ABSTRACT The expansion of digital media has increased the visibility and institutional importance of fact-checking in contemporary journalism. While fact-checking evaluates the accuracy of political claims, comparatively little research has examined how political orientation is structured within fact-checked news discourse. Rather than automating truth verification, this study investigates how deep learning can be used as an analytical instrument for mapping patterned orientations in fact-checking content. Drawing on fact-checked articles from major South Korean elections, it applies deep learning as an analytical tool rather than an automated verifier. The study compares three Korean pretrained language models across three verification dimensions: targets, evidentiary rationales, and evaluative outcomes. Findings reveal uneven text-only performance, but demonstrate that integrating structured external knowledge substantially improves performance for targets and outcomes. This highlights the value of combining language-based representations with contextual information.

French Missionary Dallet (1874) wrote in his book that the thousand character essay has been long time used as the textbook for the children for Chinese character both in China and in Korea. The thousand character essay is called in Korea as Tcheonzamun (Han, 1583). Who has created this masterpiece in East Asia, Tcheonzamun? The author of Tcheonzamun is strongly believed to be Chinese people (Han, 1583). However, recently, several researchers tried to translate Tcheonzamun poem on Korean grammar (Park et al., 2021; Kim, 2023). The present researchers will try to translate the present Tcheonzamun poem on Korean grammar. The more important subject of this great work, Tcheonzamun, is the matter of marriage, it is the love between the husband and the wife (Park et al., 2021; Kim, 2023). The somewhat old Tcheonzamun book (Han, 1583) was used. In this work, some pronunciation of the period (16th Century) was taken from the book (Han, 1583), for example, 幾(Geui). The method on the present study is Korean pronunciation of Chinese character on Tcheonzamun (Kim, 2023). And the range of this study is of (Tcheonzamun 673rd-688th). The title of this study is ‘My Darling! My dear wife! I apologize to you for my unfaithfulness! Please lessen your angry (Sag-hyeo-zu-o!) at me! (庶(Seo) 幾(Geui) 中(Zung) 庸(Yong)) (Tcheonzamun 673rd-688th)’. <Number in Tcheonzamun. Chinese character (Pronunciation in Korean language). Modified pronunciation of Chinese character on Korean language in Korean alphabet. Modified pronunciation of Chinese character on Korean language in English alphabet >. 673-676 孟(Mang) 軻(Ga) 敦(Don) 素(So). “망가졌소!” Mang-ga-zyeo-sso! My husband! The marriage life of us, you and me, is already broken! (Mang-ga-zyeo-sso!) 677-680 史(Sa) 魚(Eo) 秉(Byeong) 直(Zig). “싸워보지!” Ssa-weo-bo-zi! My husband! I will fight (Ssa-weo-bo-zi!) against you! Because you are not faithful to me (your wife)! 681-684 庶(Seo) 幾(Geui) 中(Zung) 庸(Yong). “삭혀주오!” Sag-hyeo-zu-o! My Darling! My dear wife! I apologize to you for my unfaithfulness! Please lessen your angry (Sag-hyeo-zu-o!) at me! 685-688 勞(No) 謙(Gyeom) 謹(Geun) 勅(Tchig). “화 녹여! 그쳐!” Hwa-nog-yeo! Geu-tcheo! My Dear wife! Please make nothing of your anguish! (Hwa-nog-yeo!) Stop hating me! (Geu-tcheo!).

Raising children in a foreign cultural context presents unique challenges for immigrant parents. This study explores parenting perceptions, practices, and self-efficacy among Korean American (KA) immigrant parents, with a focus on differences between Korean-speaking (KS) and English-speaking (ES) parents. A community-based, mixed-methods needs assessment was conducted in partnership with a KA community organization and Korean language schools. Twenty-two KA parents of children aged 0-5 years (13 KS, 9 ES) participated in surveys and focus groups. Independent t-tests were used to examine differences in parenting practices, child behavioral concerns, and parental self-efficacy. Thematic analysis was employed to interpret qualitative data. Compared to ES parents, KS parents reported significantly lower parenting self-efficacy, less engagement in positive parenting practices, and less quality time spent with their children. Qualitative findings highlighted language as a critical factor shaping parenting approaches, discipline strategies, and perceptions of parental competence. These results underscore the importance of designing culturally and linguistically responsive parenting interventions that address within-group differences among KA immigrant families, particularly to promote equitable early childhood development and parenting support.

This study examines the current status of Korean general education programs for international students at major Korean universities and analyzes instructors’ perceptions of curriculum. Korean language courses offered in general education programs at 20 universities were analyzed, and a survey was conducted. The results that, compared to 2020, the 2025 offerings have expanded quantitatively and diversified in content, reflecting a shift from Korean for general academic purposes to Korean for specific academic purposes. However, substantial differences among universities remain, and instructors reported structural limitations in curricular continuity and major. These findings the need to reconceptualize Korean general education programs as an integral component of academic support for international students.

This study proposes a beginner-level Hanja list for Korean Studies and Korean Language and Literature programs at European universities. While Hanja has long been considered as a tool for expanding learners’ Korean vocabulary and fostering disciplinary knowledge through Sino-Korean texts in these programs, current curricula lack systematic and class-room oriented resources. We analyze existing Hanja curricula and character lists to develop a list using criteria such as frequency, word formation potentials, semantic difficulty, and especially expandability to intermediate-level Sino-Korean vocabulary. A total of 136 characters with related Sino-Korean words are presented. Emphasizing qualitative foundations over quantitative expansion in Hanja teaching and learning for beginner-level learners, this list aims to support future curriculum development and research on Hanja education in Europe.

This study aims to identify the core Korean vocabulary required for the introductory course Understanding Care Recipients, which forms part of the foreign caregiver training programmes scheduled to be introduced at 24 universities nationwide in 2026. Through morphological analysis, a total of 968 nouns, verbs, and adjectives were identified, of which 385 items (40%) were selected as core vocabulary. The selection criteria included lexical items occurring three or more times, as well as essential low-frequency terms validated by experts. The analysis demonstrated that 94% of the vocabulary presented in the caregiving textbook corresponds to the International Standard Curriculum of Korean Language. This result calls into question the conventional view that Korean for Occupational Purposes (KOP) is distinctly separate from Korean for General Purposes (KGP). More specifically, the findings suggest that, in the field of caregiving, international learners can acquire specialised knowledge while simultaneously developing general academic Korean vocabulary. The significance of this study lies in its establishment of a core vocabulary set for university-level caregiver training. It further confirms the potential for specialised subject learning to be directly integrated into Korean language acquisition.

This study analyzes judicial interpreting discourse’s characteristics in the investigative stage of criminal cases from the Korean language education perspective. Data consist of investigative-stage interpreting dialogues presented in judicial interpreting textbooks. A qualitative discourse analysis is conducted to examine discourse structure, speech functions, speaker roles, and pragmatic features, focusing on power asymmetry. Investigative-stage judicial interpreting discourse is organized around question–answer sequences and a staged structure of initiation, confirmation, statement verification, and closure. Institutional roles constrain speech functions; investigators control discourse progression, suspects or witnesses respond within limited boundaries, and interpreters function primarily as mediators of institutional discourse. Further, power asymmetry between investigators and respondents is crucial in shaping discourse development and pragmatic interpretation.

This study examines the reliability and validity of an analytic rubric used in classroom-based Korean writing assessment. Writing samples from 42 tasks produced by 21 foreign undergraduate students were evaluated by three trained Korean language instructors using the same rubric. Inter-rater and intra-rater reliability were examined using intraclass correlation coefficients (ICC), while the functioning of the rubric was analyzed using the Many-Facet Rasch Model (FACETS). The results indicated that the rubric demonstrates acceptable rating reliability and construct validity in a classroom assessment context. However, several rating descriptors required refinement. Based on the findings, a revised rubric was proposed. The study provides practical implications for improving rubric-based Korean writing assessment in classroom settings.

The purpose of this study is to empirically investigate the structural impact of self-directed learning ability on the use of language learning strategies among Chinese learners of Korean, while examining the moderating roles of learning motivation and learning anxiety within this relationship. Specifically, self-directed learning ability was operationalized as a higher-order learning competence, and its influence was analyzed across the overall level and five sub-factors of learning strategies to clarify the conditional role of affective variables. To achieve this, a multi-institutional sampling was conducted, involving 286 Chinese learners enrolled in 14 educational institutions across South Korea and China. Data collected through surveys were analyzed using hierarchical regression, simple slope analysis, and the Johnson-Neyman technique via SPSS and PROCESS Macro(Model 2). The findings revealed that self-directed learning ability is a critical antecedent that significantly and positively predicts the overall use of learning strategies. Furthermore, the moderation analysis demonstrated that learning motivation functions as a facilitator that strengthens the relationship between self-directed learning and strategy use, whereas learning anxiety acts as an inhibitor that significantly weakens it, with these effects being most pronounced for social strategies. In conclusion, self-directed learning ability serves as a central coordinator for strategy application, but its effectiveness depends on maintaining motivation above a certain threshold and managing anxiety below critical levels. These results suggest that pedagogical designs for Korean language education should integrate cognitive empowerment with tailored affective support to maximize learners' strategic efficiency.

French Missionary Dallet (1874) wrote in his book that the thousand-character essay has been long time used for their children for Chinese characters, the period comes up to the Tchin(秦) country who was ruined around BC 200. The thousand-character essay is called as Tcheonzamun(千字文) in Korea (Han, 1583), and the book has been widely used in Korea. The main stream of translation of Tcheonzamun has been on Chinese grammar (Han, 1583). However, several recent researchers has tried to translate the Tcheonzamun poem on Korean grammar (Park et al., 2021; Kim, 2023). The present study is carried out on Korea grammar. There are three methods for Tcheonzamun translation on Korean grammar. The first one is on the basis of meaning of Chinese characters on Tcheonzamun (Park et al., 2021). The second one is through Korean pronunciation of Chinese character (Kim, 2023). And the third method is through the deletion of part(s) of Chinese character, and it might be called as the analyze of Chinese character (Kim, 2023). The present study will be done on the deleting method. The range of the poem is of sixteen letters of (Tcheonzamun 561st-576th). And the somewhat old Tcheonzamun book was used for the present study (Han, 1583). The mark of [ ] shows the deletion on the same Chinese character. The mark of ( ) indicates the deletion of similar parts on the different Chinese characters on the same line of four letters. This work concerns the translation of the Tcheonzamun poem (Tcheonzamun 561st-576th). The title of this study is ‘My husband! Even though you are the inferior person (丶), do you want to become the superior one (俊)? My husband! Please, live (宀) with the intelligent woman (丿) like me(your wife)! (俊(Zun) 乂(Ye) 密(Mil) 勿(Mul)) (Tcheonzamun 561st-576th)’. There are two repetitions for each line. It is in order to compare the deleted Chinese characters with the original one. <Number in Tcheonzamun. Chinese character (Pronunciation shown in Korean language on English alphabet)>. 561-564 俊(Zun) 乂(Ye) 密(Mil) 勿(Mul). 561-564 俊(Zun). 乂(Ye)-丿=丶. 密(Mil)-[乂-乂]-丿-山=宀. 勿(Mul)-巾(山)=丿. My husband! Even though you are the inferior person (丶), do you want to become the superior one (俊)? My husband! Please, live (宀) with the intelligent woman (丿) like me(your wife)! It is not the history of other people. It is but the appearance of our history; Augustin and Hyeonhi! 565-568 多(Da) 士(Sa) 寔(Sig) 寧(Lyeong). 565-568 多(Da). 士(Sa)-一=十. 寔(Sig)-宀-日一-丁-丶(一)=丿. 寧(Lyeong)-宀-罒(日一)-丁=心. My husband! Do you want me(your wife) to be able to do (多) work ten times(十)? My husband! Please, make my heart (心) in higher (丿) condition! 569-572 晋(Zin) 楚(Tcho) 更(Gaeng) 覇(Pae). 569-572 晋(Zin)-[一-一]-日=口口. 楚(Tcho)-[木-木]-丶=乙. 更(Gaeng)-一(丶)-日=人. 覇(Pae). My husband! Are you (人) going to be the person of brilliance (覇)? Let us together (口), you and me(your wife), say (口) in the joyful attitude like the bird (乙)! 573-576 趙(Dyo) 魏(Wi) 困(Gon) 橫(Hoeng). 573-576 趙(Dyo). 魏(Wi)-田儿-木-丿=女厶. 困(Gon)-木=口. 橫(Hoeng)-田八(田儿)-[十-十]-一(丿)=木. My husband! Do you want me (your young (厶) wife (女)) to flee swiftly (趙) far from you? My husband! It is very simple. Please, stop (木) your young wife from saying freely (口)!

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French Missionary Dallet (1874) wrote in his book that the thousand character essay has been utilized as the textbook for the Chinese and the Korean children for Chinese characters. The thousand character essay is called in Korea as Tcheonzamun (Han, 1583). The main stream of Tcheonzamun translation is on Chinese grammar (Han, 1583). However, in minor stream, several researchers tried to do the work on Korean grammar (Park et al., 2021; Kim, 2023). On the present study, the Tcheonzamun translation will be done on the method of Korean grammar (Kim, 2023). Somewhat old Tcheonzamun book (Han, 1583) was used in the present study. Recently, several researchers tried to translate Tcheonzamun poem on the method based on Korean grammar (Park et al., 2021; Kim, 2023). On the present study, the Tcheonzamun poem was translated on Korean pronunciation of Chinese character on Tcheonzamun (Kim, 2023). The range of the present work is of (Tcheonzamun 625th-640th). This work concerns the translation Tcheonzamun poem through Korean pronunciation of Chinese character on Tcheonzamun. The title of this study is ‘You, please, do live your own life (Ga-se!) on the better and right (Kod-i) way! (昆(Kon) 池(Di) 碣(Gal) 石(Syeog)) (Tcheonzamun 625th-640th)’. <Number in Tcheonzamun. Chinese character (Pronunciation in Korean language). Modified pronunciation of Chinese character on Korean language in Korean alphabet. Modified pronunciation of Chinese character on Korean language in English alphabet >. There are three translations for the line of (629-632 鷄(Kye) 田(Zeon) 赤(Zeog) 城(Syeong)). Now, the wife is not happy with the woman whom her husband ever loved unlawfully. And the wife scolds the woman strictly as will be shown below. 625-628 雁(An) 門(Mun) 紫(Za) 塞(Saeg). “아무 자식!” A-mu Za-sig! Oh, you are the unfaithful woman! You have loved any (A-mu) man (Za-sig!) without any regular or normal way, 629-632(1) 鷄(Kye) 田(Zeon) 赤(Zeog) 城(Syeong). “계집에서!” Kye-zib-e-seo! You are such an unfaithful woman! (Kye-zib-e-seo!) 629-632(2) 鷄(Kye) 田(Zeon) 赤(Zeog) 城(Syeong). “거짓에서!” Keo-zis-e-seo! You are the liar. From such a falsehood! (Keo-zis-e-seo!), 629-632(3) 鷄(Kye) 田(Zeon) 赤(Zeog) 城(Syeong). “그 짓에서!” Keu-zis-e-seo! Oh, you the unfavorable woman! From such a terrible thing (Keu-zis-e-seo!) as you have done to my husband, 633-636 昆(Kon) 池(Di) 碣(Gal) 石(Syeog). “곧이 가세! Kod-i Ga-se! You, please, do live your own life (Ga-se!) on the better and right (Kod-i) way! 637-640 鉅(Keo) 野(Ya) 洞(Dong) 庭(Dyeong). “어화 둥둥!” Eo-hwa Dung-dung! You, the unfavorable woman! At that time, you can manage your own life on the happier (Eo-hwa) and joyful way! (Dung-dung!).

French Missionary Dallet (1874) described that the thousand character essay has been long time used as the textbook for Chinese character for the children both in China and in Korea. The thousand character essay is called as Tcheonzamun(千字文) in Korea, and the main stream of translation of Tcheonzamun is based on Chinese grammar (Han, 1583). However, recently, several researchers tried to translate Tcheonzamun poem on Korean grammar (Park et al., 2021; Kim, 2023). The present translating work was carried out on Korean grammar (Kim, 2023). There are several methods of Tcheonzamun translation on Korean grammar. The first one is through the meaning of Chinese character on Tcheonzamun (Park et al., 2021). The second one is through Korean pronunciation of Chinese character on Tcheonzamun (Kim, 2023). The present work of the translation was done on Korean pronunciation of Chinese character. The range of this study is sixteen letters of (Tcheonzamun 545th-560th). And the somewhat old book was chosen for this work of translation (Han, 1583). The present study concerns the translation of a Tcheonzamun poem (Tcheonzamun 545th-560th). The title of this study is ‘My dear wife! Will the fishes talk each other? Yes, of course, my husband! They have conversation continually! And they have their children! (桓(Hwan) 公(Gong) 匡(Kwang) 合(Hap)) (Tcheonzamun 545th-560th).’ <Number in Tcheonzamun. Chinese character (Pronunciation in Korean language). Modified pronunciation of Chinese character on Korean language in Korean alphabet. Modified pronunciation of Chinese character on Korean language in English alphabet >. 545-548 桓(Hwan) 公(Gong) 匡(Kwang) 合(Hap). “안고 가야!” An-go-ka-ya! My husband! You must carry me (your wife) in your arms! (An-go-ka-ya!) “My dear wife! Will the fishes talk each other?” “Yes, of course, my husband! They have conversation continually! And they have their children!” 549-552 濟(Ze) 弱(Yag) 扶(Bu) 傾(Gyeong). “져야 비껴!” Zeo-ya Bi-gyeo! My husband! When will the other woman get out of here from you? (Bi-gyeo!) She will do so, if she knows that she was defeated (Zeo-ya) by me! 553-556 綺(Ki) 回(Hoe) 漢(Han) 惠(Hye). “기어이 하네!” Ki-eo-i Ha-nye! My husband! To the other woman whom you liked, I told her not to do it, but she would do it. (Ki-eo-i Ha-nye!) 557-560 說(Seol) 感(Gam) 武(Mu) 丁(Zeong). “혀가 무뎌!” Hyeo-ga Mu-dyeo! My husband! My parole (Hyeo-ga) does not have any effect (Mu-dyeo!) to the woman!

This paper examines the implementation of hangul, the Korean alphabet, on the Korean Peninsula. The alphabet was created in 1443 under King Sejong with the aim of providing a writing system suited to the phonetic structure of the Korean language and accessible to the common people. Despite its scientific design, the new script faced strong resistance from the Confucian elite, who regarded Chinese characters (hanja) as the only legitimate form of writing. As a result, for centuries the Korean alphabet was marginalized and associated with women, children, and the lower social classes. From the late nineteenth century, profound political, social, and cultural changes transformed the attitudes toward the Korean script. Confrontation with Western powers, internal reform movements and the weakening of traditional ties to China encouraged the adoption of hangul as a symbol of modernization, patriotism, and national identity. During the Japanese colonial period (1910–1945), the Korean language and script became key instruments of cultural resistance. The activities of the Korean Language Society, including the compilation of dictionaries and the promulgation of the Unified Korean Orthography of 1933, represented both scholarly achievement and national defiance. These efforts came at great personal risk, culminating in the 1942 incident in which many linguists were arrested and persecuted. Following the liberation in 1945, the foundations laid during the colonial period enabled the formal restoration of hangul as a national alphabet in both North and South Korea. KEYWORDS: Korean alphabet, Korean dictionary, standardization of the Korean language, Korean Language Society incident, Korean linguistics

The present study examines the acquisition of English articles by Urdu L1 speakers in Pakistan, focusing on the use of definite articles. As seen in Hawkins and Towell (1994), the existing studies highlights the challenges that L2 learners face in case they do not have an equivalent article system in their L1, Master (1995) emphasizes the role of explicit instruction in facilitating article acquisition, and Ionin (2009) examines the role of the quality of input in L2 article learning, concluding that the amount and type of English exposure have a significant effect on how well learners master articles. However, it is found out that acquiring articles can be very difficult for L2 learners when their L1 is does not have an equivalent structure like the article-less languages of Urdu, Japanese and Korean. The current research explores whether the problem of article learning is similar in different age groups of participants i.e. adolescents (9-19 years old) and adults (20 years old or higher). For this purpose, 100 participants were taken. Following the Fluctuation Hypothesis (FH) by Ionin (2004), as a theoretical framework, the study identified the degree to which learners vary in their patterns of use of articles and how various input patterns influence proficiency. In addition, the research also examined the effect of level and grades of education at which start learning English, no of years of learning English and the effect of Mother tongue on the accuracy of the learners in the articles. The Data were collected by using elicitation test and a judgment task based on Ionin's (2004) methodology to assess learners' accuracy in using definite articles. The findings focus on how the age, educational level, and knowledge of languages interact and influence the acquisition of articles within L2 English regarding the stages when learners develop proficiency overcoming interference, overgeneralization and overuse. The findings not only enrich our understanding of the L2 article use, but also give practitioners, including L2 English teachers and learners, empirically based advisory on instructions design improvements and learning maximization.

This study aimed to develop a writing instruction model to enhance the artificial intelligence (AI) literacy of Korean language learners for academic purposes in response to the expanding use of generative AI in educational contexts. Based on an examination of the concepts and core components of AI literacy, a process-oriented writing instruction model was designed and implemented. The instruction was delivered to 20 Korean language learners for academic purposes, and a post-course survey was conducted to examine changes in learners’ perceptions. The results indicated that learners recognized not only the convenience of generative AI but also the potential inaccuracies of AI-generated outputs. Furthermore, they recognized the importance of information verification, prompt construction, and critical review. These findings suggest a shift in learners’ perceptions of generative AI from a text-generating tool to an object of learning and reflection. This study contributes to Korean language education by integrating the core components of AI literacy into writing instruction in a structured teaching–learning process.

This study aims to analyze the differentiate the usage patterns of the native Korean verb ‘(chaegeul) ikda’ and ‘dokseo(hada)’. For this purpose, examples were collected from the National Institute of Korean Language Korean Newspaper Corpus (2021, ver. 1.0) and examined through an inductive analysis. On the basis of the corpus findings, five criteria for distinguishing near-synonymous expressions were established: (1) degree of concreteness of the act, (2) purposiveness, (3) semantic extensibility, (4) types of contexts and (5) constraints of lexical use. The results show that ‘(chaegeul) ikda’ not only denotes the act of reading books and other texts, but also exhibits semantic derivation and extension in expressions such as ‘heureum-eul ikda (to read the flow)’, ‘jeongse-reul ikda(to read the situation)’, and ‘cho-ikgi(countdown)’. In contrast, ‘dokseo(hada)’ refers to a sustained and comprehensive learning activity and is frequently associated with purposes such as cultivating cultural literacy or enhancing thinking skills. It is especially widespread in noun-centered compound forms such as ‘dokseoyul(reading rate)’, ‘dokseo-toron(book discussion)’, and ‘dokseo-seupgwan(reading habits)’. Despite this wide range of formations, the object of ‘dokseo’ is found to converge on printed books. These findings indicate that, even when native Korean and Sino-Korean expressions appear to be semantically similar, they exhibit differentiated patterns of use in terms of collocation, constraints, and discourse functions. This study is significant in that it differentiated near-synonymous expressions on the basis of corpus data and provides foundational resources that can help Korean language learners use Korean vocabulary with greater precision.

This paper aims to discuss the impact of translations of Western language theory on Korean studies in post-Meiji Japan. As Ueda(上田万年) recalls, inspired by the work of Gabelenz, the introduction of Western language theory into modern Japanese studies was intended to import advanced linguistic theories within the context of early oralism. Specifically, Western language theory sought to resolve the "national language/national character" issue and, by discovering valuable insights from the history of Japanese language research, to aid in the establishment of a so-called "national language" ideology. In this process, evolutionary linguistic history and theories of language development attracted scholarly attention, fueling not only native language studies based on Western "comparative linguistics" and "historical linguistics" but also the study of languages under imperial colonial rule. A review of the numerous "prefaces" and "suggestions" included in these translations reveals that these translations, along with the introduction of these theories, contributed to the formation of a "national language ideology" centered around Japanese. Japanese studies of the Korean language, in particular, played a significant role in studying the relationship between Japanese and the languages of colonial rule.

This study aims to propose a generative AI-based instructional model for Korean literature education utilizing Han Kang’s novel Human Acts for Korean Students of Academic Purpose. In Korean language education, literary texts function not only as resources for vocabulary and structural learning but also as critical materials for understanding historical contexts and sociocultural meanings. However, literary texts are linguistically demanding and require historical and cultural background knowledge for proper understanding, consequently, literature instruction has often been implemented only to a limited extent in actual classroom settings. To address these limitations, this study analyzes the educational content embedded in Human Acts from linguistic, cultural, and affective perspectives. Based on this analysis, a five-stage generative AI-based instructional model was designed, consisting of pre-learning, text comprehension stage, language and culture interpretation learning, and internalization stages. At each stage, instructional activities and AI utilization functions were systematically structured to Korean Students cognitive burden in comprehending complex literary texts while promoting critical thinking and intercultural understanding. This study expands the scope of Korean literature education research for Korean Students of Academic Purpose and systematizes the role of generative AI as a pedagogical support tool in literature classrooms. The findings suggest practical implications for enhancing the applicability of literature instruction within digitally mediated learning environments and contribute to redefining the role and direction of literature education in contemporary Korean language education.

This study explored the association between enclave formation among Vietnamese international students in Korea and their Korean language proficiency and understanding of Korean culture. A survey was conducted with 50 Vietnamese international students enrolled at three universities located in A metropolitan city, and in-depth interviews were carried out with a subset of participants to complement the quantitative findings. The results indicated that a higher level of enclave dependence was associated with relatively lower levels of Korean language proficiency and cultural understanding. The causes of enclave formation were found to be multifaceted, including language anxiety, limited intercultural understanding, institutional constraints, and a preference for co-national peer groups. Participants tended to rely on co-national communities for psychological stability and practical support. These findings suggest that institutional measures and expanded opportunities for intercultural interaction are necessary to support international students’ linguistic and cultural adaptation in Korean higher education contexts.