Such initiatives are essential for bridging the gap between beliefs and practices, fostering an environment that promotes the effective use of performance assessment, and ultimately improving teaching quality and student learning outcomes in Korean English education. /div>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333333;>strong>KEY WORDS/strong> performance assessment, teacher beliefs, assessment practices, professional development/span>/div>/li>li>div classci_download>div classimg_area2>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_04.pdf target_blank>img classalignnone wp-image-115 size-full srchttp://journal.kate.or.kr/wp-content/uploads/2015/01/icon_pdf_10.jpg altpdf download width29 height30 />/a>/div>div classci_detail2 styletext-align: left;>strong>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_04.pdf target_blank> The Impacts of Creating English Picture Books Using Generative AI on English Reading and Writing Skills, AI Literacy, and Self-Efficacy of Korean High School Students /a>/strong>span stylecolor: #008000;> Full-Text Available/span>br />strong>a stylecolor: #000000; hrefjavascript:void(0) target_blank> Eun Hwangbo/a>/span>span stylecolor: #000000;> (Kongju National University)) / /span>a stylecolor: #000000; hrefjavascript:void(0) target_blank> Jiyoung Bae/a>/span>span stylecolor: #000000;>* (Kongju National Universtiy) / /span>span stylecolor: #008080;>span stylecolor: #333399;>span stylecolor: #000000;>*corresponding author, email: /span>a stylecolor: #333399; hrefmailto:jybae423@kongju.ac.kr target_blank>jybae423@kongju.ac.kr /a>/span>/strong>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>em>English Teaching/em>, Vol. 79, Number 4, Winter 2024, pp. 79-98/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>DOI: 10.15858/engtea.79.4.202412.79/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>© 2024 The Korea Association of Teachers of English (KATE) / Open Access /span>a hrefhttp://creativecommons.org/licenses/by/4.0/ rellicense>img srchttps://i.creativecommons.org/l/by/4.0/80x15.png alt크리에이티브 커먼즈 라이선스 />/a>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: justify;>strong>ABSTRACT/strong> 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 self-efficacy, 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. /div>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333333;>strong>KEY WORDS/strong> English picture book, generative AI, reading skills, artificial intelligence literacy, self-efficacy/영어 그림책, 생성형 AI, 읽기 능력, AI 리터러시, 자기효능감/span>/div>/li>li>div classci_download>div classimg_area2>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_05.pdf target_blank>img classalignnone wp-image-115 size-full srchttp://journal.kate.or.kr/wp-content/uploads/2015/01/icon_pdf_10.jpg altpdf download width29 height30 />/a>/div>div classci_detail2 styletext-align: left;>strong>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_05.pdf target_blank> An Analysis of Inductive and Deductive Grammar Instruction in Korean University English Classes /a>/strong>span stylecolor: #008000;> Full-Text Available/span>br />strong>a stylecolor: #008080; hrefhttps://orcid.org/0000-0003-4128-1120 target_blank> Andrew Garth/a>/span>span stylecolor: #000000;>* (Dankook University) / /span>span stylecolor: #008080;>span stylecolor: #333399;>span stylecolor: #000000;>*corresponding author, email: /span>a stylecolor: #333399; hrefmailto:andy.garth@gmail.com target_blank>andy.garth@gmail.com /a>/span>/strong>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>em>English Teaching/em>, Vol. 79, Number 4, Winter 2024, pp. 99-122/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>DOI: 10.15858/engtea.79.4.202412.99/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>© 2024 The Korea Association of Teachers of English (KATE) / Open Access /span>a hrefhttp://creativecommons.org/licenses/by/4.0/ rellicense>img srchttps://i.creativecommons.org/l/by/4.0/80x15.png alt크리에이티브 커먼즈 라이선스 />/a>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: justify;>strong>ABSTRACT/strong> This study analyzed inductive and deductive instructional approaches for teaching grammar within a Presentation-Practice-Production grammar lesson. The participants of this study included 119 Korean university students enrolled in an English as a foreign language class, with approximately half receiving deductive instruction and the other half receiving inductive grammar instruction. The analysis involved comparing learning gains as well as student perceptions of the two approaches via Mann Whitney U tests. The results showed no statistical difference in terms of the immediate or delayed learning gains for each grammatical topic, nor when all grammatical topics were aggregated. However, the analysis of student perceptions indicated that students found inductive instruction to be moderately more effective, interesting, and easier than deductive instruction. The study concludes with a discussion of the implications of these findings related to instructional practices in foreign language classes that utilize the Presentation-Practice-Production model as well as suggestions for future research concerning deductive and inductive instructional approaches. /div>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333333;>strong>KEY WORDS/strong> foreign language instruction, grammar, inductive instruction, deductive instruction, PPP/span>/div>/li>li>div classci_download>div classimg_area2>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_06.pdf target_blank>img classalignnone wp-image-115 size-full srchttp://journal.kate.or.kr/wp-content/uploads/2015/01/icon_pdf_10.jpg altpdf download width29 height30 />/a>/div>div classci_detail2 styletext-align: left;>strong>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_06.pdf target_blank> Optimizing Bilingual Support in English Medium Instruction: A Case Study of Korean EFL Students /a>/strong>span stylecolor: #008000;> Full-Text Available/span>br />strong>a stylecolor: #008080; hrefhttps://orcid.org/0009-0007-3136-3516 target_blank> Hyunjung Lee/a>/span>span stylecolor: #000000;>* (Kunsan National University) / /span>span stylecolor: #008080;>span stylecolor: #333399;>span stylecolor: #000000;>*corresponding author, email: /span>a stylecolor: #333399; hrefmailto:hyunjunglee@kunsan.ac.kr target_blank>hyunjunglee@kunsan.ac.kr /a>/span>/strong>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>em>English Teaching/em>, Vol. 79, Number 4, Winter 2024, pp. 123-142/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>DOI: 10.15858/engtea.79.4.202412.123/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>© 2024 The Korea Association of Teachers of English (KATE) / Open Access /span>a hrefhttp://creativecommons.org/licenses/by/4.0/ rellicense>img srchttps://i.creativecommons.org/l/by/4.0/80x15.png alt크리에이티브 커먼즈 라이선스 />/a>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: justify;>strong>ABSTRACT/strong> Korean English medium instruction (EMI) classes aim to foster active discussions and communicative interactions in English between instructors and students. However, many Korean students in these classes struggle due to their limited English proficiency. This paper examines the challenges faced by Korean EFL students in EMI environments, highlighting the necessity for support in both English and their native language to facilitate effective learning. It also identifies teaching strategies that have proven effective in helping these students navigate language barriers. The findings indicate that participants had difficulty developing their writing skills for assignments in EMI settings and encountered limited opportunities to communicate their understanding of course material with instructors. To address these challenges, it is important to assess students’ language skills and find a balance between Korean and English. Implementing flexible teaching methods can enhance the learning experience, making it more effective and supportive. By providing multiple approaches to learning, such as interactive activities or peer support, learning gaps can be bridged and overall educational outcomes enhanced. /div>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333333;>strong>KEY WORDS/strong> English medium instruction (EMI), bilingual support, pragmatic strategies, higher education (HE), scaffolding language and learning/span>/div>/li>li>div classci_download>div classimg_area2>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_07.pdf target_blank>img classalignnone wp-image-115 size-full srchttp://journal.kate.or.kr/wp-content/uploads/2015/01/icon_pdf_10.jpg altpdf download width29 height30 />/a>/div>div classci_detail2 styletext-align: left;>strong>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_07.pdf target_blank> Self-regulated Learning and Digital Behavior in University Students in an Online L2 Learning Environment /a>/strong>span stylecolor: #008000;> Full-Text Available/span>br />strong>a stylecolor: #008080; hrefhttps://orcid.org/0000-0002-1899-4088 target_blank> Myong-Hee Ko/a>/span>span stylecolor: #000000;>* (Soonchunhyang University) / /span>a stylecolor: #008080; hrefjavascript:void(0) target_blank> Gayeong Jung/a>/span>span stylecolor: #000000;> (Korea University) / /span>a stylecolor: #008080; hrefjavascript:void(0) target_blank> Jee Eun Kim/a>/span>span stylecolor: #000000;> (Ewha Womans University) / /span>span stylecolor: #008080;>span stylecolor: #333399;>span stylecolor: #000000;>*corresponding author, email: /span>a stylecolor: #333399; hrefmailto:myongheeko@naver.com target_blank>myongheeko@naver.com /a>/span>/strong>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>em>English Teaching/em>, Vol. 79, Number 4, Winter 2024, pp. 143-163/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>DOI: 10.15858/engtea.79.4.202412.143/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>© 2024 The Korea Association of Teachers of English (KATE) / Open Access /span>a hrefhttp://creativecommons.org/licenses/by/4.0/ rellicense>img srchttps://i.creativecommons.org/l/by/4.0/80x15.png alt크리에이티브 커먼즈 라이선스 />/a>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: justify;>strong>ABSTRACT/strong> The current study examines the digital behaviors of 124 university students enrolled in a blended learning class in Korea. The students were divided into two groups (upper and lower) based on their scores on a self-regulated learning questionnaire. Their digital behaviors were compared across four areas: (a) task completion scores; (b) strategy use; (c) the days on which tasks were completed; and (d) learning gains. The results revealed a significant difference in task completion scores between the upper and lower groups. However, no meaningful difference was observed in strategy use between the two groups. Students in the upper group were more proactive in completing videos, homework, and TOEIC tests, often finishing these tasks ahead of deadlines. In contrast, students in the lower group tended to complete their assignments on the due date. Finally, there were no significant differences in learning gains between the two groups. These findings may inform the design and management of online L2 learning programs. /div>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333333;>strong>KEY WORDS/strong> learning analytics, online learning behaviors, digital behaviors, self-regulated learning, language learning, L2 online learning/span>/div>/li>li>div classci_download>div classimg_area2>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_08.pdf target_blank>img classalignnone wp-image-115 size-full srchttp://journal.kate.or.kr/wp-content/uploads/2015/01/icon_pdf_10.jpg altpdf download width29 height30 />/a>/div>div classci_detail2 styletext-align: left;>strong>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_08.pdf target_blank> Exploring the Relationship Among Teacher Transparency, Self-Efficacy, and Digital Adaptation of English Teachers /a>/strong>span stylecolor: #008000;> Full-Text Available/span>br />strong>a stylecolor: #008080; hrefhttps://orcid.org/0009-0007-3297-9822 target_blank> Eunjung Lee/a>/span>span stylecolor: #000000;> (Gyeongsang National University) / /span>a stylecolor: #008080; hrefjavascript:void(0) target_blank> Seongwon Lee/a>/span>span stylecolor: #000000;>* (Gyeongsang National University) / /span>span stylecolor: #008080;>span stylecolor: #333399;>span stylecolor: #000000;>*corresponding author, email: /span>a stylecolor: #333399; hrefmailto:seongwon@gnu.ac.kr target_blank>seongwon@gnu.ac.kr /a>/span>/strong>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>em>English Teaching/em>, Vol. 79, Number 4, Winter 2024, pp. 165-189/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>DOI: 10.15858/engtea.79.4.202412.165/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>© 2024 The Korea Association of Teachers of English (KATE) / Open Access /span>a hrefhttp://creativecommons.org/licenses/by/4.0/ rellicense>img srchttps://i.creativecommons.org/l/by/4.0/80x15.png alt크리에이티브 커먼즈 라이선스 />/a>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: justify;>strong>ABSTRACT/strong> The study explores the relationship among teacher identity, teacher transparency, teacher self-efficacy, and teachers’ adaptation to digital change. Eighty-four English teachers participated in the study. For comparison between English and other subject teachers, 38 survey results of different subject teachers were included in the analysis. The results showed that English teachers’ scores were lower across all the constructs in terms of both transparency and self-efficacy compared to the scores of teachers in other subjects. For further analysis, the Structural Equation Modeling was run, and the results revealed that teacher transparency influences teacher self-efficacy, facilitating digital adaptation. Instructional Transparency and Peer Transparency were significant predictors of self-efficacy, directly influencing digital adaptation. This result illustrates the dynamic interplay between evolving teacher identity and self-efficacy in relation to digital adaptation through the relationship between teacher transparency and teacher self-efficacy. The findings indicate the need for targeted programs to enhance English teachers’ transparency and self-efficacy as a pathway to their digital adaptation. /div>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333333;>strong>KEY WORDS/strong> teacher transparency, digital era, teacher self-efficacy, teacher identity/span>/div>/li>li>div classci_download>div classimg_area2>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_09.pdf target_blank>img classalignnone wp-image-115 size-full srchttp://journal.kate.or.kr/wp-content/uploads/2015/01/icon_pdf_10.jpg altpdf download width29 height30 />/a>/div>div classci_detail2 styletext-align: left;>strong>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_09.pdf target_blank> The Impact of Teacher Support on Chinese University Students’ Motivational Beliefs in EFL College Classrooms /a>/strong>span stylecolor: #008000;> Full-Text Available/span>br />strong>a stylecolor: #008080; hrefhttps://orcid.org/0009-0008-5393-4137 target_blank> Xiaohui Zhang/a>/span>span stylecolor: #000000;> (Shangqiu Normal University) / /span>a stylecolor: #008080; hrefjavascript:void(0) target_blank> Hyun-Ju Kim/a>/span>span stylecolor: #000000;>* (Dankook University) / /span>span stylecolor: #008080;>span stylecolor: #333399;>span stylecolor: #000000;>*corresponding author, email: /span>a stylecolor: #333399; hrefmailto:hyunjukim@dankook.ac.kr target_blank>hyunjukim@dankook.ac.kr /a>/span>/strong>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>em>English Teaching/em>, Vol. 79, Number 4, Winter 2024, pp. 191-211/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>DOI: 10.15858/engtea.79.4.202412.191/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>© 2024 The Korea Association of Teachers of English (KATE) / Open Access /span>a hrefhttp://creativecommons.org/licenses/by/4.0/ rellicense>img srchttps://i.creativecommons.org/l/by/4.0/80x15.png alt크리에이티브 커먼즈 라이선스 />/a>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: justify;>strong>ABSTRACT/strong> This study investigated the relationship between teacher support in the areas of learner autonomy, relatedness, and competence, and motivational beliefs regarding achievement goal orientations and perceived task value in Chinese EFL college classrooms based on self-determination theory. A questionnaire was administered to 712 college students, and the data were analyzed using SPSS 26.0 and AMOS 24.0. The findings indicated that teacher support for autonomy, relatedness, and competence was positively correlated with mastery goal orientation and performance-approach orientation, while it was negatively correlated with performance-avoidance orientation. Furthermore, these forms of teacher support positively influenced students’ perceived task value. Achievement goal orientation mediated the relationship between the three types of teacher support and student engagement. However, perceived task value only mediated the relationship between teacher autonomy support and student engagement. This study offers valuable insights for enhancing English teaching practices by promoting student motivation through addressing their psychological needs in EFL college classrooms. /div>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333333;>strong>KEY WORDS/strong> teacher support, motivational beliefs, achievement goal orientation, perceived task value, student engagement, EFL college classrooms/span>/div>/li>li>div classci_download>div classimg_area2>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_10.pdf target_blank>img classalignnone wp-image-115 size-full srchttp://journal.kate.or.kr/wp-content/uploads/2015/01/icon_pdf_10.jpg altpdf download width29 height30 />/a>/div>div classci_detail2 styletext-align: left;>strong>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_10.pdf target_blank> Text Mining on English Subject-Specific Descriptions of Tenth-Graders in General High Schools /a>/strong>span stylecolor: #008000;> Full-Text Available/span>br />strong>a stylecolor: #008080; hrefhttps://orcid.org/0009-0003-2701-8630 target_blank> Eunhye Kwon/a>/span>span stylecolor: #000000;> (Cheongju Jungang Girls’ High School) / /span>a stylecolor: #008080; hrefjavascript:void(0) target_blank> Jin Eun Yoo/a>/span>span stylecolor: #000000;>* (Korea National University of Education) / /span>span stylecolor: #008080;>span stylecolor: #333399;>span stylecolor: #000000;>*corresponding author, email: /span>a stylecolor: #333399; hrefmailto:jeyoo@knue.ac.kr target_blank>jeyoo@knue.ac.kr /a>/span>/strong>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>em>English Teaching/em>, Vol. 79, Number 4, Winter 2024, pp. 213-240/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>DOI: 10.15858/engtea.79.4.202412.213/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>© 2024 The Korea Association of Teachers of English (KATE) / Open Access /span>a hrefhttp://creativecommons.org/licenses/by/4.0/ rellicense>img srchttps://i.creativecommons.org/l/by/4.0/80x15.png alt크리에이티브 커먼즈 라이선스 />/a>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: justify;>strong>ABSTRACT/strong> The purpose of this study was to analyze English subject-specific descriptions through text mining, examine their alignment to the curriculum achievement standards, and ultimately support students’ educational growth. We collected English subject-specific descriptions for 1,030 tenth-graders from general high schools in City A, and keywords and contexts were extracted using TF, TF-IDF, phi coefficient analysis, and trigram analysis. The results revealed that the subject-specific descriptions frequently neglected the following aspects of learning and instruction in curriculum achievement standards: familiar and general themes, conversation and listening skills, language use across different types of information, and proper email writing. Although descriptions are intended to reflect students’ actual achievement levels, those for lower achievement levels (i.e., D and E) were often overstated. Improvements are necessary to ensure closer alignment between the descriptions and the curriculum achievement standards, with particular emphasis on the accurate representation of lower achievement levels. Based on the findings, we discussed potential improvement strategies for educational authorities to consider and implement. /div>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333333;>strong>KEY WORDS/strong> English subject-specific descriptions, text mining, achievement standards, achievement levels/영어 교과 세부능력 및 특기사항, 텍스트 마이닝, 성취기준, 성취수준/span>/div>/li>li>div classci_download>div classimg_area2>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_11.pdf target_blank>img classalignnone wp-image-115 size-full srchttp://journal.kate.or.kr/wp-content/uploads/2015/01/icon_pdf_10.jpg altpdf download width29 height30 />/a>/div>div classci_detail2 styletext-align: left;>strong>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_11.pdf target_blank> Relationship Between Changes in Language Learning Beliefs and Changes in English Proficiency /a>/strong>span stylecolor: #008000;> Full-Text Available/span>br />strong>a stylecolor: #008080; hrefhttps://orcid.org/0009-0001-0951-9031 target_blank> Jeongyong Yoon/a>/span>span stylecolor: #000000;> (Ajou University) / /span>a stylecolor: #008080; hrefjavascript:void(0) target_blank> Unkyoung Maeng/a>/span>span stylecolor: #000000;>* (Ajou University) / /span>span stylecolor: #008080;>span stylecolor: #333399;>span stylecolor: #000000;>*corresponding author, email: /span>a stylecolor: #333399; hrefmailto:my5329@ajou.ac.kr target_blank>my5329@ajou.ac.kr /a>/span>/strong>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>em>English Teaching/em>, Vol. 79, Number 4, Winter 2024, pp. 241-268/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>DOI: 10.15858/engtea.79.4.202412.241/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>© 2024 The Korea Association of Teachers of English (KATE) / Open Access /span>a hrefhttp://creativecommons.org/licenses/by/4.0/ rellicense>img srchttps://i.creativecommons.org/l/by/4.0/80x15.png alt크리에이티브 커먼즈 라이선스 />/a>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: justify;>strong>ABSTRACT/strong> This study investigated the relationship between changes in language learning beliefs and English proficiency among 41 Korean university students who participated in a short-term English program. Participants’ beliefs were assessed using the Beliefs About Language Learning Inventory (BALLI), and their proficiency was measured using the Test of English for International Communication (TOEIC). Frequency analysis, descriptive statistics, paired-sample t-tests, and correlation analysis were employed to analyze the data. The study found significant improvements in both listening and reading scores, and changes in beliefs varied with proficiency gains. Students with higher proficiency gains demonstrated improved confidence and self-efficacy, and decreased instrumental motivation, whereas those with lower gains exhibited minimal changes in beliefs. Correlation analysis revealed that belief shifts, such as reduced self-consciousness and increased integrative motivation, were positively related to proficiency gains. These findings suggest the dynamic nature of learners’ beliefs and their potential impact on language learning outcomes, highlighting the importance of addressing belief systems in English language education. /div>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333333;>strong>KEY WORDS/strong> language learning beliefs, BALLI, English proficiency, short-term program/span>/div>/li>li>div classci_download>div classimg_area2>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_12.pdf target_blank>img classalignnone wp-image-115 size-full srchttp://journal.kate.or.kr/wp-content/uploads/2015/01/icon_pdf_10.jpg altpdf download width29 height30 />/a>/div>div classci_detail2 styletext-align: left;>strong>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_12.pdf target_blank> Working Memory, Background Knowledge, and L2 Linguistic Knowledge in L2 Literal and Inferential Reading /a>/strong>span stylecolor: #008000;> Full-Text Available/span>br />strong>a stylecolor: #000000; hrefjavascript:void(0) target_blank> Nana Kwon/a>/span>span stylecolor: #000000;>* (Ewha Womans University) / /span>span stylecolor: #008080;>span stylecolor: #333399;>span stylecolor: #000000;>*corresponding author, email: /span>a stylecolor: #333399; hrefmailto:knn1230@ewhain.net target_blank>knn1230@ewhain.net /a>/span>/strong>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>em>English Teaching/em>, Vol. 79, Number 4, Winter 2024, pp. 269-289/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>DOI: 10.15858/engtea.79.4.202412.269/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>© 2024 The Korea Association of Teachers of English (KATE) / Open Access /span>a hrefhttp://creativecommons.org/licenses/by/4.0/ rellicense>img srchttps://i.creativecommons.org/l/by/4.0/80x15.png alt크리에이티브 커먼즈 라이선스 />/a>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: justify;>strong>ABSTRACT/strong> This study investigates how working memory (WM) capacity and L2 linguistic knowledge affect L2 literal and inferential reading comprehension, considering the presence or absence of background knowledge. Eighty upper-intermediate to advanced adult English learners participated, completing tasks to assess WM capacity, background knowledge, L2 linguistic knowledge, and reading comprehension (both literal and inferential). Stepwise regression analyses revealed that WM capacity had a stronger influence on both literal and inferential comprehension when background knowledge was absent. For literal comprehension, L2 linguistic knowledge was the sole predictor when background knowledge was present, while WM capacity dominated in its absence. Inferential comprehension was consistently predicted by WM capacity, regardless of background knowledge. These findings indicate that WM capacity and L2 linguistic knowledge influence L2 reading comprehension differently depending on background knowledge and the type of comprehension. Implications include incorporating WM training into L2 reading instruction and employing diverse WM assessment methods to measure WM independently of L2 linguistic proficiency. /div>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333333;>strong>KEY WORDS/strong> working memory, background knowledge, L2 linguistic knowledge, L2 literal reading, L2 inferential reading/span>/div>/li>li>div classci_download>div classimg_area2>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_13.pdf target_blank>img classalignnone wp-image-115 size-full srchttp://journal.kate.or.kr/wp-content/uploads/2015/01/icon_pdf_10.jpg altpdf download width29 height30 />/a>/div>div classci_detail2 styletext-align: left;>strong>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_13.pdf target_blank> Interjection Use in Written Stories of Three English Proficiency Groups /a>/strong>span stylecolor: #008000;> Full-Text Available/span>br />strong>a stylecolor: #008080; hrefhttps://orcid.org/0000-0002-1113-0551 target_blank> Haeun Kim/a>/span>span stylecolor: #000000;> (University of Melbourne) / /span>a stylecolor: #008080; hrefjavascript:void(0) target_blank> Jungok Bae/a>/span>span stylecolor: #000000;>* (Kyungpook National University) / /span>span stylecolor: #008080;>span stylecolor: #333399;>span stylecolor: #000000;>*corresponding author, email: /span>a stylecolor: #333399; hrefmailto:jungokbae@knu.ac.kr target_blank>jungokbae@knu.ac.kr /a>/span>/strong>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>em>English Teaching/em>, Vol. 79, Number 4, Winter 2024, pp. 291-309/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>DOI: 10.15858/engtea.79.4.202412.291/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>© 2024 The Korea Association of Teachers of English (KATE) / Open Access /span>a hrefhttp://creativecommons.org/licenses/by/4.0/ rellicense>img srchttps://i.creativecommons.org/l/by/4.0/80x15.png alt크리에이티브 커먼즈 라이선스 />/a>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: justify;>strong>ABSTRACT/strong> In story writing, interjections are used in dialogue to enhance the emotional tone of the text. However, crafting realistic dialogues that effectively incorporate interjections can be a challenging task for young learners with developing writing skills. This study examines how young learners utilize interjections in their story writing. The study analyzed the narratives of 242 students from three different English proficiency groups: lower and higher level EFL elementary school students and native English speakers in seventh to twelfth grade. The analysis aimed to understand the relationship between interjection frequency and writing qualities. The findings revealed a negative correlation between the occurrence of interjections and both content quality and vocabulary diversity. Additionally, comparisons across proficiency groups indicated that certain types of interjections were more prevalent in specific groups. These results suggest that learners should use interjections judiciously in story writing. Although interjections may seem peripheral, they warrant closer attention as they can subtly detract from writing qualities. /div>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333333;>strong>KEY WORDS/strong> interjections, primary interjections, secondary interjections, written stories,br />writing, EFL elementary school students, native English speakers/span>/div>/li>li>div classci_download>div classimg_area2>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_14.pdf target_blank>img classalignnone wp-image-115 size-full srchttp://journal.kate.or.kr/wp-content/uploads/2015/01/icon_pdf_10.jpg altpdf download width29 height30 />/a>/div>div classci_detail2 styletext-align: left;>strong>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_14.pdf target_blank> Development and implementation of an elementary English writing program using image-generative AI /a>/strong>span stylecolor: #008000;> Full-Text Available/span>br />strong>a stylecolor: #008080; hrefhttps://orcid.org/0009-0003-3128-9062 target_blank> Eunsong Kim/a>/span>span stylecolor: #000000;> (waseong Dongyang Elementary School) / /span>a stylecolor: #008080; hrefjavascript:void(0) target_blank> Kyungja Ahn/a>/span>span stylecolor: #000000;>* (Seoul National University of Education) / /span>span stylecolor: #008080;>span stylecolor: #333399;>span stylecolor: #000000;>*corresponding author, email: /span>a stylecolor: #333399; hrefmailto:kjahn@snue.ac.kr target_blank>kjahn@snue.ac.kr /a>/span>/strong>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>em>English Teaching/em>, Vol. 79, Number 4, Winter 2024, pp. 311-336/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>DOI: 10.15858/engtea.79.4.202412.311/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>© 2024 The Korea Association of Teachers of English (KATE) / Open Access /span>a hrefhttp://creativecommons.org/licenses/by/4.0/ rellicense>img srchttps://i.creativecommons.org/l/by/4.0/80x15.png alt크리에이티브 커먼즈 라이선스 />/a>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: justify;>strong>ABSTRACT/strong> 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. /div>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333333;>strong>KEY WORDS/strong> generative AI, image-generative AI, English writing, elementary English, English teacher/생성형 AI, 이미지 생성형 AI, 영어쓰기, 초등영어, 영어교사/span>/div>/li>li>div classci_download>div classimg_area2>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_15.pdf target_blank>img classalignnone wp-image-115 size-full srchttp://journal.kate.or.kr/wp-content/uploads/2015/01/icon_pdf_10.jpg altpdf download width29 height30 />/a>/div>div classci_detail2 styletext-align: left;>strong>a hrefhttp://journal.kate.or.kr/wp-content/uploads/2024/12/79_4_15.pdf target_blank> English Vocabulary Teaching Strategy: Presenting Meaning and Form to Autism Spectrum Disorder Students /a>/strong>span stylecolor: #008000;> Full-Text Available/span>br />strong>a stylecolor: #008080; hrefhttps://orcid.org/0000-0002-4687-856X target_blank> Luh Diah Surya Adnyani/a>/span>span stylecolor: #000000;> (Universitas Negeri Surabaya) / /span>a stylecolor: #008080; hrefjavascript:void(0) target_blank> Kisyani Laksono/a>/span>span stylecolor: #000000;>* (Universitas Negeri Surabaya) / /span>a stylecolor: #008080; hrefjavascript:void(0) target_blank> Syafi’ul Anam/a>/span>span stylecolor: #000000;> (Universitas Negeri Surabaya) / /span>span stylecolor: #008080;>span stylecolor: #333399;>span stylecolor: #000000;>*corresponding author, email: /span>a stylecolor: #333399; hrefmailto:kisyani@unesa.ac.id target_blank>kisyani@unesa.ac.id /a>/span>/strong>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>em>English Teaching/em>, Vol. 79, Number 4, Winter 2024, pp. 337-358/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>DOI: 10.15858/engtea.79.4.202412.337/span>/div>div classci_detail styletext-align: left;>span stylecolor: #333399;>© 2024 The Korea Association of Teachers of English (KATE) / Open Access /span>a hrefhttp://creativecommons.org/licenses/by/4.0/ rellicense>img srchttps://i.creativecommons.org/l/by/4.0/80x15.png alt크리에이티브 커먼즈 라이선스 />/a>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: justify;>strong>ABSTRACT/strong> This study investigates the strategies that teachers employ when presenting the meaning and form of a novel English word to students with autism spectrum disorder (ASD). This case study observed and interviewed three teachers who taught five ASD students with diverse characteristics and varying language proficiency. Thematic analysis was conducted by integrating a top-down approach, based on the vocabulary teaching strategies commonly used with typically developing students, and a bottom-up approach, based on the emerging data. The results indicate that, similar to their typically developing peers, the meaning and form of the new English word were introduced by connecting to the first language, providing first language definitions, relating to real objects and phenomena, encouraging students’ active participation through elicitation, and conducting oral drills and word spelling. However, unlike typically developing students, the teachers presented English vocabulary to ASD students while making an effort to capture their attention and engagement in the learning process. This study offers suggestions for teachers and recommendations for future research. /div>/div>div classci_detail styletext-align: left;>hr />/div>div classci_detail styletext-align: left;>span stylecolor: #333333;>strong>KEY WORDS/strong> autism spectrum disorder, form, meaning, vocabulary teaching strategy/span>/div>/li>/ul>p>!-- 끝 -->/p>/div>/div>div classci_detail styletext-align: left;>/div>/div>/div> /div> div classpostmetadata> Posted in a href/?cat16 relcategory>2020-2029/a>, a href/?cat1 relcategory>Archive/a> strong>|/strong> span>Comments Offspan classscreen-reader-text> on Volume 79 Number 4 Winter 2024/span>/span> /div> p classsmall> You can follow any responses to this entry through the a href/?feedrss2&page_id5049>RSS 2.0/a> feed. 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