Study-Abroad Experiences of Two South Korean Undergraduate Students in an English-Speaking and a Non-English-Speaking Country

Nam, Miyoung

doi:10.1007/s40299-018-0376-3

Cited by 16 publications

(16 citation statements)

References 21 publications

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“…The impact of English proficiency gains is also certainly determined by study abroad country choice (Nam, 2018) because the offered programs by host institutions of participants,…”

Section: The Country Where Participants Are Staying (Studying Abroad)mentioning

confidence: 99%

“…These experiences could happen not only to migrant workers, but also to students (Block, 2009). Nam (2018) found that the English-speaking countries where the students live abroad have power in relation to ELT Echo : The Journal of English Language Teaching in Foreign Language Context (2021), Vol 6(1) Published by English Language Teaching Department, IAIN Syekh Nurjati Cirebon, Indonesia. p-ISSN: 2579-8170, e-ISSN: 2549-5089 ELT Echo : The Journal of English Language Teaching in Foreign Language Context journal homepage: https://syekhnurjati.ac.id/jurnal/index.php/eltecho construct participants" second language proficiency, which extended to identity.…”

Section: Introductionmentioning

confidence: 99%

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Second Language Identity Formation as Experienced by International Students in Study Abroad Countries

Bennu

2021

ELT echo

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Language and cultural identity are things that can be summarized in terms of language identity. The construct of second language identity has strong relation with study abroad. Second language identity tends to appears in continuous classical conditioning through study abroad. However, no further investigation about this issue has been researched in Indonesian international student context. This study aims to explore how is the second language identity constructed through the interactions during study abroad. Through narrative interviews, this study would explore more about how second language identity of two international students constructed in their study abroad countries. The result of this study is second language identity construction is more powerful based on self-desire of participants and who the interlocutors are. Further, by knowing how the second language identity is constructed when international students are in native and non-native Englishspeaking countries, this study would give an empirical contribution about how English language learning patterns depend on the environment. Thus, the English teacher or language expert later could adapt English learning patterns through the construction of other people's language identity.

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“…The impact of English proficiency gains is also certainly determined by study abroad country choice (Nam, 2018) because the offered programs by host institutions of participants,…”

Section: The Country Where Participants Are Staying (Studying Abroad)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Second Language Identity Formation as Experienced by International Students in Study Abroad Countries

Bennu

2021

ELT echo

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“…Kang's (2004) investigation, although was set in a study abroad context as well, focused on Korean learners in the United States. Also, another recent effort to investigate Korean learners in study abroad contexts was set in non-Asian context (Nam, 2018). Methodologically, Edwards (2006) suggested continued research involving qualitative methods.…”

Section: Wtc Among Korean Participantsmentioning

confidence: 99%

(Un)Willingness to Communicate in English among Korean Study Abroad Students in the Philippines

Quinto

Ofalia

Bae

et al. 2019

JKMJC

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

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Section: Introductionmentioning

confidence: 99%

“…In the past, students' mobility focused on English-speaking countries. However, in recent years, the number of students from Asia and the Pacific region has also increased, and 53% of all students enrolled in higher education in 2011 were from China, India, and Korea (Organization for Economic Cooperation and Development [OECD], 2012;Nam, 2018).The speed of population decline and aging in developed and developing countries is another relevant issue affecting higher education worldwide. Japan has a rapidly aging population and low birth rate, resulting in a decrease of the youth and working age populations.…”

mentioning

confidence: 99%

Efforts to Promote Global Education in Japan: The Case of Tottori University and Overseas Practical Education Programs

Parada¹,

Ikeda²,

Ando³

et al. 2018

JEL

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Participation in overseas programs has recently increased as an international strategy worldwide. However, Japan has been the exception, because the number of Japanese students studying abroad has decreased over the last decade. The Japanese government and universities began efforts to motivate Japanese students to gain international experience. However, efforts to measure the impact of overseas programs other than in English proficiency have been limited. This paper reports the benefits of three types of overseas short-term programs offered by Tottori University (TU) to support Japanese students in studying abroad through the Global Getaway Program (GGP), emphasizing practical training in developing countries. Data for this study were collected from students from 2006 to 2011 before the GGP and 2012 to 2016 after its implementation. Students were tested before and after participating in overseas short-term programs, and results were compared with those who did not participate. The questionnaire survey carried out revealed significant differences in all global competences skills between students who attended overseas programs and those that did not. In addition, after participating in the overseas program, students understood i, why English as a tool for communication will help them grow as internationally minded future leaders, ii, how foreign languages can lead to overseas practical skills, and iii, the importance of field practice as opposed to knowledge only acquired in the classroom. The achievement of this study increases the value of overseas training for the younger Japanese generation and their perception of developing advanced thinking abilities through practical education in developing countries.Keywords: developing country, global human resources, higher education, overseas short-term programs, practical education, Tottori University, Japan IntroductionDemographics, economic pressure, and globalization in higher education are the main reasons for students' mobility worldwide. According to The United Nations Educational, Scientific and Cultural Organization ([UNESCO], 2013) the number of outbound students has increased from 1.3 million in 1990 to 4.3 million in 2011. In the past, students' mobility focused on English-speaking countries. However, in recent years, the number of students from Asia and the Pacific region has also increased, and 53% of all students enrolled in higher education in 2011 were from China, India, and Korea (Organization for Economic Cooperation and Development [OECD], 2012;Nam, 2018).The speed of population decline and aging in developed and developing countries is another relevant issue affecting higher education worldwide. Japan has a rapidly aging population and low birth rate, resulting in a decrease of the youth and working age populations. The decreasing number of young people and the emergence of new universities has led to an over-supply of universities in Japan. Therefore, Japan is moving towards enhancing or cultivating the capabilities of the younger generati...

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Study-Abroad Experiences of Two South Korean Undergraduate Students in an English-Speaking and a Non-English-Speaking Country

Cited by 16 publications

References 21 publications

Second Language Identity Formation as Experienced by International Students in Study Abroad Countries

Second Language Identity Formation as Experienced by International Students in Study Abroad Countries

(Un)Willingness to Communicate in English among Korean Study Abroad Students in the Philippines

Efforts to Promote Global Education in Japan: The Case of Tottori University and Overseas Practical Education Programs

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