Motivations and Experiences of Non-Korean Heritage Language Learners of Online Korean Language Classes at a U.S. University

Due to the COVID-19 pandemic, the majority of U.S. universities transitioned from face-to-face classes to remote classes after March 2020. Despite this sudden transition, the number of students taking Korean language courses online increased. Many attribute this surge in Korean language learners to the spread of Korean popular culture and the influence of Hallyu (Korean Wave). This article examines the experiences and motivations of 14 non-Korean heritage language (non-KHL) learners who took online Korean language courses at a U.S. university after March 2020, using participants' written responses and interviews. This study's findings suggest that a desire to connect with Korean people and culture influenced non-KHL learners to initiate Korean language learning. Results also showed that learners' orientations and motivations were complex, as they overlapped and emerged simultaneously. Additionally, participants reported the benefits and challenges of learning Korean online, pointing out the importance of the teacher, learner autonomy, and Korean popular culture as factors that influenced their learning journeys and helped sustain their motivation of language learning. These findings suggest a need to further explore the diversity of Korean language learners, learner motivations, and how various aspects of Korean culture interplay in the process of Korean language learning. © 2022 The Pennsylvania State University, University Park, PA.

L2 communicative competence analysis via synchronous computer-mediated communication (SCMC) as an alternative to formal classrooms

The Covid-19 pandemic has dramatically altered formal classrooms and traditional learning environments with many educational institutions forced to teach online. Communicative L2 classes are impacted as in-person, face-to-face interactions are key to developing communicative competence. This qualitative research study investigates if L2 communicative competence can be demonstrated via online synchronous computer-mediated communication (SCMC) platforms as an alternative to formal classrooms. Previous research on SCMC has focused on its implementation in a blended learning environment to support formal classrooms. The study analyzes seven recorded group interactions of 22 Japanese university students in a communication class for a presentation and discussion project done completely online while being physically isolated. The study observes whether L2 communicative competence can be demonstrated via expression, integration, and negotiation of meaning. Additionally, technological competence via procedural and technological negotiation is examined. The study shows that with careful planning, structured scaffolding from the instructor and technological familiarity and acceptance from the students, L2 communicative competence via SCMC platforms can be demonstrated, to varying degrees, when formal classrooms are not available. Formal classrooms may never be completely replaced but the development of SCMC platforms shows technological possibilities in future L2 learning environments. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

Thai University Students’ Attitudes Toward Online Language Learning in a Time of Crisis

In the wake of the COVID-19 pandemic, transitions to online L2 learning have rapidly emerged. However, the impacts of these transitions on students’ attitudes toward online language learning are largely unknown. This study investigated how participation in remote EAP instruction impacted the attitudes of Thai university students (n = 263) toward online language learning. The study employed a longitudinal survey design and utilized a questionnaire instrument designed for the study containing 33 Likert scale items. The questionnaire was administered at the beginning and end of students’ first fully remote semester. Within- and between-groups comparisons were made of participants’ mean attitudinal ratings on eight multi-item subscales to measure the extent to which, and in what ways, students’ attitudes changed over time. Statistically significant differences were evident in the subscales of open-mindedness, autonomy, effectiveness of instruction, interactivity, and engagement over time;the general trend was toward a more positive perspective on online learning. Results indicated no statistically significant differences on three of the multi-item subscales (motivation, anxiety, and convenience) over time. The analysis showed a significant interaction between proficiency level and time in ratings for the effectiveness of instruction subscale only. Most subscales were weakly correlated with motivation at the beginning of the term;however, all subscales except interactivity showed a higher correlation at the end of the term. The results of this study will be of interest to educators who are seeking to understand learners’ attitudes toward online language instruction during times of crisis and emergency remote teaching (ERT). © The Author(s) 2022.