The purpose of this study is to create a model of a speaking task activity for Korean language learners that can be practiced on a mobile device, and examine the satisfaction and speaking effectiveness derived through this activity. To achieve this purpose, a mobile device based speaking task model was created. This model was used four times for intermediate-level Korean language learners in a test group. After the four sessions, it was found that the test group had acquired more speaking effectiveness than the control group. Additionally, learners in the test group were satisfied with "opportunities to practice Korean pronunciation, creating interest, and providing specific feedback" while carrying out tasks using mobile devices. In conclusion, this Korean speaking task activity using a mobile device can be beneficial to Korean learners who want to improve their speaking effectiveness and speaking skills. Further, this study suggests a positive direction for the teaching of spoken Korean when most Korean language teachers are forced to conduct online classes due to the COVID-19 pandemic in 2020.

The purpose of this study is to develop an empathic dialogue education model. The first model was developed based on the SAC model by adopting its role reversal device and role-clearing device. To validate the educational effectiveness of the first model, the learner's empathy index was measured. The results of pre-post empathy index measurements showed that the first model was effective in increasing the learner's empathy index. The second model, empathy circular dialogue education model, was developed by supplementing the first model. The nonviolent communication model was applied and the communication structure was changed one-on-one. The second model was also effective in increasing the learner's empathy index. Based on a written interview with the learner, educational implications were suggested.

The purpose of this study is to investigate how the speaker's credibility-imprinting utterance affects the whole process of persuasion, and based on the results, suggest the contents of credibility-oriented persuasion education. To accomplish this purpose, the concept of the “speaker's credibility-imprinting-utterance” was established, and its role in the entire persuasion process including acquisition of credibility was examined through experimental treatment and statistical analysis centered on conditional process analysis. As a result, three main findings were drawn. First, the direct effect of “the speaker's credibility-imprinting-utterance → post-credibility” was .31, the direct effect of “prior credibility → post-credibility” was .17, and both effects were statistically significant. Second, the correlation coefficient between message sidedness and post-credibility was -.00, therefore the correlation of message sidedness and post-credibility was not significant statistically. Third, post-credibility showed a direct effect of .81 only on the attitude toward speech, and did not have a direct effect on the attitude and behavioral intention of the speech subject. The causes of the research results were analyzed, and the contents of persuasion education were suggested.

The purpose of this study is to analyze the actor effect and partner effect of marital communication ability and self-identity in married couples. Data of 150 couples (300 persons) aged 40 to 59 was collected from across the nation and analyzed using the Actor-Partner Interdependence Model (APIM). First, husbands had a higher level of self-identity and wives had more marital communication ability. Second, for both husbands and wives, self-identity and marital communication ability had a positive correlation. In terms of relations between spouse variables, there were negative correlations between husbands' self-identity and wives' marital communication and between husbands' marital communication and wives' marital communication, and a positive correlation between husbands' marital communication and wives' self-identity. Third, husbands' marital communication positively influenced their own self-identity as well as their wives' self-identity; wives' marital communication positively influenced their own self-identity. Fourth, husbands' self-identity positively influenced their marital communication, but negatively affected their wives' marital communication; wives' self-identity positively influenced their marital communication. Based on the study results, the limitations of this study and direction of follow-up research were discussed and suggested.

The purpose of this study was to analyze the perception of difficulties in medical communication through interviews with nurses and elderly patients. The study also aimed to explore the direction of medical communication education for the elderly patients. In-depth interviews on the communication between nurses and elderly patients were conducted between August 4, 2020 and September 23, 2020 with the following participants: Ten nurses and eight patients aged 60 and above. Specifically, semi-structured interviews with open-ended questions were conducted. Through the analysis of the interviews it was confirmed that the nurses were aware of the difficulty in communicating with the elderly patients due to the pathological and dispositional characteristics of the elderly. Additionally it was confirmed that the nurses were using their own medical communication strategies to reduce cognitive differences in the elderly patients. On the other hand, the elderly patients had difficulty in understanding the explanation given by of the nurses and showed a passive reaction, such as silence, to the communication process as they recognized their weakness. It was also confirmed that the elderly patients were expecting sympathy from the medical staff. Based on the above results, the study determined the direction of practical and cooperative medical communication education methods according to two-way demands for effective medical communication with the elderly patients.

This study focuses on the answerability of utterance that enables students to actively engage in class, categorizes the answer structure of teacher utterance, and explores the signs of listener alienation in class for each type. Examining the teacher's utterance from the perspectives of “answerability” and “listener alienation” highlights the nature of the conversation and “building a relationship.” It is also significant in that it allows reflection on the existing efficiency-centered teacher speech discourse.
In this study, listener alienation was viewed as 'a state in which the status as an answerer of the teacher's utterances has not been stably granted to an individual, and therefore, she/he neither expects nor forms any 'educational relationship' with the teacher in the classroom.' Based on this concept, the answer structure of the teacher's utterance was categorized and the types of listener alienation that could occur for each type was explored. Primarily, it was confirmed that the answer structure of teacher utterance can be classified into six types. Signs of listener alienation were observed in four types. In view of this, implications for teacher speech were drawn.