The purpose of this study was to provide EFL teachers with a method to teach English using a movie. For the purpose, a movie titled Million Dollar Baby was analyzed by extracting some educational elements from the movie. For the most part, the movie is composed of daily life English and it involves a number of useful idiomatic expressions as well as rich cultural information. Above all, the movie is based on a touching story that depicts the value of one's dream and family love. A total of twelve scenes were selected and analyzed from the perspective of grammar, expressions, pronunciation, and culture. Out of the twelfth scenes, the analysis on the third scene was presented as a sample. Through the analysis, some grammatical points and some idiomatic expressions that deserve to be attended to were presented. It also offered some phonological phenomenon and some cultural aspects. It is hoped that EFL teachers could apply the analysis to their own classroom setting with examples that this study offers. Based on the results, several implications are discussed.

The study aims to analyze whether the contents of elementary and middle school English of the 2015 revised English curriculum are properly organized. To this end, a survey of elementary and middle school English teachers and qualitative analysis on the educational content section of the curriculum, "3. Content System and Achievement Standards" were conducted. The results suggested that the educational contents of the 2015 revised English curriculum are structured in consideration of the sequence and hierarchy between grade levels and among content areas. In addition, it can be said that the proportion of educational content between areas is appropriately organized. However, educational contents of certain areas or grade levels need to be adjusted in terms of function of the content scheme, the range of new vocabulary available by school levels, or achievement standards. In addition, it can be seen that some areas need improvement in terms of the proportion of educational content between areas. The results of this study are expected to contribute to the revision of the next English curriculum.

Legal sentencing involves a multilayered series of arguments leading to a final verdict, just as argumentative essays, a frequent task genre in language classes, should include multilayered argumentation leading to the writer's conclusions. This similarity suggests that authentic legal sentencing discourse could potentially be useful for language pedagogy. Yet this specific written genre has not attracted much attention in EFL contexts. This study examines three corpora of legal sentencing data (i.e., verdicts of guilty, innocent, and partially innocent when the charges involve more than one crime), amounting to 650,000 words. The study identifies lexical bundles in each corpus and their semantic preferences (i.e., co-occurring words of the sequences in context) in concordance lines. The findings illuminate features of the sentencing genre and suggest its potential as a pedagogical tool for teaching argumentative prose to L2 English learners at the secondary and tertiary levels.

Given a great variance of the number and percentage of test-takers with high band scores in the CSAT English tests for the 2015-2020 academic years, the present study compared these six tests in terms of facility index (FI), measures of lexical richness and syntactic complexity, distractor feasibility, information density in listening materials, familiarity of speakers' pronunciation and accent, and levels of background knowledge required to understand reading passages, which are all said be major predictors of question item difficulty. One-way ANOVAs, independent sample Kruskal-Wallis H tests and chi-square tests showed that there was no significant difference concerning FI and any of the predictors not only between the six CSAT English tests but between their reading parts. There was also no significant difference between the listening tests except that the test for the 2017 academic year was significantly easier than for the 2016 and 2018 ones. These findings together mean that the introduction of criterion-referenced testing in the 2018 academic year has brought no substantial changes to CSAT English tests. Interestingly, however, there was a significant difference in FI between the six sets of the 13 most difficult questions drawn from each test, which was a reason for the great variance of high scorers between the six tests. The study concluded with some pedagogical discussions.

Academic achievement is challenging for Korean early study abroad students since they are to catch up to new subject contents in English, the unfamiliar language which they are simultaneously learning. Their academic development will thus depend on how they overcome language barrier and reach a grade level of English. Employing seven Korean youths who studied in Australian secondary schools, this qualitative study explores the lived experiences of their academic development in English monolingual classrooms. Findings reveal that the participants' initial levels of English were not sufficient in their academic adaptation, so they adopted multiple strategies to overcome their academic and linguistic constraints. This enabled them to achieve academic success and to go to university, but it also contributed to shaping limited pathways in their studies and often had long-term consequences in their life. In conclusion, there seems to be an inherent risk in placing newly arrived students in an English monolingual classroom and it is better to provide students with linguistic and academic assistance.

The study applied Zimmerman's cyclical model of self-regulation to an EFL high school classroom and explored how it affects learner motivation, strategy use, and reading comprehension. The cycle of self-regulation process was introduced to seventeen students who participated in the study. Five learning strategies were introduced during a 100 minute English lesson each week for five weeks. Participants took motivation questionnaire, strategy use check list, and reading comprehension tests before and after those lessons. Data analyzed using paired sample t-test show that there was a significant increase in terms of motivation level and strategy use. More specifically, for motivation level, 13 out of 18 motivation aspects showed improvement and for learning strategy use, there was a statistically meaningful increase in 17 out of 25 items. However, there was not any meaningful increase in reading comprehension tests and this result can be explained with the lack of time or the cognitive load caused by strategy use. All in all, the study suggests teachers help learners improve motivation, strategy use, and self-regulatory ability by incorporating the model into their EFL classroom.