• Journal of the Economic Geographical Society of Korea
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• v.11 no.3
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• pp.476-491
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• 2008

In the era of globalization, the number of international students are rapidly increasing. Korea is no exception. For a long time Korea has been one of the major countries in terms of students' outward migration at university-level, but recently the inward migration is also increasing so as to change the situation. First, this paper deals with theoretical aspects of international students' flows and reviews recent research achievements on those. Second, the paper describes the overall condition of international students in Korea using statistical data. Finally, this paper examines characteristics and backgrounds of international students in Korea.

• English Language & Literature Teaching
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• no.4
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• pp.117-130
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• 1998

It is simply not true that anyone who can speak English can teach it. Language teaching is both a science and an art; its methods are based on a theoretical foundation and implemented by techniques. However, at a time like the present, when the scientific justification for our methods seems to be uncertain, we should concern ourselves less with theory and more with developing techniques that work with our students. The success of language teaching must be evaluated by the effectiveness of the techniques used. The purpose of the present study is to suggest some useful techniques that the teacher can utilize in teaching English as a foreign language in the elementary school. The techniques suggested are based on the investigation of the characteristics peculiar to children. The investigation takes into account cognitive, affective, and linguistic factors affecting specific techniques. The goal of language teaching is communication and all techniques should move toward this end. The resourceful teacher will provide techniques which exact more and more from the students and less and less from the teacher.

• East Asian mathematical journal
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• v.31 no.2
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• pp.245-273
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• 2015

The purpose of this study is to investigate environmental factors that affect mathematics learning of students in multicultural families. For this study, as study subjects, eight elementary school students and one middle school student, who were born and grew up in multicultural families in Korea due to international marriage of Korean father and foreign mother, and their five mothers were selected. To examine factors affecting mathematics learning and interests of students in multicultural families, relationships with parents, friends, and teachers were surveyed, and mathematics attitude test was performed. After conducting one on one interview based on collected questionnaires and results of the attitude test, qualitative data analysis was performed. As a result of survey and interview, positive factors affecting mathematics learning of students in multicultural families included arousing interest in mathematics through mother's mathematics teaching in her mother language and direct teaching, good peer relation, teacher's compliment and encouragement, and lowering the burden of language in accordance with characteristics of mathematics course.

• English Language & Literature Teaching
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• v.13 no.4
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• pp.167-192
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• 2007

This study investigates the effects of written vocabulary exercises on lexical knowledge. Korean university students learning English as a foreign language were randomly assigned to one of four conditions-Condition 1 (having students match word form with word meaning), Condition 2 (having students fill in the blank provided with a list of words), Condition 3 (having students write sentences with the target words), Condition 4 (having students do three practices with the same vocabulary exercise as the condition 1). Each type of exercises in Condition 1, 2, and 3 was designed to classify a different level of mental processing except Condition 4 with multiple encounters of the target words. Learners' vocabulary knowledge of this study was obtained using a format adopted from the Vocabulary Knowledge Scale (VKS) immediately and two weeks later. The findings indicated that: (1) Condition 4 having students do three matching vocabulary exercises was as effective as the condition 3 (one writing exercise) on the immediate learning of word; (2) although there was no significant difference of the effect of vocabulary exercises between Condition 3 and 4, Condition 4 asking students to do three matching vocabulary exercises was the most effective way of vocabulary retention after two weeks.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.97-121
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• 2011

This study aims to examine how motivational constructs are interrelated with social, context-specific factors and, as a result, contribute to L2 writing achievement within the framework of self-determination theory. The data consisted of 67 Korean college students' questionnaire responses, final scores in an on-offline blended writing course, and qualitative interviews with 5 students. In the descriptive and the correlation analyses, the participants' extrinsic motivation was found higher than intrinsic motivation, with low amotivation. Among social factors, immersion environment, foreign instructor, and peer comparison marked high scores, whereas Korean instructor and online material gained low scores. Those contextual factors were interrelated with each other, such that the immersion factor correlated significantly with Korean instructor and peer comparison. Extrinsic and intrinsic motivational subscales engendered strong correlations with the high-scored social factors, i.e., immersion, foreign instructor, and peer comparison, which were also closely interrelated with L2 writing achievement. The findings illuminate intricate workings of motivation in its effects on L2 achievement and corroborate the roles of contextual factors. The effect of motivational subscales on achievement may be valid through interplay with some social factors. The dynamics of motivation is discussed for pedagogical applications.

• English Language & Literature Teaching
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• v.18 no.1
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• pp.91-114
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• 2012

The purpose of this study is to investigate teachers' perspectives on content-based instruction (CBI) in English at a higher education in Korea. Based on the assumption that content-based instruction programs could be successful if teachers were actively involved not only in transmitting the content knowledge but also in students' development in the second or foreign language competence, the study explores teachers' treatments of language in relation to the students' language development in CBI classes. Research questions were related to five areas such as (1) the goals of CBI programs, (2) difficulties in CBI classes, (3) the use of native language, (4) teaching strategies and techniques, and (5) factors that affect the success of the CBI programs. Data gathered from 24 college instructors from a large university located in the metropolitan city of Korea. Results of the study indicated that college instructors of CBI programs had keen interest in developing students' language competence, experienced difficulties in designing course syllabus for mixed leveled group of students, rarely used Korean in class and used successful teaching strategies. Also factors needed to improve the CBI programs were recommended at the end of the study. Results of the study implied that teachers needed to be more aware of the students' learning process of English and to be more communicative with students in English in class. Further studies were needed in relation to the CBI courses for students of different age levels.

• Journal of Internet of Things and Convergence
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• v.7 no.2
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• pp.21-29
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• 2021

In this study, it is necessary to supplement the Korean language curriculum in order for international students to adapt and settle in Korea in an era where education is being transformed into future education due to the 4th industry. In the KFL (Korean as a Foreign Language) situation encountered by international students, they suffer from difficulties in university mathematics due to communication problems due to lack of language ability, which is one of the stress factors for cultural adaptation in the Korean language education program. To solve this problem, we analyzed ESL programs in English-speaking countries and KSL programs in Korea to set educational goals, curriculum, and educational methods to achieve goals for international students, and to establish curriculum and learning processes. Therefore, the Korean language education program (KSL program) for foreign students in the Korean language curriculum should also be supplemented by accepting the advantages of setting accurate goals for the ESL program and linking it with university graduation in the curriculum of English-speaking countries. In addition, for international students to learn Korean, an integrated Korean language education course and management system using IT suitable for the 4th industrial age is needed.

• Korean Journal of Human Ecology
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• v.19 no.6
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• pp.945-965
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• 2010

The present study examined the cultural competence of university students on migrants and multicultural society in Korea. A total of 11 university students living in Seoul, Gyeonggido and Chungcheondo, were selected for the interview. The participants provided their cultural cognition, cultural knowledge and cultural skill on a variety of issues related to migrants and multicultural society in Korea. Interview results indicated that participants perceived negative and positive affects to Korean society and prejudice about immigrants, thaught economic support as a emergent policy, and didn't experience multicultural society. They wanted to take a trip and learning foreign language. On the cultural skill participants had progressive perspectives about immigrants' right, discrimination and evaluation and had a multiculturism based on assimilation. Implications of the study and directions for future research were discussed. It is needed to educations and programs for development of university students' cultural competence.

• Journal of Physiology & Pathology in Korean Medicine
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• v.24 no.6
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• pp.1068-1076
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• 2010

This study was to establish and evaluate international educational program for foreign traditional medicine students with traditional Korean medicine in School of Korean Medicine, Pusan National University, and discussed prerequisite requirements for international educational program. The Introduction to Traditional Korean Medicine (TKM) was constructed with Korea and TKM, Understanding TKM, Future of TKM, Clinical Skills (lecture and practice), Clinical practice (observation), Field trip, and others. The overall assessment was concluded as excellent (91.7%). The prerequisite requirements for planning and operating educational program, and key points for the success of international program were discussed. And the necessity of Center for International Educational of Traditional Medicine was described. This study can be used as a reference manual for globalization of TKM education and proposal for making policy on TKM.

• English Language & Literature Teaching
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• v.7 no.2
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• pp.77-102
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• 2002

Factors affecting foreign language learning task are diverse in nature due to the different social and cultural backgrounds so that learners have to somehow use strategies and expressions to adjust diverse factors to their learning environments. The main purpose of this paper is to show how important NNS vs. NNs interaction through CCDL can be in their enhancement of English proficiency by giving examples from their chatting conversation(written conversation) data collected for over two semesters. Chatting as a means of synchronous communication interaction between students from two different cultural backgrounds can act as a predictor of foreign language achievement. Chatting and Telemeet activities have their own advantages in enhancing communicative competence when learning English. By engaging in these synchronous communication activities learners of English from different cultural backgrounds can acquire unique strategies and expressions from which they learn from each other. In short, this study advocates the importance of strategies and patterns foreign language learners can acquire from interaction among culturally different peer groups.