Based on the 2015 Revised National Curriculum, 9 High School English II textbooks were screened and published. These tex tbooks complied with the Vocabulary Guide of the English Curriculum which treats a headword and all its derivational forms as belonging to a single word. This work is first concerned with whether the distribution of derivative affixes is the same across these textbooks. It was shown that the frequency of Bauer and Nation's (1993) 6-level-word-family derivative affixes is significantly different according to the textbooks. The work then tried to define representative derivative affixes for the textbooks. Examination of the coefficient of usage of derivative affixes suggested that the following 13 suffixes are representative: -ly, -al, -ion, -er, -ation, -ity, -ment, -ive, -ful, -ent, -y, -ant and -ist. These affixes are quite similar to the representative derivative affixes for the English Section of College Scholastic Ability Test but substantially different from the ones for elementary and middle school English textbooks. The work is concluded with some implications of its findings.

The present study explores the educational use of metaverse for middle school students' English speaking activities. As an online learning space, we chose Gather.town, one of the most popular metaverse platforms used in Korea, to investigate student perceptions of their learning experience and examine how they interacted with the teachers and peers on metaverse by analyzing the screen recording of the activities. The results showed that the students (N=36) were highly satisfied with the experience and actively initiated opportunities for interaction during the English speaking sessions. Several factors may have contributed to their active engagement during the sessions. First, the affordances of metaverse enabled the learners to have control over his/her own avatar and gave them the freedom to choose who to talk to and when to approach them. Second, providing them with less controlled activities seemed to have positively affected their levels of interest and motivation for learning English speaking. Third, designing speaking tasks that make them move around different locations on the metaverse made learning more dynamic and engaging. Pedagogical implications are discussed based on the findings of the study.

The purpose of this study was to examine the effects of book reports writing on middle school students' English writing ability and their attitude toward writing. The participants were forty students who wrote at least 10 book reports on the books they chose to read. The first and the last reports were compared to examine whether their writing ability improved while they participated in the extensive reading and book report writing project. The results of paired samples t-tests showed that there were statistically significant differences in their vocabulary, language use, and organization areas. However, there was no significant difference in the content area. These findings suggest that book report writing activities had positive impacts on the students' writing ability. The analyses of the students responses in the questionnaire showed that the participants enjoyed writing activities. However, their English writing motivation and confidence did not increase as much. The analyses of the students' reponses to open ended questions showed that they recognized the educational value of the extensive reading activity and the book report writing activity. However, they also responded that they experienced difficulties selecting appropriate books within their reading ability and writing their ideas in the book report.

The purpose of this study was to explore pre-service English teachers' perceptions of their professional identities through the process of composing digital welcome letter. In particular, the aim of this study was to examine how the participants reflected on their professional identity as they worked on their digital welcome letter and the effects of digitizing contents on their professional identity. A total of 35 undergraduate students participated in this study and their digital welcome letters, reflective response sheet, and interviews were collected as data. The triangulated data were analyzed according the categories suggested by Pennington and Richards (2016). The results showed that digital welcome letter encouraged the pre-service teachers to conduct anticipatory reflection (Conway, 2001) that allowed them to consider what type of identities they associate with the image of a “good” teacher. Furthermore, they became aware of complex configurations of their teacher identities that are intertwined with their foreign language learner identity. Digitizing their introduction allowed the pre-service teachers to reflect on how they can better communicate with their students as well as ways to build a positive and constructive rapport with their students in the future. Implications highlight the importance of teacher educators' role in helping pre-service teachers navigate their developing professional identities and placing less emphasis on methodology-focused training.