김미선 Kim Misun , 박수연 Park Sooyeon

DOI:10.21716/TKFL.80.1 Vol.80(No.0) 1-25, 2026

This study provides research on reading and writing―namely literacy―among school-aged KSL learners from migrant backgrounds. Analysis of 95 studies (2007-2025) shows that research has been heavily concentrated on elementary learners, with comparatively few studies on middle and high school students and limited differentiation of learner types. Teaching-learning approaches and textbook-related studies dominated the field, whereas research on linguistic features, learner variables, assessment, and curriculum remained limited. As the first comprehensive overview of literacy research for school-aged KSL learners, this study underscores the need for more diversified learner categories, expanded research across school levels, strengthened assessment studies, and deeper engagement with academic Korean.

한국어 읽기 교육, Korean Reading Education, 한국어 쓰기 교육, Korean Writing Education, 한국어 문식성 교육, Korean Literacy Education, 학령기 KSL 학생, School-Aged KSL Learners, 이주배경 학생, Students from Migrant Backgrounds, 다문화 학생, Multicultural Students

김민영 Kim Minyoung

DOI:10.21716/TKFL.80.2 Vol.80(No.0) 27-50, 2026

This study argues that traditional approaches to Korean language textbooks are insufficient for explaining changes brought about by the widespread adoption of AI in educational contexts. Conventional Korean textbook development has largely been based on fixed curricula and unit-centered structures, in which learners follow predetermined learning paths designed by teachers. To address these limitations, this study reconceptualizes AI-based Korean textbooks as an educational transformation rather than a mere technological application. It proposes three core analytical concepts―adaptivity, generativity, and dialogicity―to explain changes in textbook structure, knowledge construction, and teacher-learner roles. Based on this framework, the study compares conventional Korean textbooks with AI-based textbooks. The analysis shows that conventional textbooks retain fixed unit structures and pre-defined knowledge, whereas AI-based textbooks dynamically adjust content and learning paths based on learners’ language use and performance data. In this process, teachers function as pedagogical moderators rather than designers, and learners become co-constructors of textbook content. By interpreting AI principles through an educational lens, this study expands discussions on Korean textbook development beyond technical descriptions. It suggests that AI-based Korean textbooks should be understood as a new textbook paradigm that calls for a reexamination of textbook concepts and development principles. Future research is encouraged to apply this framework to concrete AI-based Korean textbook development cases.

한국어 교재, Korean Language Textbooks, 인공지능 기반 학습, AI-Based Learning, 교재 개발 원리, Principles of Textbook Development, 인공지능, AI, 한국어교육, Korean Education

김민아 Kim Mina , 이지현 Lee Jihyeon , 조인옥 Joe Inok

DOI:10.21716/TKFL.80.3 Vol.80(No.0) 51-77, 2026

This paper presents a study on the analysis of an advanced Korean language project course designed to provide a new educational environment for fostering learners’ competencies and to examine its effectiveness, with the aim of offering practical implications applicable to the field of Korean language education. To this end, a project-based instructional model was developed by establishing its core design principles and procedures. Based on a learner needs analysis, the overall course structure and types of project activities were constructed and implemented in an actual instructional context, followed by a post-course satisfaction survey. The results revealed statistically significant differences between the project-based instruction group and the non-project-based instruction group. In particular, notable improvements were observed in experience and practice-oriented activities, collaborative planning and execution and self-directed learning management integrative creative competence. These findings indicate that the designed and implemented project course had a positive impact on learners’ learning experiences and affective responses. Overall, the findings suggest that project-based instruction in advanced Korean language education can function not merely as an activity-centered approach but as an effective instructional method that integrates authentic language use with meaningful learning experiences. The proposed instructional model may serve as foundational data for designing and expanding project-based courses in advanced Korean language education in future instructional settings.

고급 한국어 수업, Advanced Korean Language Instruction, 프로젝트 기반 학습, Project-Based Learning, 한국어 학습자중심 수업, Learner-Centered Korean Language Teaching, 한국어 고급 학습자, Advanced Korean Language Learners

김예나 Kim Yena

DOI:10.21716/TKFL.80.4 Vol.80(No.0) 79-93, 2026

The purpose of this study is to propose ‘Havruta’ as a practical mechanism to overcome the limitations of fragmented approaches found in formal, cognitive, and social perspectives of Korean writing education and to organically integrate these perspectives. Existing approaches, such as Social Cognitivism and Genre-Based Approaches, have been criticized for achieving only partial integration, thereby failing to fully ensure the effectiveness of writing education. Accordingly, this study proposes that the dialogic interaction inherent in Havruta functions as a core mechanism that externalizes the writer's cognitive process and enhances the formal completeness of the text. Based on these findings, the ‘Integrated Havruta Writing Model (IHWM)’ was developed, and specific teaching-learning procedures were designed to implement this model.

한국어 쓰기 교육, Korean Writing Education, 통합적 관점, Integrated Perspective, 하브루타, Havruta, 작문 모델, Writing Model, 학문 목적 한국어, Korean for Academic Purposes

김진성 Kim Jinsung

DOI:10.21716/TKFL.80.5 Vol.80(No.0) 95-121, 2026

This study identifies the structural limitations of Hangul Jamo-level coloring in WYSIWYG-based word processors and proposes the LaTeX ‘colorjamo’ package as a technical alternative. Conventional word processors treat Hangul as atomic syllabic units, making it impossible to color individual Jamos (initial, medial, final) without resorting to “destructive editing,” such as converting text into shapes or images. This approach inevitably destroys the searchability and machine-readability of the text. As a solution, this paper analyzes the algorithm and efficacy of ‘colorjamo,’ which employs a “non-destructive typesetting” method. This technique parses syllables at runtime and applies virtual positioning and attribute injection, thereby preserving the full copy and search functionalities of the original text. The results demonstrate that this technology is highly effective in Korean language education for intuitively visualizing grammatical principles, such as particle selection based on Batchim, vowel harmony, irregular conjugations, and phonological rules. In conclusion, this study presents an engineering approach to improve the quality of Korean educational materials and secure autonomy in textbook production.

자모 분리 채색, Hangul Jamo-Level Coloring, 채색 한계, Limitations of Coloring, 텍스트 조판, Text Typesetting, 라텍, LaTeX, 컬러자모, colorjamo

박진철 Park Jinchul

DOI:10.21716/TKFL.80.6 Vol.80(No.0) 123-148, 2026

This study critically reconstructs the concept of EdTech (EduTech) in Korean language education amid the recent shift from digital transformation to AI-enabled learning environments. Using a scoping review and literature-based qualitative concept analysis, it maps how EdTech has been defined and operationalized and identifies the limitations of tool-centric definitions that overlook educational value for language learning. Based on the literature, EdTech is reconceptualized as a language-acquisition ecosystem in which interaction is intentionally organized and data-driven feedback continuously informs instructional decisions and learner support. From this perspective, platforms and AI-mediated services function not merely as auxiliary tools but as constitutive mechanisms that shape communicative contexts and learning trajectories. The study proposes three interaction design principles―contextual presence, multi-agent agency (teacher-peer-AI participation), and data-driven feedback loops―and offers an operational diagnostic checklist to clarify conceptual boundaries and implementation conditions. The findings suggest a shift from technology adoption to ecological design to support more personalized, interaction-oriented language acquisition.

한국어교육, Korean Language Education, 에듀테크, EduTech, EdTech, 언어 습득 생태계, Language Acquisition Ecosystem, 인공지능 전환, AX, AI Transformation, 재개념화, Reconceptualization

박효정 Park Hyojeong

DOI:10.21716/TKFL.80.7 Vol.80(No.0) 149-191, 2026

This study examines the learning content of Learning Korean(Russian edition), a Korean language textbook compiled in North Korea for overseas Koreans, in order to clarify how these learners are positioned within North Korea's educational framework and what linguistic and cultural competencies are targeted. The analysis covers Volumes 1-3 published between 2018 and 2022, focusing on grammar, vocabulary, pronunciation, and cultural content. The findings show that Learning Korean is intended for heritage language learners but goes beyond practical daily-language instruction by systematically embedding the identity of “our people” and “our country” as defined by the North Korean state. Grammatically, the textbooks present a hierarchical system centered on to(토) and grammatical constructions that becomes increasingly explicit with higher proficiency levels. Vocabulary instruction expands from everyday expressions to ideologically marked terms related to socialism and the state, while pronunciation education shifts from explicit rule explanation to practice-oriented language use. Cultural content plays a central role in identity formation, integrating narratives of tradition, nature, urban spaces, and national symbols to construct a continuous image of the (North) Korean people and state. Although limited to textbook analysis, this study demonstrates how heritage language education is closely intertwined with ideological and identity formation, providing foundational data for comparative research on heritage language education and inter-Korean language pedagogy.

조선어배우기, Learning Korean, 계승어교육, Heritage Language Education, 조선어교육, Korean Language Education in North Korea, 조선어교육 교재, Textbooks for North Korean Language Education, 해외동포, Overseas Koreans

성인경 Seong Inkyoung , 손현미 Son Hyunmee , 김지현 Kim Jihyun

DOI:10.21716/TKFL.80.8 Vol.80(No.0) 193-217, 2026

This study examines differences in intercultural competence among international students in Korean universities by distinguishing their academic types―general international students, exchange students, dual-degree students, and English-track students―rather than treating them as a single homogeneous group. The analysis revealed that academic type serves as a significant factor influencing students’ levels of intercultural competence, even after controlling for demographic and linguistic background variables. Among the four groups, exchange students demonstrated the highest levels of overall intercultural competence as well as the highest scores across its subcomponents. In contrast, English-track students showed significantly lower competence in communication and respect domains, likely due to limited linguistic and cultural exposure within English-mediated learning environments. These findings highlight the need to reconsider the current uniform approach to international student education and underscore the importance of implementing differentiated, multi-layered educational interventions tailored to the distinct characteristics of each academic type.

외국인 유학생, Internationl Student, 학적 유형, Academic Type, 상호문화 역량, Intercultural Competence, 교환학생, Exchange Student, 영어트랙 유학생, English-track Student

안성민 An Sung-min

DOI:10.21716/TKFL.80.9 Vol.80(No.0) 219-251, 2026

This This study investigates learner experiences in a short-term intensive online Korean language program at KAIST through the Community of Inquiry (CoI) framework. Analysis showed that teaching presence received the highest satisfaction. Clear learning objectives, assignments, schedules, and materials contributed to a stable learning structure, while active facilitation compensated for online communication limitations. Timely, specific feedback and supplemental resources further supported understanding and extended learning. Regarding social presence, open communication was the strongest element. Respectful listening, acknowledgment of learner contributions, and a supportive instructional atmosphere enhanced learners’ experiences, and small-group work strengthened cohesion and motivation. However, affective expression remained relatively low, indicating challenges in developing emotional intimacy online. Cognitive presence was consistently high across exploration, integration, and application, and well-designed tasks effectively triggered curiosity and inquiry. Based on these findings, the study proposes strategies for reinforcing teaching, social, and cognitive presence in online short-term Korean language programs.

CoI, Community of Inquiry, 온라인 한국어 프로그램, Online Korean Language Program, 교수적 실재감, Teaching Presence, 사회적 실재감, Social Presence, 인지적 실재감, Cognitive Presence

유영미 Young-mee Yu Cho , 장경은 Kyoung-eun J. Moon , 전희정 Hee Chung Chun

DOI:10.21716/TKFL.80.10 Vol.80(No.0) 253-285, 2026

외국어 교육 표준, World-Readiness Standards for Learning Languages, 언어-내용 통합 모델, Language-Content Integration, 연계 목표, Connections, 위키 프로젝트, Wiki Project, 언어 경관 프로젝트, Linguistic Landscape Project, Cultures and Languages Across Curriculum, CLAC