South Korean Students Research Articles

Strategy for Inserting Thai Culture into Teaching and Learning Management of Teachers and the Perception on Thai Culture among Korean Students Studying Thai as a Foreign Language in Universities in Republic of Korea

This research utilized the combination between quantitative and qualitative researches. The research sample included Thai language course lecturers both Thai and South Korean persons, including 1st-4th year South Korean undergraduate students. The instruments used included the questionnaire on teaching strategy which also included Thai culture to be used in providing instruction on Thai language for South Korean students. The forms of tests assessing the perception on Thai culture of South Korean students. Two interview forms to interview the teachers and South Korean students on their perception and acquisition of Thai culture. The findings reveal the teacher’s opinion on strategy to integrate Thai culture with the instruction on teaching Thai language to South Korean students studying Thai as a foreign language in aspects of integrating Thai language along Thai culture and instructional strategy integrated with Thai culture. The overall outcome reveals that the sample subjects agree mostly with such statement. Concerning the result of the perception on Thai culture of South Korean students, it was found that 14.29% of students had obtained the score at very good level, 70% at good level, 14.29% at moderate level, and 1.43% at minimal level. The average level was of 73.5 scores.

Resilience experienced by university students during the COVID-19 pandemic: A qualitative exploration based on focus-group interviews

PurposeUniversity students have been one of the most affected groups worldwide during the COVID-19 pandemic, having experienced increased stress, anxiety, and depression. Resilience is reported as the most predictive factor in decreasing the impact of the threats of the COVID-19 pandemic. However, university students’ resilience during the COVID-19 pandemic has not received much attention; this is a research gap that this study aimed to address. MethodsSeventeen 2nd- and 4th-year South Korean students who had experienced at least one year of university life during the COVID-19 pandemic participated in this study between June and July 2021.This study involved three focus-group interviews that were recorded and transcribed verbatim, and data were analyzed using qualitative content analysis. ResultsEight conceptual categories emerged from the three main themes distilled from participants’ responses: 1) factors impeding resilience: experience of loss, experience of a dangerous situation, expansion of uncertainty, and accumulated stress; 2) strategies to strengthen resilience: change and innovation, loss and confrontation, and transcendence; and 3) outcomes from strengthening resilience: adapting to the changing world (“the new normal”). Conclusions: This study found several factors that impede resilience and strategies to further support resilience. Universities and relevant community organizations can use these findings to develop educational programs and interventions to strengthen resilience in university students, helping them to better cope with future challenges and overcome adversity.

A Comparative Study of Pragmatic Strategies in Compliment Responding Strategies between South Korean and South African International Students in China: Cross-Cultural Variations and Implications

Compliment is one of the essential speech acts of daily communication (Holmes, 1988). This study aimed to investigate the similarities and differences in the compliment responding strategies used by South Korean and South African international students in China. Data was collected using a discourse completion task questionnaire written in English (Blum-Kulka et al., 1989), covering four domains: appearance, personality, ability, and possessions. A total of 40 South Korean and South African international students participated in the survey. The results showed significant differences in the compliment response strategies employed by the two groups of students. Overall, both groups used the “Accept” strategy most frequently and the “Reject” strategy least frequently. However, South African students used the “Accept” strategy much more often than their South Korean counterparts while South Korean students relied on the “Evade” strategy to a much greater extent than South African students. Additionally, South African students utilized “Combination” strategies more frequently than South Korean students. Across the four discourse scenarios, the two groups exhibited similar compliment response strategies only for ability-based compliments. For the other three scenarios, their compliment response strategies differed significantly. These differences can be largely attributed to the distinct linguistic and cultural backgrounds of the two student groups, as both unconsciously transferred aspects of their native language and culture into their use of English. Overall, the compliment response patterns of South African students were more closely aligned with those of native English speakers. This is likely due to the status of English as an official second language in South Africa, which provides South African students with more extensive exposure to and familiarity with English language and cultural conventions, compared to the South Korean students for whom English is a foreign language.

Investigating South Korean Students’ Risk Perception Related to the Development of Science and Technology

Abstract The rapid progression of science and technology has brought both remarkable conveniences and innovations and potential risks to us. To address these risks within science education, this study aims to identify the tendency of students’ risk perceptions across different technologies. For this purpose, we developed a survey addressing three key components of risk perception (i.e., risk recognition, risk assessment, and risk management) and the educational need for risk education. 311 responses were collected from elementary, middle, and high school students and statically analyzed. The results indicated that students showed various risk perception patterns depending on the technology. There were significant perception gaps between boys and girls regarding vaccines and antimicrobial technology. It was also found that high school students’ perceptions of the benefits of the technologies were higher than elementary and middle school students’ perceptions. Based on these findings, we discuss pedagogical implications for risk education in science classrooms.

A literature review to explore the use of Contact Theory, in exploring integration strategies between students who have defected from North Korea and South Korean students

Objectives The purpose of this research was to explore effective integrated strategies utilizing Contact Theory principles, to reduce prejudice and discrimination and build friendships between North and South Korean students.
 Methods A literature review synthesizing the findings of literature retrieved from searches for integration between North and South Korean students. Especially, Contact Theory was particularly used for the theoretical framework.
 Results Intergroup cooperation: Repeated integrated strategies and high-quality contact strategies should be applied in school curriculums to build friendships based on intergroup cooperative tasks such as discussion or presentations about each other’s culture, and societal issues between the two Koreas’ students. Common goals: Both students groups should discuss and debate the common goal of peace within the Korean Peninsula by allowing students to consider the advantages and disadvantages of inter-Korean unification on their own. Equal status: Schools should provide some programmes via literature or films related to North Korean words which are neglected by South Koreans who will need to change their perception by developing a more objective view of North Korean culture and their way of thinking that can ultimately bring equal status between the two Korean student groups. Support of institutions: The support of authorities of the Korean government is suggested. Especially, the government will need to provide more effective teacher education for integrated education between two Korean students to prepare for future reunification.
 Conclusions The implications and limitation of the study is provided. Suggestions for future studies are also presented.

Exploration of the linear and nonlinear relationships between learning strategies and mathematics achievement in South Korea using the nominal response model : PISA 2012

Learning strategies have been recognized as important predictors of mathematical achievement. In recent studies, it has been found that Asian students use combined learning strategies, primarily including metacognitive strategies, rather than rote memorization. To the best of the authors’ knowledge, there is only one prior study including South Korea in investigations of the relationship between learning strategies and mathematics achievement in PISA 2012. In that study, students were classified into groups using specific learning strategies, and their mathematics achievements were compared. There are two research gaps: (1) previous studies insufficiently explored how students use learning strategies in the South Korean education system, and (2) there is little research applying the nominal response model (NRM) to explore the association between learning strategy use and mathematics achievement in PISA 2012. Thus, the present study explores to what extent the NRM fits the data compared to the generalized partial credit model (GPCM). We created a learning strategy score from the NRM for South Korean students in PISA 2012 (N = 3,310). Then, using correlation analysis and quadratic regression analysis, we identified linear and nonlinear relations between learning strategy scores from the NRM and mathematics achievement. The findings indicated that (1) NRM was a better fit for creating learning strategy scores than GPCM, (2) the average correlation coefficient between the learning strategy score and mathematics achievement was 0.18 (p < .05), and (3) for the curvilinear relationship between the learning strategy score and mathematics achievement, the standardized quadratic coefficient was − 0.090 (p < .001). Overall, the NRM represents an appropriate model for explaining the relationship between learning strategy and mathematical achievement. Additionally, high-performing South Korean students tend to primarily use metacognitive strategies with memorization. The negative quadratic coefficient captured the limited effect of the primary use of metacognitive strategies with memorization. The implications for the South Korean education system are discussed.

제3국 출생 탈북민 자녀들의 영어 학습 동기: 회고적 모티그래프와 면담을 통한 사례연구

This research aims to explore the factors that influence the motivation and demotivation&#x0D; of third-country-born North Korean defectors in their English learning experiences, both before&#x0D; and after settling in South Korea. Motigraph and semi-structured interviews were conducted&#x0D; with two third-country-born North Korean defectors, and the transcribed interviews were&#x0D; analyzed based on Grounded theory. Overall, motivation to learn English significantly&#x0D; increased after settlement in South Korea. Prior to settlement, factors such as accessible or&#x0D; easy English classes and the aspiration to enter middle school positively impacted motivation,&#x0D; whereas memorization-oriented teaching methods decreased English learning motivation.&#x0D; Post-settlement, specific learning goals such as employment or university entrance, teacher&#x0D; encouragement, and comparison with South Korean students, emerged as motivating factors.&#x0D; However, challenges such as learning English grammar and difficulties with English language&#x0D; acquisition in a Korean-speaking environment made learning English difficult. Finally, we&#x0D; discussed strategies to assist third-country-born North Korean defectors in adapting to English&#x0D; education after settling in South Korea, focusing on practical and educational support.

The relations of social competence and mental well-being by perception of giftedness in gifted students

ABSTRACT The purpose of this study is to analyze the relations between social competence and mental well-being through perceptions of giftedness in gifted and general students. Data are collected from 359 gifted and general South Korean students (M age = 13.54) and analyzed by structural equation modeling. The results reveal that, first, gifted students perceive higher giftedness, social competence, and mental well-being than general students. Second, the perceived giftedness level of general students has a statistically significant partial positive mediated effect on mental well-being related to social competence. The interactive effect of social competence and perceived academic achievement on mental well-being decreases as gifted students perceive higher academic achievement. This research will facilitate the precise understanding and nurturing of gifted students under the national law and assist in constructing giftedness.

“My Blondie is sick, because I did something wrong…” Once more on the phenomenon of Shoah in the teaching of creative writing at the university

The study touches on the possibilities of creative writing with the theme of World War II and the Holocaust. The focus is on the icebreaker, a short exercise designed to sensitise students to the topic itself, as well as group collaboration. The theme of the icebreaker is the fate of Hitler's dog, Blondie. Students are asked to imagine waking up in her place one day. In this article, we analyse the written work of both Czech and foreign (South Korean) students.

The impact of context cues on college students' purchase behavior for low-carbon products in CBEC.

The purpose of this study was to examine the effects of online shopping context cues (price discount, carbon label, and social commentary) on college students' trust/perceived risk and cross-border purchase intention (CBPI) for low-carbon products and compare the study between South Korean and Chinese college students. The theoretical framework is established by integrating the S-O-R model and valence framework. The variable of stimuli (S) is the driving force in the purchase behavior that influences the individual organism (O) and its subsequent response (R). Based on this logic, this study draws on the valence framework to hypothesize the effects of online shopping context cues (price discount, carbon label, and social commentary) on college students' trust/perceived risk and cross-border purchase intention (CBPI) for low-carbon products. This study conducted two online experiment-questionnaire studies and one between-subject lab experiment to test the hypotheses. We found that all three context cues have significant positive effects on trust and negative effects on perceived risk. College students' trust positively and perceived risk negatively impact college students' CBPI for low-carbon products. In addition, based on different cultures, languages, and education, this study investigates the moderating effect of college students' nationality on their significantly different cue processing modes for low-carbon products. The findings provide new insights into better understanding the factors affecting college students' low-carbon consumption behavior in a CBEC setting and have some practical implications.

Understanding the Influence of Teacher-Student Relationship on Mathematics Achievement: Evidence From Korean Students

Learning does not occur through one-way lecturing. Rather, it occurs through reciprocal interactions. This means that a student’s response to a teacher’s guidance is critical in their learning. Moreover, it has been known that student learning can be influenced by school mean SES (socioeconomic status) insofar as it impacts the shared learning environment. In the present study, we examine (1) the relationship between math teacher support and student motivation on student mathematics achievement; and (2) whether student motivation interacts with teacher support in learning mathematics and how those interactions affect student mathematics achievement across various school mean SES (low, medium, high). The Programme for International Student Assessment 2012 survey data for 5,033 South Korean students was used in this research. In this study, the results show that (1) the effects of math teacher support and student motivation differ by school mean SES; and (2) there is no interaction between student motivation and math teacher support. Therefore, the findings of this study indicate that school SES impacts the shared learning environment and has a strong influence on student response to math teacher support and the relationship between student motivation and math achievement. Based on these results, implications for teacher education to improve teacher support are suggested.

Experiences and Perspectives of College Students With Disabilities Toward Integrated Physical Education in South Korea

The purpose of the study was to analyze South Korean college students with disabilities’ recollections about their experiences in segregated (self-contained) special education classes and integrated physical education classes during elementary, middle, and/or high school in South Korea. The research design was retrospective multiple-case study. The participants were five South Korean college students matriculating at a university in South Korea. The primary data sources were semistructured interviews and researcher’s journal entries. The data were analyzed using thematic analysis and exposed four interrelated themes, which were (a) isolated, (b) felt not supported, (c) segregated from peers, and (d) felt relieved and safe. Overall, the findings exposed challenges the participants all had experienced in integrated physical education classes, including feeling isolated and excluded from meaningful participation in class activities. In contrast, they reflected on their experiences in the segregated (self-contained) special education classes with a sense of belonging and acceptance.

Exploring the Role of Interaction in Engagement and Satisfaction Within Virtual Learning Environments

Empirical studies have recognized the significant role of student engagement and interaction in determining satisfaction within high-quality, synchronous virtual learning environments. A prevailing concept in research surrounding synchronous virtual satisfaction suggests that interaction is a key driver of learner engagement. However, very few research has delved into the underpinnings of this relationship. This study, therefore, aims to examine the potential mechanisms that link student engagement and satisfaction through interactions within a synchronous virtual learning environment. A sample of 200 South Korean secondary school students, comprising a balanced gender ratio (51% male, 49% female), was included in this research. The findings demonstrate a series of positive correlations among student engagement, interaction, and satisfaction. Furthermore, mediation analysis revealed a positive relationship between student engagement and satisfaction, with interaction serving as a mediating variable. The study's results suggest that high school students derive benefits when teachers take active steps to engage them. The findings of this study could guide future planners of synchronous virtual learning environments to prioritize student engagement as a strategic initiative for boosting satisfaction levels.

Exploring the experience of Year 10 South Korean students’ English language learning in immersive virtual reality.

A prescribed English language textbook often directs classroom teaching practices in secondary school classes in EFL contexts, such as in South Korea. The textbook is often accompanied by multimedia resources which are delivered to students as input at a regulated pace with limited opportunities for communicative interaction or spoken output. Such opportunities are further limited in the community outside of the English classroom. Immersive virtual reality (i-VR) has the potential to situate learners in a real-world context for authentic application of textbook language learning. English teachers in the formal classroom focus on linguistic competence development within time constraints by teaching new vocabulary and grammatical items in decontextualised forms. By comparison, i-VR environments focus on learning to construct meaning in communicative events in contextualised, real-world settings based on students’ existing linguistic knowledge and ability. In a small-scale pilot study, two teachers of Year 10 English classes in Seoul implemented four i-VR language learning modules in their classes: one as a self-directed learning experience that extended beyond formal classroom learning, and the other as a teacher-facilitated learning experience within the formal classroom. Both teachers were interviewed after the two-week implementation to seek their views on their perceptions of the value of such i-VR learning for their students. Beyond the motivational and entertainment value, the teachers viewed the i-VR experience as capable of incorporating pedagogical structures using the embedded multimodal resources that is not possible in other immersive forms of language learning. Moreover, the teachers believed that incorporation of authentic conversations and interactional opportunities could further enhance the learning potential.

Effects of Gamification on Students’ English Language Proficiency: A Meta-Analysis on Research in South Korea

This study presents a meta-analysis of research on the impact of gamification on English language proficiency among South Korean students. Through an examination of 11 cases involving 610 participants, the study reveals a medium effect size (g = 0.517), suggesting that gamification can significantly enhance English language learning outcomes. The analysis also reveals that theses (g = 0.799) reported higher effect sizes than journal articles (g = 0.298), and that the absence of technology in gamified learning interventions could potentially lead to larger effect sizes (g = 0.932). Furthermore, the incorporation of points/scores and badges/rewards showed statistically significant effects on student learning. The study found no significant differences in effect sizes when considering grade, number of participants, weeks, sessions, sessions per week, and the number of gaming elements. The results demonstrate varying impact of gamification across different subcomponents of English proficiency, particularly in the learning of vocabulary, listening, and writing skills. The findings underscore the potential of gamification as a tool for English language learning, but also call for careful consideration in its design and implementation to maximize learning outcomes. Lastly, we offer suggestions for future research and discuss the pedagogical implications of this study.

The hidden loss of creative potential at school: Is girls’ creative potential under-identified?

Gender disparity is increasingly visible in creative achievement as people age despite there being little evidence for gender differences in creative potential. The source of gender disparity has been explained in several aspects including thinking potential, age, personality, and beliefs. However, the way creative potential is identified at school is understudied as a source of gender disparity. The present study aimed to examine the gender difference in the creativity gap—defined as the discrepancy in the creative potential that students exhibited between inside and outside of school to provide insight into the gender disparity. The study analyzed 553 South Korean students’ responses to a 36-item questionnaire (Creative Activity and Accomplish Checklist) using diagnostic classification models to obtain diagnostic information for individual students’ creativity gaps between inside and outside of school. The results indicated that the creativity gap was pronounced as evidenced by a substantial number (14.4%≤Gap≤ 20.6%) of students’ creative potentials being under-identified at school. The creativity gap was significantly more noticeable in girls while no significant gap was found in boys, implying that girls were at a higher risk of loss of creative potential at school than boys. Girls tended to be lower in creative self-efficacy than boys. Moreover, the lower creative self-efficacy, the more creativity gap for girls in four domains while this pattern was held for only one domain in boys. The implications were discussed in terms of the school climate as well as the cultured beliefs about a traditional gender stereotype.

From linguistic insecurity to confidence: Language emotion and ideology in South Korean study-abroad students’ post-journey reflections

This study explores how emotions mediate students’ post-journey evaluations of their study abroad experiences and why specific emotions are valued in the evaluative process. Based on 175 post-journey reports and four focus-group interviews produced by South Korean students attending a short-term study-abroad program at U.S. universities, this study analyzes the emotional shift from linguistic insecurity to confidence. Their reflections show that their linguistic insecurity stemmed from their ideology of self-deprecation and the unfamiliar types of English encountered in the host country. However, they state that English-only environments and enhanced awareness of English as a lingua franca helped them overcome linguistic insecurity. In this process, they valued improved confidence in English, while defying the possibility of improving their actual English proficiency. Drawing on the ideology of English in South Korea, this study suggests that such a distinctive evaluation of emotions rationalizes students’ investment in English language learning.

Activity choice and perceptions: Influencing factors to learning outcomes within videoconference-enhanced LMS courses

The current cross-sectional study examined the preferred and perceived use of various videoconferencing activities in a learning management system among 96 South Korean students, and how these preferences and perceptions related to their language proficiency gains as measured by pre- and post-course testing. Next, the relationships among preferred activity choice, perceived benefits, perceived difficulties, and L2 proficiency gains were identified. Finally, multiple linear regression was used to identify how the study's variables influence L2 proficiency change. Findings were consistent with language learning strategy theory in that students with a wider preference for speaking activities scored significantly higher on their post-course L2 proficiency test than students who preferred fewer types of activities. Regression analysis found that an increasing preference for speaking activities influenced L2 proficiency change, but preference for writing activities and perceived difficulties did not. This study calls for more investigations and suggests recommendations to allow successful transformative teaching and learning development.

Investigating willingness to communicate vis-à-vis learner talk in a low-proficiency EAP classroom in the UK study-abroad context

Abstract A large body of research has investigated the factors which underlie willingness to communicate (WTC). However, scant scholarly attention has been paid to WTC vis-à-vis learner talk, i.e., how intentions to talk translates into talk. Drawing on Dörnyei’s retrodictive qualitative modelling template, this research comprises a qualitative multiple-case study of three South Korean students who were learning English in a low-proficiency EAP classroom in the UK study-abroad context. Specifically, the study examined what factors facilitated or hindered their WTC-talk realisation. Methodological triangulation was achieved by means of classroom observations, learner journals, audio-stimulated recall interviews and semi-structured interviews. Findings revealed five individual factors and four contextual factors which formed various interactional patterns and interdependently influenced the three students’ WTC-talk realisation. Such interactional patterns showcase how individual and contextual factors interact and contribute to WTC and individual differences in communication frequency in the EAP classroom. The study provides novel empirical evidence for the influence of the Korean Confucian-based culture of learning and communication on students’ L2 practice. Informed by the complex dynamic systems theory, the study concludes with pedagogical implications that aim to inspire EAP practitioners to cultivate WTC-friendly classes that optimise the realisation of learner talk.

예비 초등교사의 영재 교수 효능감과 영재교육에 대한 태도에 관한 설문조사 연구

This study explores South Korean pre-service primary teachers’ sense of efficacy and their attitudes towards gifted students, and the relationship between the two variables. Teachers’ self-efficacy and their attitudes towards gifted students are important because they impact teachers’ perception and performance, which in turn could impact on the motivation and academic performance of gifted students and their chance of being identified for gifted education programs. Although many studies have emphasized the positive effects of initial teacher training on pre-service teachers’ self-efficacy and attitudes towards students, none of the universities in South Korea that offer a bachelor’s degree in primary education provides a compulsory course in gifted education, and elective course offerings are limited. In total, 481 fourth-year South Korean primary education major students participated in the survey. As a result of the survey, significant correlations were found between the pre-service teachers’self-efficacy in teaching gifted students and their supportive attitudes towards gifted students and gifted education. There was a statistically significant difference in the levels of a teacher’s self-efficacy in teaching gifted students as well as supportive attitudes towards gifted education between those who teachers who had or had not taken a course in gifted education.