This study intended to demonstrate the effects of self-directed speaking practices using mobile phones on Korean college student`s speaking performance and self-directed learning. Fifty five college students taking one of the mandatory English courses participated in this study. One group was asked to use the student`s mobile phone to do the off-class speaking practice task autonomously and the other was required to use a desktop computer to do the same task in the same way. Data were collected in the following ways: the pre-, and post-speaking proficiency tests and surveys for self-directed learning and the post open-ended questions. Results are as follows: In terms of the participant`s English speaking proficiency, the group that used a mobile phone showed a greater difference in medium between the pre-, and post-tests. Regarding the learner`s self-directed learning, the mobile-phone group also showed a higher improvement than the desk-top computer group did. These results suggest the effectiveness of the self-directed English speaking practice using a mobile phone as a supplementary and off-class self-directed learning activity. (Anyang University)

This paper examines the difference in characteristics of the 1939 film and 1992 film of Wuthering Heights, focusing on the theme of sexuality. My analysis relies on the adaptation theories of Kamilla Elliott and her two concepts of film adaptation: The ventriloquist concept of adaptation and the trumping concept of adaptation. The 1939 film by William Wyler is faithful to the verntriloquist concept of adaptation in which it reduces the novel`s complex and violent words and actions, replacing them with a mercenary economic process that preys on romantic desire. The 1939 film, in order to attract the attention of the audience, depicts a romantic love that was more permissible in the 1930`s, as opposed to the violent love presented in the novel. However, the 1992 film (directed by Peter Kosminsky) expresses the repressed Victorian sexuality. This modern film shows Elliott`s idea in the manner that films claim to trump the novels they adapt. This film does a work of psychoanalysis for this novel, its author, and culture in which the story is set. (Hanbat National University)

This qualitative case study explores how Korean college students feel about reading major textbooks in English and how they read them. Four college students with different majors at one university in Incheon participated in the study. The researcher met the participants individually. They were asked to bring their own major textbooks in English and read the texts. Then, the researcher interviewed each of them about the ways to understand the texts. The interview data were analyzed into categories based on the research questions and several themes were emerged. The data analysis revealed that the students were stressed, felt burden in reading major textbooks in English, and they mainly read them with extrinsic motivations. In terms of reading patterns, the students tended to analyze the passages that they read and used a few reading strategies including predicting or guessing, using prior knowledge, and using text features. One interesting finding is that they often depended on the supplementary materials provided by the instructor. At the same time, they made their own efforts to understand major textbooks in English by searching related materials and/or utilizing translated version of the text if any. Pedagogical implications were also discussed. (Incheon National University)

David Mamet, an American playwright still showing furious activity, is considered a “man`s playwright.” In Mamet`s world, women are simply banished together or they are peripheral figures. Therefore, his misogynic dramas or films were criticized by feminists. Even though leading female characters have appeared in several successful works, the attack on him never stops, a phenomenon which is attributed to Mamet`s description of women. In his dramas or films, a female challenges and threatens the machismo world. Also, she is portrayed as an antipathetic villain. This study aims to argue that Mamet expresses his antifeminism in his works in spite of his disapproval. In order to prove this hypothesis, this study analyzes Mamet`s Oleanna and Race, providing proper evidence through each of the female characters, `Carol` and `Susan,` respectively. Furthermore, it investigates what makes the audiences feel sympathy to male characters while they do not empathize with `Carol` and `Susan.` (Chonbuk National University)

Some critics have criticised the languid, slack, and flaccid structure of Keats`s “Ode on Indolence”. However, like two arguments that `the apparent looseness of the poem is really carefully controlled movement on the part of the artist` and some languages of this poem are `baldest and simplest` of the odes, this essay explores that the form of “Ode on Indolence” allows this ode to enact the distracted thought processes of a speaker who finds himself drawn on by varying impulses either to sink into or rouse himself out of a state of indolence. In the result, this essay explains that this ode has its own theme of a proof of the relationship between indolence and Keats`s poetic identity, and its own form of full circle, repeating the circlings and recirclings of the figures themselves around a speaker to describe the theme more effectively such as a kind of technique on the theatrical performance. (Hanbat National University)

This essay sets out to analyze the psychological phenomenon of children`s imaginative fantasy. As children show mental representations differently according to the particular stages of their cognitive developments. Young children in the preoperational period tend to enjoy their illusive fantasies, thus, trying to fulfill their dreamy wishes. In the contrast to this, those children in the period of concrete operation prefer such imaginative fantasies that reflect very much realistic situations rooted on their actual life. Burningham`s Courtney, an imaginative fantasy, contains genuine life-stories of the children in that period, exposing their dissatisfaction in their home and potential anxiety on their life. Their imaginative fantasy describes such earthbound life-stories as we could frequently hear in our real life, which is in fact reasonable and understandable even to the eyes of adults. In Courtney, the children tell their imaginative stories to solve the impending problems of their lives. For that, they utilize their mental representation ability by consciously using an illusive element of a dog, Courtney. (Hannam University)

This article focuses on the incompleteness of our reality embedded within Doris Lessing`s The Golden Notebook, a novel with a highly experimental narrative structure about Anna Wulf, who is an expatriate African, a former Communist, a divorcee, an author of one successful book, and a keeper of four notebooks. In The Golden Notebook, Lessing specially introduces one of the defining features of postmodernism, incompleteness, in the process of dismantling the subject and text. Lessing who finds realism incapable of describing the divided society comes to see a new way embracing the chaotic and formless reality. Lessing`s parody of 19th century realism, convoluted structure and metafiction reestablish the connections between text and world by suggesting that there is no real objectivity of reality but chaos and incompleteness. As Lessing insists in the preface of the novel, breakdown or fragmentation is a way of self-healing in a messy, chaotic reality. The term `incompleteness` refers to real shape of our reality itself. Lessing`s novel breaks down realist conventions to strip us of our modernist expectation that texts are closed systems. Through this realization Anna, the protagonist, is able to transpose the conventional concept of a traditional narrative and conclude the novel by starting Anna full circle at the beginning of the story, thus creating a whole new work of fiction with a completely different character. (Daejeon Health Institute of Technology)

This research is to examine how Whitman`s view of religion has been fulfilled in his poem, “So long!” Since first published in the third edition of 1860 Leaves of Grass. “So long!” was an official farewell poem of Whitman. From the Roman times on, the tradition of writers saying good-bye(l`envoy) to their books has meant sending the books away from them, farewell given toward the inhuman books. Whitman`s “so long” contains the meanings of “till we meet again” and implies the expectation of reunion. Whitman has a belief in immortality and his religious vision is more real than conceptual, believing the absolute reality beyond the visible world. In “So long!,” when saying good-bye to readers, Whitman the poet becomes Whitman the text itself, and his farewell is not the end or completion. It is the promise of meeting again as an immortal text. Therefore, Whitman`s “So long!” is a farewell until future becomes present, and by Whitman the man becoming Whitman the text, his religious vision on immorality and his religious insight have been realized in the poem. (Chungnam National University)

The purpose of this paper is to examine the learners` academic achievement and class satisfaction on doing flipped learning in English reading and writing class. Flipped learning is a kind of blended learning which reverses the traditional learning model. In this study, students are required to study online instruction in advance which is offered by their instructor before they study in the classroom. Online contents mostly consist of vocabulary and grammar, and offline classes were progressed with students` activities, tasks or discussions. The subjects were 57 college students in English reading and writing courses. The results are as follows. More than 70% of the students positively responded on the effectiveness, convenience, time ratio, interest and concentration level, and preference categories in the satisfaction survey. The self-directed learning ability was slightly improved but it wasn`t significantly different from the controlled class. The students` academic achievement was significantly improved in this study, but it didn`t show a significant difference from the controlled class. Based on these findings, pedagogical implications for the contents of the flipped class are suggested. (Dankook University)

The purpose of the present study is to explore high school students` perception on their engagement in the development of English reading test items. This study aims 1) to explore the type of reading strategies students employ during item development, 2) to enlighten the positive aspects of student-generated item development, and 3) to disclose the negative aspects on their engagement in item development. 17 high school students participated in the item development and the semi-structured interview. The result showed that students intensively read the script in order to figure out the appropriate cognitive type of a reading item. Advanced students reported that the item-writing practices facilitated self-directed learning, improved their reading ability, enhanced reading motivation, and helped students analyze the reading test item. However, students with low level commented that the item-writing task was so harsh that they felt frustrated and lost motivation for reading. The present research concluded that the item-writing practice might be geared to advanced level of high school students while it would not be good for low level of students. (Chung-ang University)