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Song, Juyoung. „English and internationalization of Korean universities“. Study Abroad Research in Second Language Acquisition and International Education 5, Nr. 2 (07.10.2020): 153–74. http://dx.doi.org/10.1075/sar.19001.son.
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Abstract The internationalization of higher education in South Korea has brought marked changes to the linguistic and cultural diversity of university campuses. This ethnographic case study examined language policies, language use, and intercultural interactions in two localized English-Medium-Instruction courses that incorporated both English and Korean as mediums of instruction. The results drawn from interviews with ten participants and observations of classroom interactions show that English was a primary medium for students’ academic literacy and Korean as an additional communication tool in the absence of any explicit Medium of Instruction policy. They also illustrate how the different statuses of the two languages limited students’ investment in learning Korean as a second language and created unequal intercultural interactions between speakers of different languages. The results illuminate how a neoliberal ideology adopted and enacted at a national and institutional level through internationalization translated into implicit policies and practices at different levels on campus.
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Pang, Sangho, David Reinking, Amy Hutchison und Deanna Ramey. „South Korean Teachers’ Perceptions of Integrating Information and Communication Technologies into Literacy Instruction“. Education Research International 2015 (2015): 1–13. http://dx.doi.org/10.1155/2015/783593.
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We investigated South Korean literacy and language arts teachers’ perceptions about integrating interactive communication technologies (ICTs) into instruction. The survey addressed their access to various applications and technologies associated with ICTs, access to technological support, frequency and importance of use, and obstacles to and conceptions of integrating ICTs. Descriptive and correlational data are reported suggesting that although classroom use of ICTs is mandated at the national level, South Korean teachers perceive access to some tools and applications, as well as the availability of technical assistance at both the school and district level, to be limited. We compare data from this study to our findings from a similar study conducted in the USA and discuss what the findings reveal about integration of ICTs into literacy instruction in South Korea. The implications for education policy in South Korea and for continued research to clarify findings across national and cultural boundaries are discussed. For example, despite reporting greater impact of obstacles and less technical support than their US counterparts, South Korean teachers reported using ICTs more frequently than teachers from the USA.
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Kim-Renaud, Young-Key. „Mixed Script and Literacy in Korea“. Korean Linguistics 12 (01.01.2004): 161–82. http://dx.doi.org/10.1075/kl.12.07ykk.
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Abstract. Today, Chinese characters (hanca) and Chinese-based Korean vocabulary (hancae or Sino-Korean) are either embraced or rejected as part of Korean identity. For more than a millennium, Koreans internalized Chinese belles lettres, making Chinese high culture a guiding light for gentlemen. Many Koreans today resent attitudes of satay ('serve the great') or mohwa ('adulate China'). However, others find this cynical self-image distorted or misguided. While the debate about mixed writing continues, the language will take its natural course. Since the "hankul only" policy was adopted in both Koreas, the need for continued use of Chinese has been felt, and policies have fluctuated. Nevertheless, Chinese � slowly coming to be seen as heavy, unclear, and perfunctory � is being abandoned. Hankul is there to stay, although it must keep "reforming" to trace language change. In today's global age, most South Koreans are no longer obsessed with independence. Mixed script with English or other European languages and logography in cyber writing may denote a contemporary educated people, despite strident voices from purists. Such mixed script constitutes an interesting new development in the Korean writing tradition. Whatever may evolve in both spoken and written Korean will be an important manifestation of national identity.
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Kang, Hyun-Sook. „English-only instruction at Korean universities: Help or hindrance to higher learning?“ English Today 28, Nr. 1 (März 2012): 29–34. http://dx.doi.org/10.1017/s0266078411000654.
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As the suicides by a few students at one of South Korea's (hereafter Korea) most prestigious universities drew a great deal of attention from the public, partial blame went to the new institutional policy imposed by the university's top administrator: exclusive use of English as the medium of instruction across the entire curriculum (McDonald, 2011). The fanatical pursuit of English education and the overall status of the English language in Korean society have been well documented in the literature (e.g., Jeon & Lee, 2006; Jeong, 2004; Lee & Shin, 2008; Park, 2009; Seth, 2002). However, little has been written about another controversial trend, English-only instruction, recently introduced at a few selective institutions of higher education in Korea.
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Schneider, Ian. „“It’s not real culture anyway”: Language ideologies of local and expatriate English teachers in rural South Korea“. Proceedings of the Linguistic Society of America 8, Nr. 1 (27.04.2023): 5503. http://dx.doi.org/10.3765/plsa.v8i1.5503.
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In South Korea (Korea), Park (2004) identifies three dominant English language ideologies: necessity (English as essential to compete in neoliberal markets), externalization (English as antithetical to Korean identity), and self-deprecation (English as unobtainable by Korean speakers). While studies have explored these ideologies among Korean English teachers in cosmopolitan settings like Seoul, few studies consider how teachers in rural areas negotiate these language ideologies. This study compares ideological stances from both expatriate guest English teachers (GETs) and local Korean English teachers (LETs). Participants working in the rural province of Jeollanamdo conducted semi-structured interviews about their perspectives and experiences regarding English education in Korea. Interviews underwent thematic analysis where initial codes identified Park’s three ideologies, and further coding produced subthemes through stance analysis. Findings indicate a diverse mix of stances between LETs and GETs that both affirm and resist dominant English language ideologies. LETs and GETs with experience working in both rural islands and coastal cities also report variation in students’ motivation and stress toward English education. By examining variation in teachers’ stancetaking toward dominant English language ideologies, this study challenges Bourdieu’s (1991) notion of a unified linguistic ideological marketplace.
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Yoo, Suk-Jo. „The Effects of Foreign Students' Korean Speaking Education Service Quality on Their Intention to Continue Learning: Focusing on the Mediating Effect of Self-Direction“. Korean Association For Learner-Centered Curriculum And Instruction 23, Nr. 24 (31.12.2023): 571–84. http://dx.doi.org/10.22251/jlcci.2023.23.24.571.
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Objectives The purpose of this study is to examine the structural relationship between the factors of the education service quality for the provision of high-quality educational services to foreign students studying in South Korea, which were, respectively, self-direction and the intention to continue learning, to help the understanding of the personal characteristics of foreign learners and provide implications for the improvement of education services.
Methods For this purpose, 378 Korean language learners studying Korean speaking as a foreign language in a college located in South Korea were surveyed, and the data were analyzed using SPSS 26.0 and AMOS 26.0 programs.
Results First, of the quality factors of Korean speaking education for foreign students, trust, responsiveness, certainty, and empathy were confirmed to have a significant and positive impact on self-direction. Second, of the quality factors of Korean speaking education for foreign students, trust, responsiveness, certainty, and empathy significantly and positively impacted the intention to continue learning. Third, the self-direction on Korean speaking education for foreign students was found to positively and significantly impact the intention to continue learning. Fourth, as for the mediating effect of self-direction in the relationship between the quality of Korean speaking education and the intention to continue learning, it was shown that self-direction had a significant mediating effect only in the relationship between the quality of education service, namely trust, responsiveness, certainty, and empathy, and the intention to continue learning.
Conclusions The universities that provide Korean language programs to foreign students should implement various systems to enhance self-direction among learners.
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Reyes, Cyril. „A Rhizomatic Analysis of the Korean EMI Experience: A Report on Shifting Attitudes towards English as a Medium of Instruction in South Korea“. Academic Journal of Interdisciplinary Studies 12, Nr. 2 (05.03.2023): 1. http://dx.doi.org/10.36941/ajis-2023-0026.
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This study investigates the EMI (English as a Medium of Instruction) experience of nursing students in South Korea. From a questionnaire, two-thirds of the participants reported that English should be the primary language of instruction, even when the same number of students preferred L1 as their collaboration medium. In response to the current literature on the Korean EMI experience, this paper adopts an original application of Deleuze and Guattari's ideas in its qualitative analysis of Korean EMI to understand better why students would choose English over their L1. Instead of explaining the contradictions in EMI learning with neoliberal and capitalist critiques, the contribution of this paper is to illustrate the heterogeneity and the transformative shifts in Korean higher education and the specific function that students have in engendering new forms of identities through EMI praxis.
Received: 21 December 2022 / Accepted: 3 February 2023 / Published: 5 March 2023
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SORNSUWANNASRI, Sayamon. „MOTIVATION INFLUENCING DECISION TO LEARN KOREAN LANGUAGE AMONG CHIANG MAI UNIVERSITY STUDENTS“. International Journal of Korean Humanities and Social Sciences 6 (30.12.2020): 7–36. http://dx.doi.org/10.14746/kr.2020.06.01.
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This research aims to investigate motivation that influences Chiang Mai University students’ decision to learn the Korean language. A questionnaire is conducted on the students’ motivation behind their decision to learn the Korean language and their expectations for Korean language learning after graduation. Respondents are 102 students studying Korean as elective courses or minor subjects. The results reveal that the type of motivation that has the highest influence over their Korean language learning is self-motivation, and they are also motivated by curriculum and institutes, the ‘Korean Wave’ and the society, defined as social motivation, respectively. Their highest post-graduation expectation for Korean language learning is the ability to converse fluently with Korean people, while the ability to understand Korean songs/dramas/variety programs, the ability to understand Korean society and culture, the ability to get a job using the Korean language, the opportunity to study in South Korea and the opportunity to have new friends are the next highest expectations successively.
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Piller, Ingrid, und Jinhyun Cho. „Neoliberalism as language policy“. Language in Society 42, Nr. 1 (24.01.2013): 23–44. http://dx.doi.org/10.1017/s0047404512000887.
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AbstractThis article explores how an economic ideology—neoliberalism—serves as a covert language policy mechanism pushing the global spread of English. Our analysis builds on a case study of the spread of English as a medium of instruction (MoI) in South Korean higher education. The Asian financial crisis of 1997/98 was the catalyst for a set of socioeconomic transformations that led to the imposition of “competitiveness” as a core value. Competition is heavily structured through a host of testing, assessment, and ranking mechanisms, many of which explicitly privilege English as a terrain where individual and societal worth are established. University rankings are one such mechanism structuring competition and constituting a covert form of language policy. One ranking criterion—internationalization—is particularly easy to manipulate and strongly favors English MoI. We conclude by reflecting on the social costs of elevating competitiveness to a core value enacted on the terrain of language choice. (English as a global language, globalization, higher education, medium of instruction (MoI), neoliberalism, South Korea, university rankings)*
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Bumbalough, Mathew. „Language and Sexuality in South Korea: A Case Study“. International Journal of Literacy, Culture, and Language Education 5 (06.08.2017): 22–36. http://dx.doi.org/10.14434/ijlcle.v5i0.26928.
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This case study examines the language and sexuality of a gay man living in South Korea, exploring current literature, theories, and interview data as a way of investigating sexuality as a marker of identity. I define sexual identity in this case through the subjective reality of the participant as he expresses his ‘true’ self in the lived experience of his travels to different countries and speaking multiple languages. The aim of this study then is to analysis the discourse using Philip and Jorgensen’s (2002) method of critical discourse analysis from a single interview to see how pronoun selection, language selection, speech intonations and inflections in his speech to see how it informs current research in Korean Studies and gender discourses.
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Gearing, Nigel. „Applying the Lens of Second Language Motivation Research to Interpret Online Learner Amotivation and Demotivation“. ATLAANZ Journal 6 (24.11.2023): 1–16. http://dx.doi.org/10.26473/atlaanz.2023/004.
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The aim of this article is to inform deep, contextualized insight into understanding why internal and external factors caused the amotivation of an English as a Foreign Language (EFL) instructor’s attempts to acquire Korean online. Amotivation is a learner’s realization that either their current learning trajectory is too difficult or pointless, and demotivation is a specific trigger leading to amotivation (Dörnyei ; Ushioda, 2011). Patricia was one of 14 English L1 English speaking EFL instructors employed by a South Korean university to participate in my PhD in Applied Linguistics entitled Factors Affecting the Motivation to Learn Korean by EFL Professors Living Permanently in South Korea. She was the sole one-year longitudinal case study in this qualitative research and its only participant to self-study Korean online. I analyse her less than satisfactory experience through the theoretical lenses of Dörnyei’s (2009) L2 Motivational Self-System and Dörnyei and Ottό’s (1998) Process Model of Motivation
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Schirmer, Andreas. „Aspects of the Never-Ending Translation Wars in South Korea“. Lebende Sprachen 49, Nr. 5 (08.10.2020): 390–410. http://dx.doi.org/10.1515/les-2020-0016.
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AbstractTranslation has always played a major role in Korea’s often painful process of modernization. But even in this context, the frequent “translation wars” are a striking phenomenon—especially when the zealous battles about mistranslations are fought not only within the limited confines of professional or aficionado circles, but also (as periodically occurs) captivate the general public. The fact that public discourse about the quality and reliability of translations is much more common in South Korea than anywhere in the West is very telling in cultural anthropological terms. This significance has, however, never been considered a matter deserving of academic attention in and of itself. Conspicuously, the public denunciation of translation mistakes, as practiced in Korea, often targets not only the immediate culprits but claims to expose a fundamental (culturally conditioned) mentality among the general Korean population. The implication is that Korean audiences lack self-assurance and tend to accept dubious passages meekly because they are conditioned to suspect themselves of being simply too stupid to understand. Korea’s ongoing translation wars are epitomized by encyclopedic books that present vast collections of detected mistakes and usually receive a great deal of media coverage. One regularly recurring motif of the multifaceted debates on mistranslations is the supposed disgrace and disadvantage sustained by Koreans when they are left with imperfect renderings of insights easily gleaned by those elsewhere in the world, who read, if not the originals, at least perfectly faithful translations.
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Jang, Jinsil. „Emerging Multilingual Children’s School Language Socialization: A Three-Year Longitudinal Case Study of a Korean Middle School“. Languages 9, Nr. 3 (18.03.2024): 104. http://dx.doi.org/10.3390/languages9030104.
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This qualitative case study reports the impact of schooling on migrant children’s language socialization, particularly focusing on the role of language ideologies and practices within Korean schools. Despite an increasing population of migrant multilingual children in Korean schools, the education system predominantly follows a monolingual orientation with Korean as the primary medium of instruction. The research aims to address this gap by investigating the influence of Korean teachers’ and emergent multilingual youths’ language ideologies on bi- and multilingual language education. Additionally, this study explores how emerging multilingual children comply with or exhibit ambivalence/resistance toward instructed practices. Data were collected over three years from a regional middle school in South Korea and inductively analyzed using constant comparative methods. The findings underscore the significance of creating a multilingual space in classrooms where teachers value diverse linguistic and other semiotic resources, fostering more active engagement and negotiation of meaning among multilingual students. In contrast, monolingual-oriented classrooms result in the students’ passive behavior and hinder socialization into the Korean school environment. This study advocates for a more inclusive learning environment that recognizes and embraces multilingual values, facilitating meaningful language practices among emerging multilingual youth.
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Jenks, Christopher. „English for sale: Using race to create value in the Korean ELT market“. Applied Linguistics Review 10, Nr. 4 (26.11.2019): 517–38. http://dx.doi.org/10.1515/applirev-2017-0090.
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AbstractUsing Marxist notions of value, this study examines how the commodification of language instruction skews understandings of who is deemed a legitimate teacher of English in South Korea. The study argues that neoliberalism incentivizes the Korean ELT market to create value in race and racialized images. For example, the analysis explores how skin color, nationality, ethnicity, and facial morphology are used to sell an “authentic” and “Western” learning experience, thus creating exchange value in characteristics and features that are not traditionally associated with good language teaching, such as the ability to communicate information effectively. Analyzing interviews, job advertisements, and immigration documents from a critical discourse analytic perspective, the analysis uncovers how a market-driven ELT profession contributes to, and represents, a nexus of racially-motivated ideologies that circulates the discourse that English in South Korea is an indispensable form of upward mobility. The paper ends by contending that scholars and practitioners must do more to understand how constructs central to markets, such as value and commodity, shed light on pressing critical ELT issues.
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Min-ji, Choi. „The Influence of Music Training on Language Processing Skills in Adolescents in South Korea“. International Journal of Linguistics 5, Nr. 2 (02.07.2024): 49–60. http://dx.doi.org/10.47604/ijl.2721.
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Purpose: The aim of the study was to analyze the influence of music training on language processing skills in adolescents in South Korea. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study on the influence of music training on language processing skills in adolescents in South Korea revealed significant positive correlations between music education and language processing abilities. Adolescents who received music training demonstrated enhanced linguistic skills, including vocabulary acquisition and syntactic comprehension, compared to their peers without musical instruction. The findings suggest that musical training may contribute to cognitive advantages in language development during adolescence. Unique Contribution to Theory, Practice and Policy: Neurocognitive theory of music, transfer of learning theory & socio-cultural theory may be used to anchor future studies on the influence of music training on language processing skills in adolescents in South Korea. Advocate for the integration of structured music education programs in South Korean schools, emphasizing its potential benefits for language development. Advocate for policies that support the inclusion of music education as a core component of the curriculum, highlighting its role in fostering holistic cognitive development and academic achievement.
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Jo, Kyuhee. „A comparative study of immigrant children’s learning motivation in L2 Korean and L3 English“. Korea Association of Primary English Education 29, Nr. 2 (30.06.2023): 69–94. http://dx.doi.org/10.25231/pee.2023.29.2.69.
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This comparative study investigates the motivation underlying second language (L2) Korean and third language (L3) English learning among immigrant children from multicultural families in South Korea. Utilizing a questionnaire developed by Jeon and Kim (2015), 56 participants provided their status of motivational constructs, including ideal L2/L3 self, ought-to L2/L3 self, instrumental motivation, motivated behavior, attitudes towards target languages, and integrative orientation. The results revealed divergent motivational patterns for L2 and L3 learning, influenced by factors such as gender, grade, and linguistic proximity. Further, integrative orientation surfaced as a crucial predictor for children’s intended learning efforts in both L2 and L3. Interviews with teachers who taught the participants L2 Korean and L3 English also supported the quantitative results. In accordance with previous studies, these findings underscored the dynamic nature of foreign language learners’ motivation. Taken together, this study suggests recognizing the distinct attributes of each motivational system and devising pertinent motivational strategies for L2 and L3 teaching.
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Pooley, Aaron William, Warren Midgley und Helen Farley. „Informal Language Learning Through Mobile Instant Messaging Among University Students in Korea“. International Journal of Mobile and Blended Learning 11, Nr. 2 (April 2019): 33–49. http://dx.doi.org/10.4018/ijmbl.2019040103.
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Mobile technologies and platforms that facilitate communication across different languages are increasingly relevant in a world characterised by the global flows of diverse populations and disparate digital environments. This qualitative study explores communication between native and non-native speakers of Korean, mediated through mobile instant messaging in the sophisticated digital environment of South Korea. This article reports on two studies that examined the experiences of English-speaking language instructors (Study 1) and international students (Study 2) in a private university situated in South Korea during 2012 and 2015, respectively. This is done by focusing on face-to-face and screen-to-screen communication, and the co-dependencies arising between language instructors and international students. Between 2012 and 2015, large upgrades in the local digital environment saw the emergence of ubiquitous low cost or free high-speed Wi-Fi coverage and a near universal national adoption of a local mobile instant messaging service. The participants in Study 2 were widely found to be digitally literate and demonstrated an acuity with mobile instant messaging. They developed creative solutions for communication and language learning by blending sociolinguistic and linguistic competencies within mobile instant messaging chat rooms. This article highlights the changes that have occurred between 2012 and 2015 and demonstrates the need for further research into how mobile instant messaging services support communication between people from different language and culture backgrounds, particularly for people without access to formal language instruction.
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Han, Kyung-Im, und Hyekyeng Kim. „AN INVESTIGATION INTO THE GAP BETWEEN KOREAN UNIVERSITY STUDENTS’ GRAMMATICAL AWARENESS AND PERCEPTION“. Indonesian Journal of Applied Linguistics 7, Nr. 1 (31.05.2017): 117. http://dx.doi.org/10.17509/ijal.v7i1.6864.
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Despite the consistent emphasis on grammar instruction in English classrooms in South Korea, studies regarding grammar instruction have not yet been extensively conducted. The present study aims to discover the gap between learners’ grammatical awareness and their perception of major grammatical items. A total of 60 EFL learners from two local universities in South Korea participated in the study and were divided into two groups, a high-level and a low-level group. A set of tests was utilized to examine learners’ grammatical awareness and their perception of six major grammatical items—tense, prepositions, articles, voices, morphology, and vocabulary. The results demonstrated that there was a significant difference in the scores of tense, article, and voice for grammatical awareness between the high-level and the low-level group. Also, both groups scored high for the category of voice while they received low scores for vocabulary and morphology. In addition, they showed a significant difference in the scores for the perceived difficulty of articles and voice. The high-level group perceived voice as the most difficult, whereas the low-level group perceived articles as the most difficult. These findings demonstrate a gap between the learners’ grammar awareness and perception and highlight a need to design an individualized curriculum for the effectiveness of teaching as well as self-initiated studying.
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Jung, Christina D. „Bilingual Proficiency Development and Translanguaging Practices of Emergent Korean-English Bilingual Children in Korea“. Journal of Language Teaching and Research 13, Nr. 6 (01.11.2022): 1156–65. http://dx.doi.org/10.17507/jltr.1306.03.
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With the rise of globalization, transmigration becomes more commonplace. Globalization is often accompanied by multiculturalism that constitutes an important fabric in societies and countries around the world. This has been the case in South Korea. Multiculturalism has resulted in many shifts and challenges within the Korean family dynamics. Multilingualism is an important characteristic that uniquely identifies many multicultural families. Regardless of the unique traits of each multicultural family, what seems to be the common denominator within these families of emergent bilingual children is that translanguaging is practiced for various purposes both inside and outside the home environment. Through questionnaires, semi-structured interviews, and narrative frames, this qualitative case study explores Anglophone fathers’ perceptions of their bilingual children’s language proficiency, the translanguaging practices of Korean-English bilingual families in Korea, and the impact of translanguaging practices on bilingual children’s self-identity development. Three conclusions can be drawn based on the results: Parents of emergent bilingual children generally value high proficiency in both languages, translanguaging is often practiced for communicative purposes, and translanguaging has an important effect on emergent bilinguals’ self-identity development. Implications are drawn regarding the importance and necessity of translanguaging practices both inside and outside of the home environment.
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Park, Joseph Sung-Yul. „Personality as technology of self: MBTI and English language learning in South Korea“. International Journal of the Sociology of Language 2024, Nr. 285 (01.01.2024): 35–54. http://dx.doi.org/10.1515/ijsl-2023-0035.
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Abstract This paper considers how a particular understanding of personality, as manifest in the way discourses about personality types are circulated and employed, may serve as a foundation for rationalizing the logic of human capital and its concomitant inequalities. Focusing on the recent popularity of the Myers-Briggs Type Indicator (MBTI) in South Korea and the way it is adopted in online content offering advice on English language learning, this paper suggests that a conceptualization of personality as simultaneously enduring and inherent, on the one hand, and standardized and technologized, on the other, allows personality testing and personality type to serve as moral technologies of self that conceal the contradictions underlying the promotion of English language learning as a key to developing one’s human capital in neoliberal Korean society.
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Nissi, Keizah, und Suzy Azeharie. „Dramaturgi pada Serial Korea True Beauty“. Koneksi 6, Nr. 2 (02.11.2022): 440–48. http://dx.doi.org/10.24912/kn.v6i2.15825.
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One of the Korean popular culture industries, the Korean Wave, is a Korean drama series. Korean drama series is a series of shows or shows that are broadcast in the Korean language. This drama usually tells stories about culture, activities, or daily activities that tell about life in South Korea. One of the stories that are often made into a story in Korean drama series is about the construction of a woman's beauty, one of which is raised in the Korean series True Beauty. The Korean series True Beauty is a series that tells about the life of a woman who does not have an attractive appearance, so she covers her appearance with facial expressions to live her daily life. This study wants to know the dramaturgy of the Korean series True Beauty. The researcher uses Goffman's dramaturgy theory, which consists of several concepts: self-presentation, the front stage area, the middle stage area, and the backstage area. This study uses a descriptive qualitative research approach with case study research methods. The research data were obtained by observation and documentation of the 16 episodes of the Kore True Beauty series, as well as a literature study. The results showed dramaturgy in the Korean series True Beauty, namely when in the front stage area, Jukyung's character will play his role by using makeup. While in the center stage area, Jukyung's character will prepare himself by applying makeup. Meanwhile, when he was backstage, Jukyung's character was himself without wearing any makeup. Salah satu industri budaya populer Korea atau yang dikenal dengan istilah Korean Wave adalah drama seri Korea. Drama seri Korea adalah tayangan atau pertunjukan seri yang disiarkan dalam bahasa Korea. Drama ini biasanya mengangkat cerita mengenai budaya, aktivitas, atau kegiatan sehari-hari yang menceritakan kehidupan di Korea Selatan. Salah satu cerita yang sering kali diangkat menjadi cerita dalam drama seri Korea adalah mengenai kontruksi kecantikan seorang perempuan yang salah satunya diangkat dalam cerita serial Korea True Beauty. Serial Korea True Beauty merupakan serial yang menceritakan mengenai kehidupan seorang perempuan yang tidak memiliki penampilan yang menarik sehingga ia menutupi penampilannya itu dengan riawan wajah untuk menjalani kehidupan sehari-harinya. Penelitian ini ingin mengetahui dramaturgi pada serial Korea True Beauty. Peneliti menggunakan teori dramaturgi Goffman yang terdiri dari beberapa konsep yaitu presentasi diri, wilayah panggung depan (front stage), wilayah panggung tengah (middle stage), dan wilayah panggung belakang (back stage). Penelitian ini menggunakan pendekatan penelitian kualitatif deksriptif dengan metode penelitian studi kasus. Data hasil penelitian diperoleh dengan observasi dan dokumentasi dari 16 episode serial Kore True Beauty serta studi kepustakaan. Hasil penelitian menunjukan bahwa dramaturgi dalam serial Korea True Beauty, yaitu saat di wilayah panggung depan, tokoh Jukyung akan memainkan perannya dengan menggunakan riasan. Saat berada di wilayah panggung tengah, tokoh Jukyung akan mempersiapkan dirinya dengan merias wajahnya. Sementara saat berada di panggung belakang, tokoh Jukyung menjadi dirinya sendiri tanpa mengenakan riasan.
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Garrison, Yunkyoung Loh, Ji Youn Cindy Kim und William Ming Liu. „A Qualitative Study of Korean Men Experiencing Stress Due to Nonprestigious Hakbeol“. Counseling Psychologist 46, Nr. 6 (August 2018): 786–813. http://dx.doi.org/10.1177/0011000018798042.
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Hakbeol refers to one’s place in a hierarchical undergraduate pedigree system in South Korea. This qualitative study explored 12 Korean men’s experiences with societal prejudices associated with nonprestigious hakbeol status (e.g., attending “lesser-known” universities). Considering the gender role strain paradigm and the Confucian historical context in Korea, this study attempted to illuminate psychological issues stemming from Korean men’s emphasis on the value of a prestigious hakbeol status. Participants reported (a) holding both supportive and critical views about the hakbeol system; (b) perceiving an influence of their hakbeol status on fulfilling their filial piety; (c) experiencing unwanted everyday experiences in relation to others, careers, and self-image; and (d) making efforts to cope with barriers related to their hakbeol status. These findings provide psychologists with the language and evidence to address mental health concerns caused by hakbeol-based discrimination and systemic injustice issues. Implications for counseling, training, advocacy, and research are discussed.
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Huang, I.-Chen. „‘Everybody learns English, and so do I’: The dominance of English and its effects on individuals“. English Today 32, Nr. 1 (11.12.2015): 28–34. http://dx.doi.org/10.1017/s0266078415000504.
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In some Asia-Pacific countries, English is neither an ethnic heritage nor a colonial legacy. The dominant position of English can also be a result of it being the common language for worldwide communication. The superiority of the English language in such countries manifests itself in language policy and national curricula which leads to a frantic pursuit of English. An educational trend in China, Japan, Taiwan, and Vietnam is to start English instruction early to give children an edge in second language acquisition. A rationale used for this is the positive relationship between a nation's international competiveness and the English language competence of its citizens (Baldauf & Nguyen, 2013; Hu, 2009; Park, 2009). One example of a nationwide English learning movement is ‘the-earlier-the-better’ in Taiwan. To win elections, electoral candidates used to propose English instruction to be available at Grade 1 (age of 6) although the Ministry of Education ruled for Grade 5 (age of 10) to be the year for English to be introduced (Chang, 2009). Another example of early English learning is overseas study in South Korea. Young children are sent to North America to receive long-term education so that they can learn to speak English without a Korean accent (Song, 2010).
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Almusharaf, Norah, Daniel Bailey und Hugo Rodrigue. „Investigating Engineering Instructor Characteristics Associated with English Medium Instruction and Their Influence on Intrinsic Motivation“. Sustainability 15, Nr. 2 (05.01.2023): 973. http://dx.doi.org/10.3390/su15020973.
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This study explores how instructors view the current state of English medium instruction (EMI) in terms of the existence of EMI engineering courses, how EMI influences instructor motivations, and how motivation constructs influence the intrinsic motivation to teach EMI courses. Explanatory variables regarding intrinsic motivations included the use of the Korean language (L1) when teaching EMI courses, EMI teacher self-efficacy, EMI teacher anxiety, and perceived student benefits for English acquisition when attending EMI courses. The influence of demographic variables (i.e., age, teaching experience, experience living overseas, and second-language proficiency) on intrinsic motivation was also identified. Ultimately, a cross-sectional research design was conducted with a group of 54 engineering professors at a South Korean university. Mean score and correlation analyses provided an initial view of the data. Multiple linear regression analysis was used to determine the explanatory variables’ influence on the intrinsic motivation to teach EMI courses. Several significant relationships in the model were identified. The results showed that the surveyed professors have high self-efficacy in teaching EMI courses, which corresponds with low anxiety levels. Furthermore, the professors reported the frequent and varied strategic use of their first language, L1 (i.e., Korean), when teaching EMI courses. Generally, professors with low self-efficacy in their English will use their own language (L1) more frequently than their more confident counterparts. Self-efficacy, anxiety, and the perceived benefits for students were significant predictors of their intrinsic motivation to teach EMI courses. The pedagogical implications are briefly discussed, and methods for preparing the EMI course instructors are recommended.
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Baldwin, Jeffrey, Jennifer Manning, Natasha Powell und Paulina Martinez. „Efficacy of Unguided Conversation on Fluency and Speaking Confidence: A Case Study in South Korea“. Modern Journal of Studies in English Language Teaching and Literature 4, Nr. 1 (27.06.2022): 1–16. http://dx.doi.org/10.56498/41202241.
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To date, there is limited research into the measurable benefits of unguided and unstructured conversation practice (typically a popular, in-demand service) for adult English language learners. This project looks to determine the differences in measured oral fluency as well as self-reported speaking confidence of South Korean university students before and after several months of conversational English practice with native English instructors. Participants were given weekly one-on-one “free talk” sessions with no grammatical instruction and very limited corrective feedback for a total of one hour. Sessions were recorded at early and late program intervals in order to calculate the average length of runs and speech rate. Moreover, students completed pre- and post-program surveys to estimate their overall confidence levels in L2 speaking. This project found limited change in fluency without direct corrective feedback. Furthermore, our measurements of students’ self-reported speaking confidence revealed inconsistent trends from the first to last sessions. This research seems to indicate that loosely structured, “coffee shop” style lessons should adopt a more structured curriculum in order to see more pronounced and measurable growth over time.
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Purnamasari, Chindy, Khofifatu Rohmah Adi und Agung Wiradimadja. „Tindakan imitasi remaja Komunitas Penggemar Seventeen (Carat) akibat adanya Korean Wave di Kota Malang“. Jurnal Integrasi dan Harmoni Inovatif Ilmu-Ilmu Sosial (JIHI3S) 2, Nr. 6 (20.06.2022): 577–86. http://dx.doi.org/10.17977/um063v2i6p577-586.
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The Korean wave is a set of popular cultures originating from South Korea which has spread throughout the world, including Indonesia. The rapid development of the Korean wave is a phenomenon of globalization where there are no certain boundaries between one country and another. The products displayed in the Korean wave are in the form of K-drama, K-pop music, movies, and also variety shows. The spread of the Korean wave in Indonesia is very fast, so many fans and not a few are also affected by the Korean wave, especially teenagers. The Seventeen fan community in Malang is proof of the growing influence of the Korean wave in Indonesia. The influence of the Korean wave is imitation or imitation of foreign cultures. Therefore, the purpose of this study is: (1) to find out the motivating factors for teenage fans of Seventeen to imitate the Korean wave, (2) to find out the forms of imitation by teenagers who are Seventeen fans of the Korean wave, and (3) to find out how to maintain the attitude of youth nationalism of Seventeen fans during the Korean wave. This study uses a qualitative method with a descriptive approach. The research location is in Malang City. The subjects in this study were teenage members of the Seventeen fan community in Malang City. The data analysis technique used belongs to Miles and Huberman, namely by collecting data, reducing data, presenting data, and drawing conclusions. Based on the results of the research that has been done, it is revealed that: (1) the factors that influence the act of imitating youth members of the Seventeen fan community, among others, are to increase self-confidence, and also to look more fashionable or cool, (2) the form of imitation is in the form of imitation of the style. appearance (clothing and make-up), speaking style using Korean language and intonation, and also the high work ethic that Koreans have, (3) and how to maintain a sense of nationalism during the Korean wave, namely by limiting oneself in idolizing wave victims, using Indonesian well in addition to using their respective regional languages, using local products or domestic products, besides that, they also appreciate the works of the nation's children through their support for various cultural festivals.
Korean wave merupakan seperangkat kebudayaan populer yang berasal dari Korea Selatan yang menyebar ke seluruh dunia termasuk Indonesia. Berkembang pesatnya Korean wave merupakan suatu fenomena globalisasi dimana tidak ada batasan-batasan tertentu antara negara satu dengan yang lainnya. Produk yang ditampilkan dalam Korean wave adalah berupa K-drama, music K-pop, film, dan juga variety show. Persebaran Korean wave di Indonesia sangat pesat, sehingga banyak penggemar serta tidak sedikit pula yang terpengaruh oleh Korean wave khususnya para remaja. Komunitas penggemar Seventeen di Kota Malang menjadi salah satu bukti pengaruh Korean wave yang berkembang di Indonesia. Pengaruh dari adanya Korean wave adalah melakukan tindakan imitasi atau peniruan terhadap budaya asing. Oleh sebab itu, tujuan dari adanya penelitian ini adalah: (1) untuk mengetahui faktor pendorong remaja penggemar Seventeen melakukan tindakan imitasi terhadap Korean wave, (2) untuk mengetahui bentuk-bentuk peniruan yang dilakukan remaja penggemar Seventeen terhadap Korean wave, (3) untuk mengetahui cara menjaga sikap nasionalisme remaja penggemar Seventeen di tengah adanya Korean wave. Penelitian ini memakai metode kualitatif dengan menggunakan pendekatan deskriptif. Lokasi penelitian terletak di Kota Malang. Subjek dalam penelitian ini yaitu remaja anggota komunitas penggemar Seventeen yang berada di Kota Malang. Teknik analisis data yang digunakan yaitu milik Miles dan Huberman yaitu dengan cara pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Berdasarkan dari hasil penelitian yang telah dilakukan, mengungkapkan bahwa: (1) faktor yang mempengaruhi tindakan peniruan remaja anggota komunitas penggemar Seventeen antara lain yaitu untuk meningkatkan rasa percaya diri, dan juga agar terlihat lebih modis atau keren, (2) bentuk peniruan yang dilakukan diantaranya berupa peniruan gaya berpenampilan (pakaian dan make up), gaya berbicara menggunakan bahasa dan intonasi seperti orang Korea, dan juga etos kerja tinggi yang dimiliki orang Korea, (3) serta cara menjaga rasa nasionalisme ditengah Korean wave yaitu dengan membatasi diri dalam melakukan pengidolaan terhadap Korean wave, memakai bahasa Indonesia dengan baik selain menggunakan bahasa daerah masing-masing-masing-masing, menggunakan produk-produk lokal atau produk dalam negeri, selain itu juga menghargai karya-karya anak bangsa melalui dukungannya terhadap berbagai festival budaya.
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Ahn, Chiwon, Yongtak Cho, Jaehoon Oh, Yeongtak Song, Tae Ho Lim, Hyunggoo Kang und Juncheol Lee. „Evaluation of Smartphone Applications for Cardiopulmonary Resuscitation Training in South Korea“. BioMed Research International 2016 (2016): 1–8. http://dx.doi.org/10.1155/2016/6418710.
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Objective. There are many smartphone-based applications (apps) for cardiopulmonary resuscitation (CPR) training. We investigated the conformity and the learnability/usability of these apps for CPR training and real-life supports.Methods. We conducted a mixed-method, sequential explanatory study to assess CPR training apps downloaded on two apps stores in South Korea. Apps were collected with inclusion criteria as follows, Korean-language instruction, training features, and emergency supports for real-life incidents, and analyzed with two tests; 15 medical experts evaluated the apps’ contents according to current Basic Life Support guidelines in conformity test, and 15 nonmedical individuals examined the apps using System Usability Scale (SUS) in the learnability/usability test.Results. Out of 79 selected apps, five apps were included and analyzed. For conformity (ICC, 0.95,p<0.001), means of all apps were greater than 12 of 20 points, indicating that they were well designed according to current guidelines. Three of the five apps yielded acceptable level (greater than 68 of 100 points) for learnability/usability.Conclusion. All the included apps followed current BLS guidelines and a majority offered acceptable learnability/usability for layperson. Current and developmental smartphone-based CPR training apps should include accurate CPR information and be easy to use for laypersons that are potential rescuers in real-life incidents.For Clinical Trials. This is a clinical trial, registered at the Clinical Research Information Service (CRIS, cris.nih.go.kr), numberKCT0001840.
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Cho, MiJin, und Tae-Young Kim. „Middle-aged Korean Students’ English Learning (De)Motivation: A Mixed-Methods Investigation“. Korean Association For Learner-Centered Curriculum And Instruction 23, Nr. 7 (15.04.2023): 337–61. http://dx.doi.org/10.22251/jlcci.2023.23.7.337.
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Objectives This study investigates the second language (L2) learning motivation of middle-aged learners in South Korea on 1) the differences in the L2 learning motivation on L2 learning participation, L2 learning duration, and age as individual factors and 2) the motivators and demotivators of L2 learners with a mixed-methods based on Dörnyei’s (2005, 2009) L2 Motivational Self System.
Methods A 5-point Likert-scale questionnaire on 124 Korean adults (30-60 ages) was conducted, including L2 learners (n=41) and non-learners (n=83) from Seoul, Incheon Metropolitan, and Gyeonggi Province using quantitative methods. Middle-aged five L2 learners and five non-learners were interviewed one-on-one in semi-structured interviews with the explanatory sequential design to investigate L2 learners’ motivators and demotivators of L2 learning qualitatively.
Results In the quantitative method, self-actualization, ideal L2 self, and instrumentality were significantly meaningful for L2 learners. In the qualitative method, L2 learners’ motivators were categorized into 1) instrumentality for self-actualization, and 2) human factors to keep self-esteem in L2 learning experience. Demotivators were classified into 1) inconsiderate comments from family and close people, 2) negative self-attribution, and 3) limited L2 learning environment and social support.
Conclusions The results revealed that the external environment where the L2 learner belongs significantly impacts the L2 Motivational Self System of middle-aged Korean learners. Furthermore, Korean middle-aged learners’ L2 Motivational Self System can be affected by how L2 learners perceive the process of their L2 learning experiences.
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Jang, Jinsil. „An Exploratory Study of a Korean EFL Teacher’s Identity Shift during the Pandemic“. World Journal of English Language 12, Nr. 1 (14.03.2022): 349. http://dx.doi.org/10.5430/wjel.v12n1p349.
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Since the outbreak of COVID-19, language teachers have been asked to rapidly react and adapt to constantly changing teaching environments in order to understand their students’ needs in L2 learning and make judgments in conditions of uncertainty. The COVID-19 outbreak has highlighted the need to understand how teachers’ identities evolve during such difficult times and situations. In response to this need, this study reports the findings from my qualitative case study on a Korean English teacher’s identity shift. Drawing upon Foucault’s (1983) notion of ethical self-formation, I examined how the Korean English teacher negotiated and developed her identity to adjust to drastically changing working environments as she weighted the benefits and challenges of online and offline education, particularly for novice Korean EFL learners. Data were collected through various sources from an experienced Korean English teacher, called Anna, at a regional foreign language center in South Korea over the course of two years. Due to the pandemic, she had to make the transition from offline to online teaching. Further, her center closed one year after the outbreak of the pandemic, and she was reassigned as a travelling teacher in a multi-school program for underachieving English students. The findings reveal that Anna became more agentive in searching for and utilizing multiple resources for teaching, showing her reflective and action-oriented practices to involve in ethical, practiced, and productive identity work (Miller, Morgan, & Medina, 2017). The findings contribute to expanding our understanding of the transformative potentials of language teachers’ identity.
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Han, Christina. „Overcoming the Pandemic through Viral Poetry Games: The Phenomenon of Coronavirus-Inspired Digital Acrostic Poetry in South Korea“. Connections: A Journal of Language, Media and Culture 2, Nr. 1 (16.12.2021): 55–71. http://dx.doi.org/10.29173/connections28.
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Following the outbreak of COVID-19 in South Korea in winter 2019, acrostic poems on the three-syllable word “Corona” became viral on major search engines and social media platforms across the country. The composition of acrostic poems, particularly in three lines, has been a popular cultural phenomenon in Korea since the 1980s when it became a participatory literary exercise and game featured on television entertainment shows. The digital revolution in the 2000s allowed the writing and sharing of these short and whimsical poems to expand into various digital platforms. Since 2010, PC and mobile games have been developed to further enhance the ludic approach to acrostic poetry composition and contests. While facilitating individual creativity, and as an interactive and ludic way of community building and branding, acrostic poetry contests have also been used to promote social and political campaigns and consumer products. This paper will investigate poetry games and contests of acrostic poems on the Coronavirus featured on South Korean digital platforms. It will analyze the various games and contests organized by schools, communities, consumer product brands, and social media circles. The poems, composed by children and adults, display a wide range of messages involving self-reflection, social campaign, political criticism, and subversive wordplay. Together, these viral poems and contests promoted values of collaboration, competition, and social exchange during the pandemic. All in all, the paper explores the viral powers of language and language art in the digital world, as well as digital poetry’s connections to networked self, social mobilization, and online activism.
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Woo, Kiljoo. „EFL in the elementary school: Literacy gap and intervention.“ Korea Association of Primary English Education 29, Nr. 4 (31.12.2023): 115–34. http://dx.doi.org/10.25231/pee.2023.29.4.115.
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This study diagnosed the basic literacy skills and analyzed the competency gaps of 91 second graders across four classes of a public elementary school in Metropolitan City B in South Korea. Second graders were selected because they have not begun formally studying EFL (English as a foreign language) in school. Based on Acadience Reading K-6, the test used in this study consisted of 30 multiple-choice questions specifically developed for Korean students encompassing eight diagnostic areas (Alphabetics, Letter Naming, Fluency, First Sound Fluency, Phoneme Segment Fluency, Non-Sense Word Fluency, Word Decoding, and Maze). The study found a wide gap among the participants in basic literacy skills, and a key variable was the starting age of English study. Multi-level analysis showed that the participants’ abilities grew systematically and disproportionately. Explicit instruction for the deficit areas was found to be required, and systematic phonics education was deemed essential. The study attempted to derive the implications of systematic intervention in the future, based on the revealed areas of deficit in the detailed literacy capabilities.
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Park, Eunjeong. „An Examination on EFL Preservice Teachers’ Development of Core Competencies Through Technology-Enhanced Language Learning“. Journal of Language Teaching and Research 13, Nr. 4 (01.07.2022): 697–706. http://dx.doi.org/10.17507/jltr.1304.02.
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The use of technology in language teaching and learning has become more and more significant in recent years. Technology-enhanced language learning (TELL) has been highlighted due to the rapid changes in the field of education. This study investigated how TELL affected preservice teachers’ perceived competencies in teacher education. Thirty-one preservice teachers at a medium-sized university in South Korea participated in this study. Survey questionnaires were the major data sources to check correlations between core competencies and see any differences in the participants’ competencies through the TELL environment. The results showed that all the five core competencies (i.e., self-directed learning, challenge, convergence, communication, and problem solving) are correlated. Among them, the correlation between competencies in convergence and problem solving showed the strongest relationship. From the t-test analyses, All the core competencies except for self-directed learning were statistically significant, which indicates TELL was an effective instruction for preservice teachers. This study discusses the importance of developing TELL strategies to increase competencies in convergence and problem solving and promoting reflective practice in TELL.
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Kim, Hyo-Jung, und Jong-Youn Rha. „Predicting the Drivers of the Intention to Use Mobile Learning in South Korea“. International Journal of Interactive Mobile Technologies (iJIM) 12, Nr. 1 (23.01.2018): 116. http://dx.doi.org/10.3991/ijim.v12i1.7688.
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<p><span style="font-family: 'Times New Roman',serif; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: DE; mso-bidi-language: AR-SA;" lang="EN-US"><span style="color: #4f81bd; font-family: 'Times New Roman',serif; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: DE; mso-bidi-language: AR-SA; mso-themecolor: accent1;" lang="EN-US"><span style="color: black; font-family: 'Times New Roman',serif; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: DE; mso-bidi-language: AR-SA; mso-themecolor: text1;" lang="EN-US">This study empirically analyzed a survey conducted on South Korean undergraduate students to determine the factors that influence their decision to adopt mobile learning. The consumer typology approach was applied</span><span style="color: black; font-family: 'Times New Roman',serif; font-size: 10pt; mso-fareast-font-family: '맑은 고딕'; mso-ansi-language: EN-US; mso-fareast-language: KO; mso-bidi-language: AR-SA; mso-themecolor: text1;" lang="EN-US"> based on</span><span style="color: black; font-family: 'Times New Roman',serif; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: DE; mso-bidi-language: AR-SA; mso-themecolor: text1;" lang="EN-US"> their mobile technology readiness, and identified three distinct consumer groups: critical adopters, pro-technology, and ambivalent. Critical adopters were the largest of the three groups, indicating that a significant portion of university students in South Korea might be critical adopters of mobile learning. Compatibility and observability positively influenced the intention to use mobile learning in all consumer groups. In the critical adopter and ambivalent groups, mobile learning resistance had the greatest effect on the intention to use mobile learning, while in the pro-technology group mobile learning self-efficacy had the greatest effect on this intention. Results identified significant differences across consumer groups in the antecedents and consequences of the intention to use mobile learning.</span></span></span></p>
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Kim, Yune Jung, und Inhye Heo. „Efficacy of the elementary, middle, and high school students’ persuasive speech: Evidence from South Korea“. International Journal of Evaluation and Research in Education (IJERE) 12, Nr. 2 (01.06.2023): 798. http://dx.doi.org/10.11591/ijere.v12i2.23786.
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<span lang="EN-US">This paper aims to analyze the efficacy of elementary, middle, and high school students with respect to using persuasive speech and establish a direction for the development of relevant education. It examines the case of South Korea, where the government has presented the importance of persuasive speech education and implemented considerable measures since 2015. It utilizes the survey results on the perception around persuasive speech, based on the achievement standard set within the Korean language curriculum for elementary, middle, and high school students. The research offers several recommendations. First, it is necessary to specify educational content so that it applies differentially, according to the conditions of students. Second, educational content that addresses students’ attitudes, self-awareness, and participation in community issues must be reinforced. Third, educational content related to persuasion preparation, content organization methods, strategies, and meta-cognitive aspects must be presented sequentially in terms of beginning, development, and application, as suited to each level of education. Fourth, it is necessary to review the teaching-learning methods to increase the effectiveness of persuasive speech education. Fifth, it is necessary to especially consider the disadvantages of middle school students, who have huge gaps in efficacy with respect to their knowledge of persuasive speech.</span>
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Han, Sang-Ho. „English Teaching and Learning in a Korean University Perceptions of International Professors“. Beyond Words 8, Nr. 2 (November 2020): 92–110. http://dx.doi.org/10.33508/bw.v8i2.2513.
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The purpose of this study is to investigate the perceptions of international faculty towards English teaching at a local university in South Korea. For data collection, a comprehensive survey questionnaire was administered to 71 international faculty teaching English at the same university. The survey consisted of items of questions concerning faculty’s second language learning experience, teaching/learning philosophy, and teaching techniques and skills. Description of the responses revealed the following results: 1) Second language learning experience of faculty helps improving quality of instruction through understanding students’ learning difficulties; 2) Faculty’s view of language was mostly holistic while that of language learning was inclusive of different perspectives; 3) The role teachers was mainly that of a facilitator in a student-focused class; 4) For those applying CLT, it was used to engage students within a student-centered classroom; 5) A general maxim of teaching was the golden rule: “Do unto others, as you would have done unto you.”; 6) Views on teaching explicit knowledge varied widely among faculty; 7) The majority of faculty chose to correct both global and local errors; 8) A number of strategies were utilized in order to help students overcome reluctance to speak such as letting students decide on what they want to learn and helping them realize it is okay to make mistakes; 9) In order to enhance students’ communicative abilities, an innovation for general English education programs was suggested.
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Mohamed, Nurul Hamizah, und Nurul Hazwani Mohamed. „LOVE YOURSELF: A SUCCESSFUL TRENDING CAMPAIGN IN BUILDING SELF-ACCEPTANCE OF BTS ARMY“. International Journal of East Asian Studies 13, Nr. 1 (31.03.2024): 109–21. http://dx.doi.org/10.22452/ijeas.vol13no1.6.
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A person can experience a lot of exchange in feelings, different emotions, relationships, loves, and many more throughout their growth. Some of us face failures, traumatic experiences, and downtime that create anxious minds of feeling unworthy and hopeless. Having a role model has been agreed to be helpful in the character development of human beings. In other words, idols affect the admirer’s choices in life matters. Bangtan Sonyeondan (BTS), a seven-member boy band from South Korea, stood up at United Nations in 2018 and spoke about their support for self-love to increase child esteem. However, this campaign is not only successful in being delivered to children but also to youngsters and adults. This effort has greatly impacted their 90 million worldwide fans to be aware of their worth, proud of their own, accept their flaws, and respect differences. In a survey on BTS ARMY, 90% of the participating fans agreed to support the artist until today because they can feel the positive energy from BTS. Even though most of the songs in the albums are made in the Korean language, ARMY understands and can feel the message of the songs clearly. They can react and relate the songs easily to their situation. Fans also gain motivation from speeches, advice, or even idols' characters. The slogan of LOVE YOURSELF is very straightforward and adaptable to be a value in human lives.
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Kim, Jeongyeon, und Victoria Kim. „Rediscovering feedback and experiential learning in the English-medium instruction classroom“. Journal of University Teaching and Learning Practice 18, Nr. 4 (01.10.2021): 286–305. http://dx.doi.org/10.53761/1.18.4.19.
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The worldwide proliferation of English-medium instruction (EMI) in the higher education sector has compelled researchers to investigate the implementation challenges faced by teachers and students in such contexts. However, very few studies have focused on changes in pedagogical approaches to enhance EMI teaching and learning. This explanatory mixed-methods study aimed to examine the value of two pedagogical practices, i.e., formative feedback (FF) and experiential learning (EL), used in an entrepreneurship course in a science-and-technology EMI university in South Korea. The findings of a survey of the 352 business and engineering students enrolled in the course revealed that learners who engaged in extensive FF and EL activities (treatment group) had significantly better self-perceived subject comprehension, motivation, and overall satisfaction with the course than their counterparts who were taught in a lecture-type environment (control group). The analysis of the focus group interview data confirmed that learners perceived these pedagogical practices as effective in promoting the simultaneous acquisition of knowledge of the subject and English language skills, which is the most desirable outcome in an EMI class. This study paves the way for more rigorous research on EMI pedagogy.
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Kim, Seonghoon, Hyunjong Lee, Seongwoong Kang, Michelle Goh, Wonjung Kim, Seungchul Lee, Souneil Park, So-Yeon Ahn und Junehwa Song. „CRAYON: Exploration on Community-based Relayed Online Education Approach for Rural Children in South Korean EFL Context“. Proceedings of the ACM on Human-Computer Interaction 8, CSCW1 (17.04.2024): 1–37. http://dx.doi.org/10.1145/3653684.
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Rural children in South Korea exhibit higher foreign language anxiety and lower English competency. For such marginalized contexts where local communities cannot support children's learning, we propose and explore a new pedagogical approach, CRAYON (Community-based RelAY Online educatioN). In CRAYON, a pool of non-professional tutors take turns to meet and teach rural children in short relay sessions through mobile technologies. It uncovers and promotes volunteers' internal willingness to participate in community-based teaching, which could otherwise be fragmented and dormant in their tightly-woven daily lives. It greatly lessens the barriers to participation from multiple dimensions, i.e., time, space, and expertise, and encourages interested volunteers to easily join without taking much burden. As such, the approach can create new learning opportunities and help rural children overcome their motivational and environmental hurdles. Tutors could approach each child and share short but precious time with her; helping her experience repetitive and sufficient exposure to the language, each time with a newly met tutor. We conducted a short relay session-based English learning program for 5 rural children for 4 weeks in South Korea with 15 tutors. From the field deployment, we find that the rural children and the undergraduate tutors engaged in effective interactions and scaffolding, despite the constraints of partitioned short sessions. A particular pattern of interaction, i.e., continuous learner engagement support, emerged as they drew out the interactions over a short period of time. It was highly encouraging to observe that all children, including those who were disengaged in their classroom environments, actively participated in the CRAYON sessions. The findings elicited from the study have important implications in multiple dimensions. They suggest the possibility of extending the scope of learning environments to include first-met tutors and learners beyond re-established relationship. In a larger perspective, the findings imply a new direction to overcome the challenges of low childhood literacy in under-resourced areas. With adequate and sufficient support from educational institutions and CRAYON, this study argues that volunteer tutors with less experience can deliver effective instruction by sharing just a short period of time, and help a child who has been lagging behind the pace of the school catch up and re-engage.
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KIM, TAE-YOUNG, und YOUNGMI KIM. „The interplay of teacher resilience and professional development: The case of two beginning EFL teachers in South Korea“. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, Nr. IX (25.01.2024): 173–92. http://dx.doi.org/10.30827/portalin.viix.29889.
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This qualitative study explores teacher resilience among two Korean EFL teachers during teacher professional development. Although the positive psychology movement has drawn attention to teacher resilience in education, its importance remains undervalued in English language teaching. This research investigates the challenges that one male and one female beginning teachers in their twenties face in maintaining resilience, including those that arise from intrapersonal, interpersonal, and environmental factors. Intrapersonal factors hinder teachers’ ability to bounce back from adversity, while inadequate teaching skills and the burden of emotional labour negatively impact in-service teachers’ resilience. Interpersonal challenges involve interactions with students, parents, and colleagues, and environmental factors relate to the rigid national curriculum and assessment plans. However, this study found that positive self-reflection and support from students, colleagues, and the teaching community can help teachers withstand adversity. This study suggests that to promote resilience, pre- and in-service programmes should offer effective classroom management skills and coping strategies to manage emotional labour and support teachers’ professional growth.
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Chun, Seungwoo, Hyondong Kim, Chan-Kyoo Park, Karin McDonald, Oh Sun Ha, Dae Lyong Kim und Seon Min Lee. „South Korean students' responses to English-medium instruction courses“. Social Behavior and Personality: an international journal 45, Nr. 6 (07.07.2017): 951–65. http://dx.doi.org/10.2224/sbp.6049.
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We explored the underlying mechanism for South Korean university students' negative responses to English-medium instruction (EMI) courses. Specifically, English language anxiety and confidence, and EMI course attitudes and avoidance were analyzed using survey data from 187 Korean university students. Results showed that English language anxiety played a key role in both EMI course attitudes and avoidance, and also affected student achievement in EMI courses. Students' English language confidence and their perceptions of their instructors' English language competence were found to be unrelated to EMI course attitudes and avoidance, but were negatively related to English language anxiety. In addition, students' EMI course content understanding and grades did not directly influence EMI course avoidance, but did indirectly influence course avoidance through EMI course attitudes. Our results highlight the importance of addressing students' emotional challenges and attitudes to improve their motivation to take EMI courses.
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Shin, Ji Hye, und Peggy Albers. „An Analysis of the Effect of a Cyber Home Learning System on Korean Secondary School Students’ English Language Achievement and Attitude“. TESL Canada Journal 32, Nr. 2 (30.11.2015): 45. http://dx.doi.org/10.18806/tesl.v32i2.1207.
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This study examined the effectiveness of a Cyber Home Learning System (CHLS), an online learning system currently being employed in South Korea to improve the access and quality of public education as well as to reduce pri- vate tutoring expenditures. The quasi-experimental research design used ex- periment and survey methods to learn about the impact of CHLS on student performance and to ascertain students’ perceptions of the system. The results of the experiment indicated that no statistically significant differences in test performance existed between the experimental and control groups. This finding suggested that CHLS did not have an impact on student performance overall. However, after the data were disaggregated according to ability level, students in the advanced level showed statistically significant differences between the ex- perimental and control groups. Results from the survey indicated that the CHLS was particularly effective for those who are motivated to voluntarily participate in academic activities and who have the capability for self-initiated study. The CHLS can be considered a useful supplement but not a replacement for second- ary private tutoring. To better address the needs of other learners, the English content of CHLS may need to be further modified to match students’ varying proficiency levels and learning styles. Cette étude a porté sur l’efficacité d’un système d’apprentissage en ligne, Cyber Home Learning System – CHLS, actuellement employé en Corée du Sud pour améliorer la qualité de l’éducation publique, en augmenter l’accessibilité, et ré- duire les frais liés aux services de tutorat privé. Le plan de recherche quasi-expé- rimental s’est appuyé sur l’expérimentation et des méthodes d’enquête pour en apprendre sur l’impact du CHLS sur le rendement des élèves et pour confirmer les perceptions qu’ont les élèves du système. Les résultats de l’expérience n’ont indiqué aucune différence statistiquement significative entre le groupe expéri- mental et le groupe témoin, ce qui portait à croire que le CHLS n’avait pas eu d’impact sur le rendement global des élèves. Une fois les données ventilées par niveau de compétence par contre, elles ont révélé des différences statistiquement significatives entre les élèves avancés du groupe expérimental et ceux du groupe témoin. Les résultats de l’enquête ont indiqué que le CHLS était particulièrement efficace chez les élèves motivés à participer aux activités académiques et capables d’apprendre de façon autonome. On peut considérer le CHLS un complément utile à l’apprentissage, mais pas une solution de remplacement aux services de tutorat privé. Afin de mieux répondre aux besoins des autres apprenants, il se peut que le contenu en anglais du CHLS doive être modifié davantage de sorte à refléter les niveaux de compétence et les styles d’apprentissage variés.
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Jo, Wonkwang, Jaeho Lee, Junli Park und Yeol Kim. „Online Information Exchange and Anxiety Spread in the Early Stage of the Novel Coronavirus (COVID-19) Outbreak in South Korea: Structural Topic Model and Network Analysis“. Journal of Medical Internet Research 22, Nr. 6 (02.06.2020): e19455. http://dx.doi.org/10.2196/19455.
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Background In case of a population-wide infectious disease outbreak, such as the novel coronavirus disease (COVID-19), people’s online activities could significantly affect public concerns and health behaviors due to difficulty in accessing credible information from reliable sources, which in turn causes people to seek necessary information on the web. Therefore, measuring and analyzing online health communication and public sentiment is essential for establishing effective and efficient disease control policies, especially in the early stage of an outbreak. Objective This study aimed to investigate the trends of online health communication, analyze the focus of people’s anxiety in the early stages of COVID-19, and evaluate the appropriateness of online information. Methods We collected 13,148 questions and 29,040 answers related to COVID-19 from Naver, the most popular Korean web portal (January 20, 2020, to March 2, 2020). Three main methods were used in this study: (1) the structural topic model was used to examine the topics in the online questions; (2) word network analysis was conducted to analyze the focus of people’s anxiety and worry in the questions; and (3) two medical doctors assessed the appropriateness of the answers to the questions, which were primarily related to people’s anxiety. Results A total of 50 topics and 6 cohesive topic communities were identified from the questions. Among them, topic community 4 (suspecting COVID-19 infection after developing a particular symptom) accounted for the largest portion of the questions. As the number of confirmed patients increased, the proportion of topics belonging to topic community 4 also increased. Additionally, the prolonged situation led to a slight increase in the proportion of topics related to job issues. People’s anxieties and worries were closely related with physical symptoms and self-protection methods. Although relatively appropriate to suspect physical symptoms, a high proportion of answers related to self-protection methods were assessed as misinformation or advertisements. Conclusions Search activity for online information regarding the COVID-19 outbreak has been active. Many of the online questions were related to people’s anxieties and worries. A considerable portion of corresponding answers had false information or were advertisements. The study results could contribute reference information to various countries that need to monitor public anxiety and provide appropriate information in the early stage of an infectious disease outbreak, including COVID-19. Our research also contributes to developing methods for measuring public opinion and sentiment in an epidemic situation based on natural language data on the internet.
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Harris, Christian. „Mother tongue instructions as a human right“. NAWA Journal of Language and Communication 17, Nr. 1 (21.06.2024): 24–35. http://dx.doi.org/10.59677/njlc.v17i1.57.
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The paper aimed at studying the challenges as well as the potential benefits associated with using African languages as the main medium of instructions in Namibian schools. Research indicates that there is more to gain in promoting African languages in all aspects of education and governance than the opposite. Countries that place greater emphasis on mother tongue instructions continue to thrive socially and economically. Countries such as China, Japan, South Korea, are some of the Asian countries who were once dominated by Europeans who opted for investing in their languages and are thriving economically. The results of the research indicates that the sole use of English language as the main medium of instruction in schools is the reason for high failure rates in grade 10 and 12 final examinations. Due to lack of enthusiasm from the government regarding the use of indigenous African languages as M.O.I , many teachers and students alike still prefer English to be the main medium of instruction in schools at the expense of their own languages. The government should revise its education policy on language instruction and put more emphasis on the need to robustly use indigenous African languages with English in all schools.
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Sun, Wan-Ting, Chul-Won Lee und Chan-Hee Chang. „Distress, acculturation, and growth of Chinese sports graduate students in Korea“. Korean Society for Leisure Sciences 14, Nr. 1 (31.05.2023): 105–18. http://dx.doi.org/10.37408/kjls.2023.14.1.105.
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The purpose of this study was to understand the distress of Chinese sports graduate students and how they acculturate and grow in Korea. This study utilized qualitative methodology and in-depth interviews was conducted with 15 Chinese Sports Graduate Students in South Korea. As a result of this study, 145 conceptual words 37 sub-factors 9 upper-factors were derived. The conclusions are as follows: First, Chinese sports graduate students in Korea face numerous challenges including language and cultural barriers, safety concerns, academic and job search challenges, interpersonal relationship difficulties, low self-esteem, financial pressures, research and presentation concerns, regional discrimination, and worries about public opinion. Secondly, the acculturation of Chinese sports graduate students in Korea includes psychological acculturation, school life acculturation, and social relationship acculturation. Thirdly, the growth of Chinese sports graduate students in Korea has been changing in social and psychological factors such as language, relationships, values, and self-confidence during the initial period of enrollment, through courses and dissertations.
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Burton, Jennifer. „“I’m Still Angry!” A Korean Student’s Self-Negotiation in her Canadian Classroom“. in education 22, Nr. 2 (23.11.2016): 3–19. http://dx.doi.org/10.37119/ojs2016.v22i2.306.
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Grounded in poststructuralist understandings of language and identity and Davies and Harré’s (1990) positioning theory, this paper explores one South Korean student’s educational experiences in her English as a Second Language (ESL) classroom, specifically related to subject positions and identity construction pertaining to language. Using a researcher diary, semi-structured interviews, and dialogue journals with one Korean university student, this paper reports findings from a qualitative study. The findings suggest a critical awareness of the effects of positioning on language learning experiences. The results indicate that although a student may exercise agency to take up or resist subject positions, this positioning is part of a greater discourse, generally outside the control of the student that constructs identity through particular social experiences. The results of this study will be of interest to researchers in the areas of language identity, second language learning, and higher education in the 21st century. Keywords: power; positioning; subject positions; identity; English language; discourse; international students
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Choi, Gi Won, Sun Ju Chang, Hee Jung Kim und Ha Na Jeong. „Understanding health literacy of deaf persons with hypertension in South Korea: A cross-sectional study“. PLOS ONE 18, Nr. 11 (27.11.2023): e0294765. http://dx.doi.org/10.1371/journal.pone.0294765.
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Background Health literacy is strongly associated with health inequality among persons with deafness, and hypertension (HTN) is the most prevalent chronic disease among persons with deafness in South Korea. Despite its importance, research regarding the health literacy levels of persons with deafness with HTN in South Korea is lacking. This study aimed to comprehensively assess the health literacy levels of persons with deafness with HTN in South Korea, including linguistic, functional, and internet health literacy. Methods In this descriptive cross-sectional study, 95 persons with deafness with HTN were recruited through facilities associated with the deaf community. From August 2022 to February 2023, data were collected through face-to-face surveys attended by a sign language interpreter and online surveys. The data were analyzed using descriptive statistics and Spearman’s correlation. Results Approximately 62.1% of the participants exhibited a linguistic health literacy level corresponding to less than that of middle school students, and the total percentage correct of functional health literacy was 17.9%. Each domain of internet health literacy was low. Significant correlations were found between some aspects of health literacy. Conclusions The study’s findings highlight the low health literacy levels across various facets among persons with deafness with HTN in South Korea. Based on these findings, several strategies are suggested for developing HTN self-management interventions for persons with deafness. This study contributes to the foundational understanding of health literacy among persons with deafness with HTN in South Korea and provides valuable insights and guidance for developing HTN self-management interventions.
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Dillah, Sarah, Muhammad Thalal und Muhammad Yunus Ahmad. „THE INFLUENCE OF THE KOREAN WAVE ON BEHAVIOR AMONG UIN AR-RANIRY BANDA ACEH STUDENTS“. Indonesian Journal of Islamic History and Culture 3, Nr. 1 (31.05.2022): 29–42. http://dx.doi.org/10.22373/ijihc.v3i1.1601.
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The Korean Wave refers to South Korean popular culture (pop culture), which has expanded throughout Asia, Europe, and America. This Korean Wave is being propagated through the entertainment sector, including music, movies, dramas, cosmetic goods, food, and so on, and is also being aided by the increasing flow of globalization. The goal of this study is to discover what variables impact the behavior of certain UIN Ar-Raniry students who like the Korean Wave and how the conduct of some UIN Ar-Raniry students who are influenced by the Korean Wave is affected. This study employed a qualitative method, with data collected through observation, interviews, and documentation. The acquired data was then examined using data analysis software. Data reduction, data presentation, conclusion drawing, and verification were used to examine the obtained data. The findings revealed that the effect of friends, families, and South Korean dramas presented on Indonesian private television channels influenced certain UIN Ar-Raniry students' liking of the Korean Wave. Some UIN Ar-Raniry students who were impacted by the Korean Wave may be noticed in their open conduct, use of language, style of dress, make-up and skin care, eating and food etiquette, and usage of social media. Their restricted conduct, methods of thinking and envisioning, growing knowledge or understanding, and developing self-confidence all have a shape.
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Hughes, Christopher J. L., Jamie Costley und Christopher Lange. „The Relationship between Attention and Extraneous Load“. Theory and Practice of Second Language Acquisition 7, Nr. 2 (09.07.2021): 61–82. http://dx.doi.org/10.31261/tapsla.9986.
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There has been a call in recent years for an integration of cognitive load theory into instructed second language acquisition practices to assist language learners by taking advantage of theories on human cognitive architecture. This paper seeks to move the conversation on how this integration might be achieved by presenting findings from survey data conducted with learners enrolled online courses at a cyber-university in South Korea (n = 68). Findings show a statistically significant positive relationship between distraction and extraneous load. These results are used to postulate a model for explaining the how the effects of extraneous load on attention can be integrated into second language learning theory. Pedagogic implications of this are the value of explicitly signaling key vocabulary and grammar, ensure spatial and temporal considerations are made when using multimodal instruction, and placing learners at the center of decisions on the blend of media they experience in instruction.
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Al-Hoorie, Ali H., und Phil Hiver. „The Fundamental Difference Hypothesis: Expanding the Conversation in Language Learning Motivation“. SAGE Open 10, Nr. 3 (Juli 2020): 215824402094570. http://dx.doi.org/10.1177/2158244020945702.
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In this study, we examine the fundamental difference hypothesis in language motivation, which suggests that language learning—at the motivational level—is qualitatively different from learning other school subjects. Despite being a long-standing assumption, few investigations have directly examined it. Using a comparative cross-sectional approach, we adapted the L2 Motivational Self System and collected data from South Korean high school students ( N = 644) related to their motivation to learn English (L2), Chinese (L3), and mathematics (a nonlanguage subject). Contrary to the fundamental difference hypothesis, the L2 Motivational Self System fit these three subjects well and did not reveal clear uniqueness pointing toward a qualitative difference in favor of language learning motivation. We use these findings to discuss the possibility of a more global and parsimonious learning motivation theory to accommodate multiple languages in addition to nonlanguage subjects. We also discuss the need for language learning researchers to reengage with other learning sciences.
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Chung, Sun-Joo, und Lee Jin Choi. „The Use of Mobile Instant Messaging in English Language Teaching: The Case of South Korea“. Education Sciences 13, Nr. 2 (19.01.2023): 110. http://dx.doi.org/10.3390/educsci13020110.
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While learning management systems and video conferencing platforms have become a pivotal means for implementing emergency remote learning during the COVID-19 pandemic, the integration of mobile technologies into online teaching has been largely recommended in order to create an interactive educational environment. Focusing on the case of an English Language Program in South Korea, this study investigates the actual use of mobile instant messaging (MIM) applications as a learning aid in online language classrooms and how this was implemented in creating interactive language learning environments during the current outbreak. Based on a questionnaire survey collected from 979 students, it then compares students’ level of perceived satisfaction with their language learning and communication in online language classrooms between the group of students that used MIM during instruction and the group that did not. The discussion presented in this paper provides language educators, school administrators and policymakers at all levels with practical suggestions and ideas to consider, given that our daily communication has become highly dependent on and is increasingly mediated by mobile digital communication technologies and new media.