Abstract
Using a qualitative approach, this study examines ways in which reading global literary texts and communicating with native English-speaking teachers informed a group of Korean university students’ English language learning and intercultural awareness. The students chose the pre-selected illustrative books, created short video clips, produced electronic books, prepared power point presentations, participated in creative writing sessions, and engaged in small group talk. The main data in this study include English group discussions from the Korean students, observation notes of the students’ group discussion and presentations, samples of the students’ work, and individual interviews regarding the students’ perception of their participation with extensive learning through encounters with cross-national discussions and global literary texts. Findings showed that the students were able to gain and sustain knowledge about and respect for various cultures and cultivate a critical understanding of and appreciation for ways local experiences can be impacted by broader global patterns, and vice versa. Reading global illustrative texts and participating in discussion about the texts helped the students in critically reflecting on their own cultures and those of others. The students further gained a deeper interest in global literary texts and developed their English language skills by communicating with native English-speaking teachers. Pedagogical implications for language and literacy educators are provided.
Highlights
More than half the people in South Korea (Korea) have learned and continue to learn English as a foreign language
Based on Korea’s educational curriculum, the English language is required beginning from the third grade and beyond, including undergraduate and graduate programs (Korean Ministry of Education [1])
The Korean students reflected on their cultural ways of life and started to think critically about others and themselves while reading the global literary texts and communicating with the native English-speaking teachers
Summary
More than half the people in South Korea (Korea) have learned and continue to learn English as a foreign language. Based on Korea’s educational curriculum, the English language is required beginning from the third grade and beyond, including undergraduate and graduate programs (Korean Ministry of Education [1]). While the English language is not a compulsory subject until the third grade, students take highstakes English exams through private institutions and pursue postsecondary-level English proficiency exams at an early age. While a number of students consider English as a crucial skill when preparing for their careers, there is a lack of opportunity for writing and speaking (Lee and Villacorta [2]). Systematically repeat, receive, and retain information delivered by their teachers. Teachers emphasize drill and practice, rote memorization, and exam-focused skills. In Korea, English learning is often more about learning new vocabulary, idiomatic expressions, and interpretation of texts for academic purposes
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