Abstract
The purpose of this study is to investigate how Korean language learners in Hong Kong made meaning of their learning processes in their home country and in Korea. For this purpose, four students from Hong Kong were selected as research participants. The information provided by them was analyzed with the life history research approach, under two structural models that integrate the four analysis units - ‘learning conditions’, ‘learning contents’, ‘learner attitude’, and ‘conditioned learner’ - proposed by Kang(2009) and the three analysis units - ‘dimensions’, ‘turning’, and ‘adaptations’ - proposed by Mandelbaum(1973). The analysis showed that Korean language experiences were mediated by the unique learner backgrounds, however, the self-confidence and self-efficacy of the learners improved for each participant. Participants also reported that studying in Korea was a turning point for their learning conditions and learning contents. Participants reported experiencing difficulties while studying abroad, but accepted those challenges as a growth process and a result of self-selection. In addition, Korean learning was seen as a ‘stepping stone’, ‘growth marker’, and ‘guidepost for future endeavor’. In conclusion, the paper proposes the establishment of educational environments to better serve international students and internationalization programs in universities.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
