Low-level Students Research Articles

DEVELOPMENT OF QUARTET QR CODE CARD LEARNING MEDIA TO IMPROVE SOCIALSCIENCE LEARNING OUTCOMES FOR GRADE V ELEMENTARY SCHOOL

This study uses a quantitative approach with R&D methods using the ADDIE development model. The aim of this study is to know the design, validity and effectiveness of the development of learning media of QR Code Quartet Cards. This research was conducted in the V class of SD State Wonosari 2, Semarang. The sample technique used was stratified random sampling used to select a sample with a stratured population of seven participants in a small-scale trial with details of two high-level, three middle-level and two low-level students. The data collection techniques used are nontest, which include observations, interviews, requests, qualifications and responses, as well as test techniques. The results of the media statistics test meet the eligibility aspects of 100% media expert rating (very eligible), 80.9% material expert selection. (very eligible). In addition to meeting the aspect of effectiveness proved by t-test pairs obtained a significance result of 0,00<0,05 so that H0 was rejected and Ha accepted. The N-Gain test got an average of 0.65 which belongs to the middle category and in a percentage of 65.16% so the interpretation belonging to the category is quite effective.

UTILIZATION OF BLENDED LEARNING TECHNOLOGIES IN IMPROVING STUDENTS’ WRITING SKILLS: TECHNOLOGY INTEGRATION MODELS

Internal and external factors influence the quality and content of foreign language teaching in the global education system. It is essential to thoroughly analyze and classify modern ICTs to create an effective educational environment. Research in this area is increasingly necessary, especially considering the changing requirements for the knowledge, skills, and qualifications of future English language specialists in the era of globalization. This necessitates a more complex educational process and calls for comprehensive reform. As a result, there is a growing need to employ a blended form of education, which combines offline (traditional), online (distance), and independent learning. The main goal of this study is to reveal the practical importance of using technology integration models (TIMs), especially blended learning technologies, to improve the writing competencies of lower-level students in the context of paragraph and essay writing skills in higher education institutions (HEIs) that prepare future English language specialists. This study involves the analysis of the scientific and practical significance of TIMs, the study of the process of implementation of a new approach to technologies in a blended learning environment, the classification of both positive and negative aspects of TIMs, and the development of mechanisms for using blended learning technologies based on the PICRAT TIM. Scientific literature analysis, analytical-synthetic and comparative-contrastive research methods were used to effectively perform these tasks. According to the obtained results, blended learning consists of complex processes, and its effectiveness directly depends on the teacher's choice of the right technologies and their use in place. Additionally, the blended form of learning, which combines offline, online, and independent forms of learning, has caused a conceptual change in the approaches to technology that are currently in practice. The conclusion was that the most important aspect of using technologies in teaching writing competence to future specialists of the English language in higher education is to create an innovative educational environment for them.

University EFL students’ perceptions of using second-generation web 2.0 tools in developing English language skills

In 2020, conducting education at a distance was obligatory while the world was fighting the coronavirus disruption. Technology utilization in distance education has demonstrated its significance in teaching English to instructors and learners. This quantitative study aims to examine university EFL learners’ perceptions regarding using second-generation Web 2.0 tools (Quizizz, Socrative, Edmodo, and Quizlet) in developing their English skills. This study is conducted with 150 students of the general English language requirement course at the University College of Applied Sciences in Gaza. The results of this study indicate that the participants appeared to have positive attitudes towards using Web 2.0 tools in general. The study results further indicate that both intermediate and low-level students reported more positive opinions about implementing the digital tools individually or all together when compared to other advanced-level students. The participants differed significantly in terms of their perceptions of the awareness and actual usage of the Web 2.0 tools. The implications of this study indicate that these repeatedly used Web 2.0 tools as curricular tasks could be substituted or replaced with other digital tools to alleviate the oversaturation and reluctance to use digital tools by EFL learners.

Revisiting the small-world property of co-enrollment networks: A network analysis of hybrid course delivery strategies

Infectious disease outbreaks bring new challenges to campus operations at institutions of higher education (IHEs). At the beginning of the COVID-19 pandemic, as a precaution against COVID-19 transmission on their campuses, many IHEs shifted to entirely remote courses in the Spring 2020 semester. As these institutions prepared for the Fall 2020 semester, their administrations evaluated the extent to which remote courses should continue. While remote courses may reduce the number of students who interact on campus and thus mitigate the risk of disease spread, there may be academic and financial downsides. MethodologyUsing de-identified enrollment, course schedule, and student profile data from the Fall 2019 semester at Georgia Institute of Technology (Georgia Tech), we construct a co-enrollment network, which is a representation of student connections through courses. In this co-enrollment network, we observe the small-world property in which the average path length among reachable student pairs is short and nearly all students are connected to each other in the main component of the network through multiple independent paths. We also observe high connectivity between different majors. Then, we apply various hybrid instructional mode strategies to this co-enrollment network and use network connectivity and in-person instruction metrics to compare these strategies from health and academic perspectives, by their impacts on various groups of students, and based on the trade-off between reducing network connectivity and delivering in-person instruction. ResultsAlthough these strategies result in reduced network connectivity, they do not remove the small-world property. When comparing the strategies in terms of reducing network connectivity, we find three different strategy types to be the most favorable. Even under these strategies, the percentage of students with in-person courses that could be exposed rises quickly with initial infection rates. When comparing the strategies in terms of delivering in-person instruction, the most favorable strategies select a fixed percentage of courses for each subject to be delivered remotely. We then consider the impacts of these strategies on various groups of students to evaluate if there may be disparate impacts across these groups. In general, we find that strategies with more remote courses result in less disparate impacts on network connectivity and in-person instruction across these groups. In addition, we generally see less in-person instruction for lower-level students (i.e., first-year students and sophomores) compared to upper-level students. Regarding the trade-off between reducing network connectivity and delivering in-person instruction, the only strategy that is dominated under all scenarios in this study is the 1000s and 4000s only strategy, which keeps only the 1000- and 4000-level (i.e., first-year and senior level, respectively) courses in-person. The reason for this is that even though the university offers less in-person instruction due to this strategy's large quantity of remote courses, this strategy results in more connected networks because the 1000- and 4000-level courses tend to be large in size, the 1000-level courses are highly central, and the first-year students and seniors have high connectivity. ImportanceBy quantitatively comparing network connectivity and in-person instruction for these various strategies, campus administrators can weigh the physical health, academic performance, and mental health of students, along with the financial well-being of their academic institutions when responding to infectious disease outbreaks.

Music-making for music teacher identity: perspectives from novice music teachers in South Korea

Abstract Music teacher identity is constructed at the intersection between musician and teacher. This study investigated the meaning of music-making among Korean novice music teachers and its role in constructing music teacher identity. Five music teachers participated in this study, and I used two data collection methods, reflective journaling and individual interviews. The results showed that while playing their instruments outside the classroom, several music teachers understood the importance of music in their lives, which was essential in constructing music teacher identities. In addition, playing outside the classroom allowed these participants to demonstrate their musical abilities to students, parents and other teachers and gain credibility as music teachers. However, other participants did not appear to recognise the importance of the intersection between music-making outside the classroom and teaching, which was an obstacle to music-making. Music-making inside the classroom was an important pedagogical tool to teach low-level students effectively. Importantly, regardless of their level of music-making inside the classroom, novice music teachers commonly viewed professional playing skills with primary and secondary instruments as important for teaching.

The Effect of Task-based Elementary School Students’ Sentence Construction Learning Using Artificial Intelligence and Corpora

This study investigates the efficacy of task-based sentence construction learning utilizing artificial intelligence (AI) and corpora among sixth-grade students in elementary education. The investigation is centered on enhancing students' proficiency in sentence construction ability, employing a structured six-step approach tailored to English language lessons for sixth graders. These steps encompass sentence preparation, practice, discovery, application, consolidation, and expansion. Each stage incorporates specific pedagogical tools: AIPengTalk for practice, corpora for discovery, task-based activities for application, and Dictogloss exercises for expansion. The findings of this study indicate several significant outcomes. Firstly, task-based sentence learning leveraging AI and corpora demonstrates effectiveness in augmenting students' proficiency in English sentence learning. The six-step approach facilitates a comprehensive and thorough exploration of sentence construction, leading to increased fluency and versatility in the utilization of English sentences. Secondly, the impact of task-based sentence learning utilizing AI and corpora extends across students of varying proficiency levels, including upper, middle, and lower achievers. Remarkably, the greatest improvement is observed among lower-level students, followed by middle-level students, while upper-level students exhibit comparatively lesser advancement. This suggests that task-based approaches are particularly advantageous for learners with moderate to lower proficiency levels, aiding in their acquisition of sentence composition skills. Notably, activities focusing on sentence construction contribute significantly to enhancing both fluency and accuracy, particularly among middle- and lower-level learners. Thirdly, the overall student response to task-based sentence learning employing AI and corpora is predominantly positive. Many students express appreciation for the integration of innovative teaching and learning methodologies, such as AI-PengTalk, corpora analysis, task-based activities, and Dictogloss exercises, citing their effectiveness in consolidating their English language skills. This study holds significance in its exploration of integrating sentence structure learning within the elementary school English curriculum, with a distinct emphasis on communicative functions, and its subsequent application within classroom settings.

Low-Level Students’ Perspectives Toward Synchronous and Asynchronous Blended Learning Activities in the Post-Pandemic Era

Entering the post-pandemic era, educators at universities across South Korea dealt with many restrictions and challenges transitioning back to face-to-face courses. To overcome these difficulties, some instructors used their experiences during emergency remote teaching to incorporate more blended learning activities. This study aimed to gain insight into low-level students’ perspectives toward participating in online synchronous and online asynchronous activities during an in-person EFL course in the first semester of 2022. A total of 83 students participated in this study by completing a series of surveys composed of a mix of Likert-scale and semi-structured qualitative questions. Data analysis combined descriptive statistical analysis with qualitative analysis based on the creation of themes and categories. Key findings are as follows: first, learners enjoyed both types of blended learning activities but preferred asynchronous discussion boards; second, low-level learners believe synchronous activities can help improve their listening skills, while asynchronous activities provide valuable chances to read and write; third, low-level students will accept an activity if they perceive it has value, and these learners have their own opinions of how to make the activities better. Specific comments and examples related to student perspectives and suggestions for the future use of blended learning activities are discussed.

Grammarly in Teaching Writing to EFL Learners at Low Levels: How Useful Is It?

This study aims at identifying the extent to which Grammarly can improve low-level EFL learners’ writing and the types of errors that Grammarly can help learners avoid most. Two groups of low-level English as a foreign language learners (30 female students each) taught by the same teacher participated in this study. Errors made by the two groups in a pretest and a posttest were identified and compared. The results show that the experimental group performed better than the control group in the posttest, which suggests that Grammarly can generally help low-level students improve their writing skills. Findings also show that some errors were more amenable to correction and feedback whereas others, namely grammatical errors related to word forms and word usage, were resistant, and no noticeable improvement was attested.

Impact of Socio- Economic Status on the Educational Achievement of Secondary School Students in Vadodara

With the onset of COVID-19 pandemic, most of the students and their families were affected by economic burden and became unemployed. Those who had business also suffered, unemployment in India effected the future of the students and their parents. Paying fees in schools became a problem for parents. Many students lost their father or mother. Research has shown that the effect of socio-economic status on the academic achievement of students was observed due to corona. Many parents are not educated. If the size of the family is large, then out of 4 children, one or two children are not able to get admission in the school. The present study will help us to know the importance of the situation of our country along with the academic achievement of students. The objective of this present study is to know the socio-economic status of secondary school students of Vadodara district and the problems faced by them in their academic achievement. There are many factors affecting academic achievement. psychological, social, economic and environmental etc. The objectives of the study were to identify the level educational achievement of secondary school students of Vadodara City and to examine the influence of socio-economic status on the educational achievement of secondary school students The descriptive survey method was used for the present study. 50-students and parents of the two Hindi medium schools namely Shri Krishna Hindi Vidyalaya and Adarsh Hindi Vidyalaya were selected as the sample for the present study. It has been found in the present study that the academic achievement of low-level students, average level students, high level students were investigated the level of all the students, mean scores of high-level students were 212 and the marks of average level students were 142 and the lowest low level of students is 57. To see the impact of socio-economic status on educational achievement, t-test was conducted, it was found that statistically there exists no significant difference in socioeconomic status and educational academic achievement It becomes important to be conclude that even the status of social or economic level is low but efforts can be made to attain expected educational achievement and lead to a totally developed personality for which education is aimed for.

Analysis of the potential relationship between linguistic logical coherence ability and English writing level

Abstract This paper investigates the relationship between linguistic logical coherence ability and English writing level. By analyzing the English writing samples of 120 students, it was found that the high level students had a significantly more heightened awareness of the importance of writing, writing ideas and skills than the middle and low level students, with a mean score of 3.5. Regarding logical coherence, the means of the three level groups were 398.456, 388.874, and 369.596 respectively, showing that the high level group performed better. It was further found through multiple linear regression analysis that logical coherence skill significantly affects English writing. Specifically, logical connectivity, identification, and matching skills contribute the most to improving English writing. The study results suggest that training linguistic analytical coherence skills, especially in logical connection and identification, is essential for improving students’ English writing level.

EFFECTS OF GAMIFIED GRAMMAR AND VOCABULARY LEARNING IN AN ENGLISH COURSE ON EFL STUDENTS IN THAILAND

The present study investigated the effects of gamified grammar and vocabulary learning using Kahoot!, Quizizz, and Quizlet on learning performance, motivation, enjoyment, anxiety, and classroom dynamics and engagement in an English course. The investigation also involved the effects of gamified learning on gender, proficiency, and learning outcomes. Gamified learning was implemented for eight weeks, consisting of Cycle 1 (grammar) and Cycle 2 (vocabulary). Data were collected using survey questionnaires, grammar and vocabulary tests, and English proficiency tests. The results indicated high positive effects on the five survey constructs and significant increases were noted for learning motivation and classroom dynamics and engagement while reducing learning anxiety. The effects remained constant for female and male students, yet high-level students would likely enjoy and be engaged more in gamified learning than low-level students. Despite these highly perceived effects, they were not significant predictors of students’ grammar learning outcomes. Only the degrees of students’ learning enjoyment and anxiety can help estimate students’ achievement in vocabulary learning. Keywords: gamification; grammar learning; vocabulary learning; learning outcomes

A10: Analyzing Perceptual Differences Toward Esports Among Students Across Various Educational Levels of America

Purpose: Electronic sports (Esports) draw increasing attention in the world and become popular across institutions of American higher education. Scholars in Esports research have explored various findings and discussions related to education, marketing and promotion, organization and management, and sociology and psychology of sport. However, the perceptual differences of Esports participants remain unknown across educational levels across American institutions. The purposes of this study were to examine the perceptual differences toward Esports across educational levels in the United States. Methods: A total of 397 voluntary participates with various education levels took part in a reginal survey in the east coast of United States. The participants included the students from high schools (n = 135), 2-year colleges (n = 90), 4-year colleges (n = 132), and graduate schools (n = 40). A validated and reliable instrument of Profile for Perception of Esports (PEP; Chen et al., 2021) was utilized as the survey instrument. PEP includes 22 items categorized as five factors (Attraction, Socialization, Economics, Technicity, Constraints). After approval by the institutional review board (IRB), the survey was conducted among three selected high schools, two community colleges, and three 4-year universities including graduate schools or programs. The valid data was analyzed by using SPSS 28.00. Reliability, ANOVAs, and Post hoc Scheff tests were utilized to interpret the data. Results: The Cronbach’s Alpha of the PEP was 0.842 in this study. ANOVAs indicated significant differences in the factor of Attraction (F = 2.61, p < 0.05), Technicity (F = 4.28, p < 0.01), and Socialization (F = 2.52, p < 0.05). Post hoc Scheff tests further explored that the high school group scored significantly higher than the Graduate school group (M = 4.58 vs. M = 3.85) on the factor of Technicity. The 2-year college group rated substantially higher on the factor of Attraction compared to the high school student group (p < .05, M = 4.86 vs. M = 4.59), undergraduate group (p < .05, M = 4.86 vs. M = 4.62), and graduate school group (M = 4.86 vs. M = 4.09). In addition, the 2-year college group scored considerably higher than the graduate study group (p < .05, M = 5.03 vs. M = 4.34) on the factor of Socialization. Conclusion: The research indicated that Esports participants in lower education level students perceived higher than the participants in higher educational levels in Attraction, Socialization, and Technicity of Esports. This could be attributed to the fact that the students at lower educational level might have spent more time participating in electronic sports or digital game activities. In comparison, the participants at higher educational levels perhaps spent more time on their academic work and further career development. Future research on this direction could examine perceptual differences of Esports among the participants across K-12 schools or be compared in international settings.

THE USE OF AUTHENTIC MATERIALS IN STUDENTS’ READING COMPREHENSION OF LOW AND HIGH PROFICIENCY LEVELS

The aim of this study were to find out whether there was significant difference of students who were taught through authentic material, the aspects of reading skills that almost influenced by the student in reading comprehension through authentic material and the last was to see students’ perceptions of teaching and learning through authentic material. This research was used authentic material in reading comprehension of students’ of low and high proficiency levels. This research was quantitative research which consists of one group pre-test and post-test design. The result of T-test Sig. (2 tailed) showed that there was significant difference between high and low proficiency level students. Then finding of inference aspect of the reading that almost influenced reading comprehension in high proficiency level students while finding supporting details the aspects that mostly influenced in low proficiency level students. In addition, the high level proficiency level and low proficiency level students have a positive perception in teaching and learning through authentic material. Finding inference was the aspect of reading that mostly influenced reading comprehension in high proficiency level students while finding supporting details was the aspect that mostly influenced in low proficiency level students. Moreover, the high proficiency level and low proficiency level students have a positive perception in teaching and learning through authentic material.

Learning from different multimedia representation formats: effects of prior knowledge

We investigated interaction effects of multimedia representation format and learner’s prior knowledge level on learning outcomes. Eighty-seven high school students with a lower or a higher level of physics prior knowledge learned about the operation of a nuclear power plant and the concepts of generating electricity by studying static graphics, an animation, or a simulation. Results indicated that the lower physics prior knowledge level students learned more from the animations than from the static graphics, and the simulation. However, learning outcomes of the higher physics prior knowledge level students did not differ between the three multimedia format conditions. The results suggest that the learner’s prior knowledge level should be considered when choosing an appropriate multimedia representation format, especially for students with low prior knowledge.

From process to product: writing engagement and performance of EFL learners under computer-generated feedback instruction

Artificial intelligence (AI) technology is gradually penetrating the domain of education, opening up many possibilities for teaching and learning. Many educators, faced with the burden of commenting on substantial student essays, have introduced automated writing evaluation (AWE) into second language (L2) writing considering its affordance of immediate scores and diagnostic information. However, students’ processing strategies and perceptions of such computer-generated feedback and its impact on student writing quality, particularly as mediated by language proficiency, remain under-explored. This study examines the impact of Pigai, a Chinese AWE system, on revision processes and writing products of 42 English as a foreign language (EFL) learners with varying language levels by analyzing feedback points, feedback uptake, text quality in complexity, accuracy, and fluency (CAF), and perceptions. The findings are as follows. When confronted with AWE instruction, the majority of student work focuses on correcting errors, but higher-level students exhibit an emphasis on language improvement beyond the surface level compared to lower-level students. According to CAF measures, automated feedback exerts greater effects on accuracy for unskilled learners and lexical complexity for skilled learners in the development of interlanguage. Learner profiles and perceptions of students at different levels are explored along four dimensions: writing quality, cognitive engagement, behavioral engagement, and affective engagement. Finally, the potential issues of such technology-based writing instruction are pointed out.

ACCOUNTING STUDENT PERCEPTIONS OF ETHICS IN FINANCIAL STATEMENT PREPARATION AND THE EFFECTS OF ACCOUNTING SCANDALS

This research aims to find out the differences in perception regarding the ethics of thepreparation of financial statements and accounting scandals and businesses in the accountingprofession between lower-level accounting students and top-level accounting students. Thepopulation in this study is students of Accounting Study Program S1 Bandung lower level andtop level of 106 people with purposive sampling techniques. Data collection techniques usingquestionnaires. The hypothesis test in this study used an average independent T-test with thehelp of SPSS Statistics 25 software. The results of this study show that on the ethics of financialreport preparation, only misrepresentation factors do not have significant differences betweenlower-level students and top-level students. And there is a difference in perception on theunderstanding of the Accounting scandal between lower-level students and top-level students.

Perceptions of inclusion among lower secondary level students in Finland

ABSTRACT This study aims at investigating Finnish lower secondary grade students’ (N = 469) emotional school well-being, social inclusion, and academic self-concept with regard to grade level, linguistic background, and needs for support. For collecting the data, a Finnish translation of the Perceptions of Inclusion Questionnaire for students was used. The results suggest that, considering the students’ own perceptions, Finnish schools are quite inclusive with regard to students’ linguistic backgrounds. Although the results showed a decrease in emotional well-being, social inclusion, and academic self-concept during the lower secondary level, this decrease was not related to any specific background factors. The results indicate that students receiving support showed lower levels of social inclusion and academic self-concept, suggesting that not all students feel equally included. These findings underline the importance of assessing students’ own perceptions of inclusion. Additionally, educational implications are discussed.

The Effectiveness Data-Driven Vocabulary Learning: Hands-on Concordancing through a Pedagogical Corpus

Introduction: Although extensive studies have been carried out on the effectiveness of corpora on teaching vocabulary, the exploration of whether learners can benefit from a pedagogical corpus, particularly regarding hands-on engagement by lower-level learners, has received little attention.
 Purpose: To address this gap in the literature, this study sets out to explore the effectiveness of Data-Driven Learning (DDL) in enhancing the vocabulary acquisition of EFL students at a state university in Turkey through a pedagogical corpus.
 Method: The quasi-experimental study employed a mixed-method research design, in which both quantitative and qualitative data were gathered through vocabulary tests, student questionnaires, and semi-structured interviews. Fifty-eight low-level students with an average age of 19 served as participants. The experimental group made use of hands-on concordancing while the control group received conventional course book-based instruction to learn the target words.
 Results: The results indicate that pedagogical corpora have significant potential in facilitating vocabulary learning of low-level learners. The vocabulary tests revealed that the students who practiced with DDL outperformed the students who received traditional vocabulary instruction in both the post-test and the delayed post-test. The findings from student questionnaires, and semi-structured interviews also denoted that the participants held positive attitudes towards using concordancing to expand their vocabulary and grow aware of some aspects of words such as part of speech information, different meanings and usages, lexico-grammatical structures, and collocations.
 Conclusion: The present study provides useful implications for collection and use of a pedagogical corpus for classroom use.

Developing and Validating the Competency Profile for Teaching and Learning Research Integrity

Since research integrity is not external to research but an integral part of it, it should be integrated into research training. However, several hindrances regarding contemporary research integrity education exist. To address them, we have developed a competency profile for teaching and learning research integrity based on four assumptions: 1) to include all levels of study (BA, MA, and PhD); 2) to integrate research integrity into research education itself; 3) to address research integrity issues in context-specific practices; and 4) to pay particular attention to the ‘grey zone’ or questionable research practices. To assess the validity of the content of the competency profile and to determine if some adjustments to the profile are needed, we translated the competencies of the profile into items of a measurement instrument (a questionnaire) and conducted a survey amongst University of Ljubljana students that allowed us to 1) obtain information about students’ attitudes toward issues of integrity in research; 2) analyse differences in these attitudes among BA, MA, and PhD students; and 3) statistically validate the competency profile and suggest possible improvements. The results showed that 1) students are highly aware of research integrity issues, as scores were high on all items assessed. However, there were some deviations to lower scores, especially in relation to questionable research practises, confirming our assumption that the ‘grey zone’ issues are those that should be particularly addressed and given special attention in contemporary research integrity education. 2) The differences in the attitudes of BA, MA, and PhD students showed that higher-level students showed significantly more awareness of integrity issues than lower-level students did, suggesting that research integrity issues should be given special attention at the BA study level. 3) The measurement characteristics showed that the reliability of the questionnaire was very high, suggesting a good overall structure of the competency profile. The principal component analysis also confirmed the four-field structure of the Competency profile (Values and Principles, Research Practise, Publication and Dissemination, and Violations). However, the analysis also showed that the substructure of the four main areas of the profile did not fully match the results of the factor analysis, suggesting that the distribution of competencies in the competency profile could be reconsidered, especially in the area of Research Practice. The most recent developments in the field of research integrity also suggest that the competency profile should be updated with issues regarding the impact of artificial intelligence on research integrity.

한국과 핀란드의 중학교 영어 교과서 비교 연구

Objectives The study aims to compare middle school English textbooks in Finland and Korea in terms of the structure of a unit, its contents, and the readability of reading texts. Methods To show the differences and similarities in the structure of a unit, the organization of textbooks was comparatively described. Then, the sequence of sections and the length of each section were examined. For the comparison of the content of the textbooks, communicative functions, language forms, and topics were analyzed. In addition, text readability scores were measured at the discourse level using Coh-Metrix version 3.0. Results English textbooks in Finland and Korea showed considerable differences in organization, length, types of activities, etc. First of all, in Finnish English textbooks, the same characters appeared throughout the textbook, while Korean English textbooks showed different characters in every unit. Therefore, Finnish textbooks mainly used narratives and dialogues centered around the characters, while Korean textbooks showed a relatively high proportion of informative texts. In Korean textbooks, communicative functions and language forms are clearly separated and act as the axis of the textbook, but Finnish textbooks utilize language forms for communication practice. There were no salient differences in the level of readability between the two countries. Conclusions This study gives the following implications for developing Korean middle school English textbooks. Using colloquial narrative texts can increase the authenticity of input without increasing the vocabulary in the national curriculum. The dichotomy between language forms and communicative functions needs to be moderated for the development of oral communicative competence. It is also worth considering adding extra reading materials to textbooks to encourage students' autonomy and give teachers flexibility in the selection of teaching materials. Also, it is necessary to think about ways to creatively utilize the positive effects of translation activities for lower-level students.