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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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결과 내 검색 동의어 포함

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

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Chinese university students’ perceptions of transitioning to EMI through metaphor analysis : insights for enhancing language support for engineering students Yoo Young Ahn p. 3-26

(The) effects of multisensory memory strategies on Korean EFL students’ vocabulary learning Migyeong Jang, YiBoon Chang p. 27-57

Machine translation use as translanguaging in content and language integrated learning : a case study in a general English course for global citizenship Eun-Yong Kim, EunJou Oh p. 59-82

Primary teachers’ knowledge base of pronunciation instruction : their content knowledge, pedagogical content knowledge, and technical pedagogical content knowledge Jiyeon Kim p. 83-111

(An) English for Specific Purposes (ESP) teacher’s identity transformation process Myonghee Kim p. 113-134

Fostering creativity-convergence competency in an EFL multiliteracies-based literature classroom Pirae Kim p. 135-163

Ought-to L2 self and its influence on L2 motivation and demotivation : a case of college English majors Eunbi Kwon p. 165-189

Exoticism of the other : (mis)representations of culture in English textbooks in Korea Chee Hye Lee p. 191-218

Effects of self-regulation, goal orientation, and anxiety on EFL speaking in metaverse and face-to-face contexts Juhee Lee, Yujung Ko p. 219-248

Does reading mediate the relation between productive vocabulary and writing or is it the other way around? Youngsun Moon, Yusun Kang p. 249-270

Translingual practices in a Korean boy’s playdates Hyejeong Park p. 271-292

Effects of exposure frequency, depth of processing, and activity repetition types on vocabulary learning Ji-Won Shin, Jie Young Kim p. 293-322

(An) EFL model of critical literacies : adapted and reshaped from previous studies Young-Mee Suh, Seonmin Huh p. 323-345

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