Many schools in non-native English speaking countries are making efforts to implement English Immersed Education (EIE) in order to teach students English in context. Concurrently, the field of education is changing with the rapid evolution of technology, and with teachers and students becoming more technologically adept, ways of teaching and learning are advancing. Computer-supported collaborative learning (CSCL) is readily being applied to second language learning, as technologically rooted activities can provide many benefits to English Language Learners (ELLs). The aim of this study was to explore how the design of collaborative tasks within a virtual environment can enhance ELLs interactive communication, in terms of quality and quantity. First, literature on pedagogical applications of virtual worlds, in a general context and in a language learning context, is explored, as is the notion of cultural relevance and its impact on learning. Design-based methodology was employed, as five different virtual tasks were designed and implemented at Chungwhang Middle School and Indam High School in Seoul, South Korea. Results showed that the amount of interactivity among students and the nature of that interactivity were positively affected through the use of task-based virtual activities. Higher levels of conversation, in terms of quality and quantity, were developed when tasks focused on culture. Thus, further research is suggested on designing culturally relevant quests based on academic content.

This Study analyzed undergraduate grade distribution according to the types, locations, scales, and subjects of universities in Korea. The data used in the study were from the academy information disclosure service managed by the Korean Council for University Education. The data were collected from 220 national, public and private universities except cyber and technology universities. Also frequency analysis and descriptive statistics were performed for data analysis. Grade inflation was higher national and public than private universities according to the types, Metropolitan than non-metropolitan universities according to the locations, Large-scale than small-scale and medium-scale universities according to the scales, in major

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We are living in the 21st century that requires us to know how to integrate paper based curricula into interactive media. The purpose of the study is to provide exemplary cases that music teachers hope for their music classes through using Digital Textbook. For this purpose, two times of interviews with ten music teachers in South Korea were conducted. Case study and grounded theory methodology were adopted as a tool for analyzing the data. As a result, the teachers' desires for Digital Textbook were categorized into two perspectives: learner-centered learning, and collaborative learning & connection with open sources.