The purpose of this study was to investigate the effects of science lesson applying STEAM education on the creative thinking activities and emotional intelligence of elementary school students. The study subjects were two classes of the 3 th grade of S elementary school in B Metropolitan City. One class including 26 students was experimental group and the other including 27 students was comparison group. For the purpose of study, the lesson unit 'The world of animals' was practised, the reorganized unit applying STEAM was applied to experimental group, whereas comparison group was taught traditional science lesson. The results of this study were as follows. First, the science lesson applying STEAM education influenced significantly the improvement of the creative thought activities of elementary school students. Second, the science lesson applying STEAM education influenced significantly the improvement of the emotional intelligence of elementary school students.

Internationalization has prompted schools to send out students in study-abroad programs. Many inbound international students come to the Philippines often to learn the English language at lower tuition costs, lower costs of living, and well-trained teachers. Among Koreans, many feel strongly motivated to learn English, yet many remain unwilling to communicate in real-life situations. The researchers explore the notion of (un)willingness to communicate among ten Korean EFL learners in study abroad programs in Manila. Findings from an indepth focus group discussion support previous studies within the Korean social context, in that the participants generally exhibit unwilling-tocommunicate tendencies. Three themes that explain this phenomenon were identified: communicative situation's level of formality, learners' intercultural sensitivity, and their subject matter anxiety. Both level of formality and subject matter anxiety support willingness to communicate (WTC) as a situationally-dependent construct. However, intercultural sensitivity seemed to be a mixture of intercultural complex (IC) and L1 audience sensitivity (L1AS) previously found among learners within the Korean school system. It could then be that, as a factor of WTC in a study abroad context, intercultural sensitivity involves a knowledge of 'Non-Korean world', i.e., the Filipino language learning context, and an intense awareness of the inequalities perceived between Koreans and their Non-Korean audience. Results may assist communication coaches, international programs staff, and language teachers in minimizing the 'generalized baggage' that Korean learners carry around and bring with them when communicating in a foreign language.

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This study was conducted to examine the effect of elementary science class using name card method on scientific learning motivation and academic achievement of elementary students. Two sixth grade classes were divided into experimental group and comparison group to treat the experimental group with elementary science class using name card method. General class according to teacher manual was implemented for the comparison group. Elementary science class applying name card method was conducted for 10 sessions throughout the experimental period of 8 weeks. The results of this study were as follows. First, elementary science class with name card method was effective in improving scientific learning motivation. Second, elementary science class with name card method had significant effect on improvement of scientific learning academic achievement. The study results showed that elementary science class with name card method was effective for scientific learning motivation and academic achievement of elementary students.