https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/516 Fri, 24 Jul 2026 21:15:12 GMT 2026-07-24T21:15:12Z https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/212774 Title: Developing pre-service English teachers’ critical and ethical AI literacy in writing with generative AI Authors: Kim, Sung-Yeon Abstract: This mixed-methods study explored the effects of AI literacy (AIL) training on pre-service English teachers’ writing proficiency and Al literacy development. Employing a quasi-experimental design (n = 60), the study compared an AIL training group (G1), a just-writing group (G2), and a control group (G3). All groups completed surveys measuring critical and ethical AI literacy, while G1 and G2 (n = 43) also completed writing tests. Qualitative data were collected from G1 through reflection journals and follow-up interviews (n = 7). A one-way analysis of covariance (ANCOVA), using pretest scores as a covariate to control for cohort effects, revealed that the AIL group significantly outperformed the just-writing group in post-intervention writing proficiency ( F (1, 40) = 13.29, p < .001). While self-reported surveys showed no significant shifts in critical or ethical AI competence ( p > .05), qualitative data substantiated the behavioral manifestation of AI competence. Students in the AIL group demonstrated critical competence through behaviors such as cross-checking AI-generated sources, and limiting AI use to brainstorming after experiencing hallucinations. Based on these findings, the study proposes two conceptual frameworks. The TPEC (Technological, Pedagogical, Ethical, and Critical) framework is presented as a theoretical expansion of existing AI integration models for teacher education. The TDCE model (comprising Technological, Dialogical, Critical, and Ethical dimensions) outlines a developmental trajectory of AI literacy from awareness to competence across the four dimensions. These models suggest that structured AIL training supports the responsible integration of generative AI into writing instruction, even when changes in attitudes and competencies are not immediately captured by self-reported questionnaires. Wed, 01 Jul 2026 00:00:00 GMT https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/212774 2026-07-01T00:00:00Z https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/219633 Title: The breakdown of co-teaching: stories from multiple dyads of English co-teachers at different grade levels Authors: Moodie, Ian; Kim, Sung-Yeon Abstract: In order to improve the efficacy of public school English education, numerous countries in East Asia have developed co-teaching programmes that pair local English teachers (LETs) and native English-speaking teachers (NESTs). However, research has consistently unveiled challenges for collaboration between co-teachers. Thus, the aim of this study is to qualitatively examine the sources of breakdowns in co-teaching across various school levels. Data comprises interviews with 13 pairs of co-teachers working in elementary, middle, and high schools in South Korea, and the analysis focuses on the factors associated with non-collaborative teaching practices. The findings show that breakdowns were associated with unclear roles, contradictory directions, uneven workloads, workplace hierarchies, a lack of communication, inadequate training, and a mismatch between the policy and goals for co-teaching. The study suggests that overcoming these breakdowns will require a stronger connection between co-teaching goals and hiring policies, and a stronger commitment to the professional development of co-teaching dyads. Other implications include pairing NESTs with LETs with sufficient English proficiency, mitigating teacher turnover in the education system, developing a NEST curriculum outside of the regular English classes, and finding ways to recognise and include NESTs as legitimate professionals within their schools. Wed, 01 Jul 2026 00:00:00 GMT https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/219633 2026-07-01T00:00:00Z https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/219324 Title: Developing a Multimodal Korean Speaking Assessment for AI-driven Evaluation Authors: 원용국 Sat, 27 Jun 2026 00:00:00 GMT https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/219324 2026-06-27T00:00:00Z https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/217601 Title: Exploring the potential of dynamic time warping algorithms for automated intonation evaluation in EFL learners Authors: 원용국 Fri, 22 May 2026 00:00:00 GMT https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/217601 2026-05-22T00:00:00Z