KSL international students’ perceptions of the linguistic resources and activities in and out of the classroom

Abstract

Objectives This study explored Korean as a Second Language (KSL) students’ perceptions of the linguistic resources and activities in and outside the classroom. Methods Drawing on a sociocultural view of language learning and an ecological perspective, this paper presents the stories of five second language (L2) international students, who were enrolled in an undergraduate or graduate program. Using a qualitative case study method, this researcher analyzed data collected from interviews, a written questionnaire, students’ self-report, and other documents. The experiences of the focal students were compared and contrasted with each other and verified through additional perspectives, including the instructor and the leader of a campus extra-curricular club. Results The focal L2 students reported varying levels of marginalization in class due to language barriers. The research findings show that the participation of L2 international students in and outside the classroom is influenced by both the nature of the curriculum and resources and the students' own agency and learning beliefs. The study suggests that the focal L2 students took initiative by creating a Zone of Proximal Development (ZPD) outside of class to resolve linguistic problems they encountered in class. Conclusions Despite appearing as inexperienced language learners on the periphery, the focal international students demonstrated agency by employing diverse language learning strategies and channels. Additionally, some KSL students assumed expert and mediator roles and made significant contributions to local Korean communities.