The purpose of this case study is to investigate how interrelatedness between emotion and language influences the learning of English through movies. To do this, three advanced college students majoring in English were asked to watch a romantic movie, The Choice (2016), and then to participate in a conversation analysis, a subsequent discussion of those results with a researcher, and finally an interview. The conversation analysis showed that all the participants chose emotional expressions based on the movie storyline; however, they failed to see the relevant language patterns in the emotional expressions. The following discussion indicated that participants tended to focus on the relevant language forms or patterns of the emotional expressions. In the interview, all the participants agreed with this new emotion-based language method and mentioned that they learned pragmatic meanings from the language forms they already knew. One of the participants commented that they found it hard to find the relevant language forms in the emotional expressions without the teacher's help. However, the participants agree that interrelatedness between emotion and language would positively support their language learning.

This study aims to compare linguistic features in the texts between high school graduate equivalency tests and practical English 1 textbooks for high school students in Korea. The text data obtained from ten sets of tests from 2016 to 2020 and six English 1 textbooks were analyzed by using Coh-Metrix, a linguistic computational program. The results of the analysis on linguistic features reveal that the levels of difficulty were not consistent between two texts. The difficulty levels of the sentence length, the syntactic complexity and the readability in the tests were significantly lower than those in the textbooks. On the contrary, the difficulty levels of the lexical diversity and the cohesion in the tests were significantly higher. The findings suggest that the difficulty of texts in the test needs to be adjusted to be equivalent with that in the textbook when test designers write the test items.

Glossing has been shown to have favorable effects on incidental vocabulary acquisition in second language learners. Expanding upon this line of research, we explored whether the effects of glossing may vary as a function of learner proficiency. To this end, Korean eighth graders (N = 104) were instructed to read a short story (1,002 words) for meaning. The story included 18 glossed target words that occurred 1, 3, or 5 times. They then responded to a reading comprehension test, followed by a battery of unannounced vocabulary tests (form recall, meaning recall, meaning inference) immediately and one week after reading the story. Overall, the high proficiency (HP) learners tended to outperform their low proficiency (LP) counterparts in all measures of lexical knowledge. Interestingly, the magnitude of difference between the two groups as measured by Cohen's d was most pronounced in meaning inference, followed by meaning recall and form recall. Taken together, our findings indicate that glossing may widen the gap between the HP and LP learners, rather than closing the difference between the two proficiency groups.

This study examined Korean undergraduate students' perceptions toward English major courses on artificial intelligence and big data. Twenty-one Korean undergraduate students participated in an online survey designed to observe their interests in new technologies based on Artificial Intelligence (AI), perceptions toward newly developed English major courses on practices and applications of AI and big data, and other wide-ranging concerns about such developing technologies. In addition, two students participated in an in-depth interview on the topic. The results of the survey revealed the participants' keen interests in the field of technologies evidencing the needs and desires for basic and substantial knowledge on new technologies pertinent to their major. In addition, they demonstrated very low to no anxiety in acquiring new AI-technologies and applications; rather, they expressed an extensive motivation to engage in learning them. However, the interview results showed that the curriculum should be revised to create more courses considering students' levels towards new technologies. Overall, these results may suggest the demands for modifying the current English major courses to better meet the students' needs in such rapidly-changing 4th industrial revolution era.

The present study first investigated whether the distribution of derivative affixes is the same across the four recently conducted English exams of College Scholastic Ability Test (CSAT), irrespective of the fact that a headword and all of its inflectional and derivational forms were defined to belong to a single word by the 2015 Revised National Curriculum of English. It was shown that this new definition did not affect the distribution of dervatives in the exams. The study then explored how to define representative derivative affixes that are currently used in the English exams of CSAT. Calculation of the coefficient of usage of derivative affixes showed that the following 13 suffixes are representative: -al, -ly, -ation, -ion, -er, -ity, -ive, -ment, -able, -ic, -ize, -ful, and un-. These affixes are in contrast with the representative affixes used in elementary and middle school English textbooks. Some implications of these findings are briefly discussed.