Creating Short-term Classes on Unification in South Korean Universities

Young adults will be the next generation of leaders, and it is critical for them to be cognizant of major issues that impact society. Unification is a significant issue in South Korea, especially in light of the recent summits between South and North Korea. This study is rooted in principles of peace education to promote peaceful discourse related to unification issues. Unification education plays an important role in K-12 education in South Korea; however, it is not prioritized at the university level. This case study, which included open-ended surveys, interviews, and focus groups, explored South Korean university students’ (n=33) views of creating short -term classes on unification and the types of topics that they think should be taught in these classes. Primary results indicate that most participants expressed interest in taking short-term classes on unification issues. The paper also includes practical implications that can be considered when developing short-term classes on unification in South Korean universities

Korean EFL Students` Perceptions of the Effectiveness of Peer Interaction in Online Discussion Forums

Online discussion forums are becoming more commonly used in blended learning classes to provide additional opportunities for EFL students to practice the language more outside of the classroom and to reinforce topics or concepts taught in the face-to-face class. It is important to learn more about students` perceptions of peer interaction on discussion forums to help create a more student-centered environment that focuses on the needs of students and promotes effective learning. This case study examines Korean EFL students` perceptions of the effectiveness of peer interaction in online discussion forums. Participants included 18 Korean university students. Data was collected from a focus group, semistructured interviews, and an instructor reflection journal. Results of the study indicated that students were satisfied with peer interaction on the discussion forum. However, recommendations were provided that could be used to improve peer interaction on future discussion forums. This study also provides practical implications and recommendations for future research.This paper was supported by Konkuk Universit

Human Rights Violations in the North Korean Education System: Voices of North Korean Refugees in South Korea

2016-12This phenomenological study examines the perspectives of North Korean refugee students studying in South Korean universities regarding human rights violations in the North Korean education system. This study focuses on the shared experiences of the participants during their past in North Korea. The participants were asked to define human rights and discuss their perceptions of human rights violations in the North Korean education system; furthermore, they shared their perceptions of human rights violations in present-day North Korea. Four types of data were collected including a demographic survey, a timeline of primary life events, a standardized, open-ended interview, and journal entries. Data analysis procedures included finding significant themes and statements related to human rights violations in the North Korean education system. In addition, primary themes emerged that related to the participants perspectives of human rights violations in present-day North Korea. These descriptions led to the overall essence of the collective experiences of the participants

An investigation of differences and changes in L2 writing anxiety between blended and conventional english language learning context

This study investigated the influence of blended vs. conventional writing environments and L2 proficiency on cognitive, somatic, and behavioral components of L2 English writing anxiety. Second language anxiety was measured using Cheng’s (2004) Second Language Writing Anxiety Inventory (L2WAI) which measures cognitive, somatic, and behavioral components of L2 writing anxiety. Students were separated into a blended learning group that completed writing assignments through online forums and a conventional pen-and-paper group that completed writing assignments by hand. Students in both groups were required to write 200-300 words per task as well as provide feedback to two other students for each task. Students in the blended learning group provided feedback through the course learning management system while those in the conventional group provided feedback in class. Behavioral anxiety was found to be the highest for both groups followed by somatic and then cognitive. Post-L2WAI results found that blended learning students reported increases in behavioral anxiety while conventional pen-and-paper ones had increases in somatic anxiety. No decreases in anxiety were observed. A positive linear relationship was found when comparing L2 writing anxiety and L2 proficiency. Qualitative data from open-ended survey items provided better understanding to student perceptions of L2 writing anxiety. Research findings provide support for pedagogical recommendations to mitigate L2 writing anxiety

An investigation of changes in L2 writing anxiety between blended and conventional English language learning context

This study investigated the influence of blended vs. conventional writing environments and L2 proficiency on cognitive, somatic, and behavioral components of L2 English writing anxiety. Second language anxiety was measured using Cheng’s (2004) Second Language Writing Anxiety Inventory (L2WAI) which measures cognitive, somatic, and behavioral components of L2 writing anxiety. Students were separated into a blended learning group that completed writing assignments through online forums and a conventional pen-and-paper group that completed writing assignments by hand. Students in both groups were required to write 200-300 words per task as well as provide feedback to two other students for each task. Students in the blended learning group provided feedback through the course learning management system while those in the conventional group provided feedback in class. Behavioral anxiety was found to be the highest for both groups followed by somatic and then cognitive. Post-L2WAI results found that blended learning students reported increases in behavioral anxiety while conventional pen-and-paper ones had increases in somatic anxiety. No decreases in anxiety were observed. A positive linear relationship was found when comparing L2 writing anxiety and L2 proficiency. Qualitative data from open-ended survey items provided better understanding to student perceptions of L2 writing anxiety. Research findings provide support for pedagogical recommendations to mitigate L2 writing anxiety

Propaganda, survival, and living to tell the truth : an analysis of North Korean refugee memoirs

Recent international events have heightened global interest in the North Korean regime’s engagement with the world; however, information about North Korea remains largely nebulous, due to the continuing secrecy of the regime. This study provides a rich understating of North Korean refugee identity and gives voice to individuals who have experienced the oppressive conditions of North Korea, their often dangerous escapes via multiple countries, and nonlinear or frequently difficult times of readjustment. It takes as its focus the role and impact of deception in different stages of North Korean refugee life before, during, and after escape. Specifically, we examine how North Korean refugee memoirists discuss the topics of truthfulness and deception in their own words. Using thematic analysis, we discovered three primary themes, including discovering and dealing with propaganda, deceiving as a means of survival, and finding the truth and living to tell it. Lastly, we end with a call to action aimed at empowering survivor voices, utilizing information to create change in North Korea, and offering future directions for scholars, practitioners, and human rights advocates