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Perspectives on Learning English of Korean·Chinese·Japanese Students in an English Department in Korea
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 Title & Authors
Perspectives on Learning English of Korean·Chinese·Japanese Students in an English Department in Korea
Lee, Younghwa; Kim, Seon Jae;
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This study reports on the perspectives of Korean Chinese Japanese students (KS CS JS) on learning English at multi-cultural classrooms in Korea. The participants were 32 KS, 10 CS, and 14 JS in EFL writing classes, and the data comprised open-ended questionnaires and interviews. In analyzing the data, `Intentional content analysis` and `Critical discourse analysis` were adopted. The findings show that the learning of English in Korea was supported by 80% of JS, 71.9% of KS, and 50% of CS. The highest satisfaction of JS was caused by rich interactions with others. English speaking was the most difficult area for all the groups. Whereas KS (43.8%) used only Korean, CS and JS used both English and Korean for communication. Most KS (78.1%) hesitated to socialize with foreign students despite their wishes. These findings suggest that a variety of programs should be developed so that students share different cultures and use more English in the multi-cultural Korean context.
KS.CS.JS;Learning English;Intentional Content Analysis;Critical Discourse Analysis;Interaction;
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