Learners' beliefs about English language learning: The case of Korean college students sojourning in the United States

Research output: Contribution to journalArticlepeer-review

Abstract

This study explored the beliefs about English language learning demonstrated by Korean-speaking college students while sojourning in the United States. Adopting a contextual approach to learner beliefs, the study further examined the nature of changes in sojourners' beliefs and what aspects of study abroad were related to such changes. To this end, the study drew on the participants' accounts of their second language (L2) experiences in connection with different aspects of study abroad through episodic narrative interviews. A thematic analysis of the interview data suggests that sojourners' beliefs about language learning are reminiscent of societal ideological structures and school or familial influences. During the sojourn, learner beliefs about L2 learning were reshaped by interactions with co-nationals and members of the host community as micro-level resources situated in the meso-level host program. Sojourners further demonstrated changes in their broad perspectives on what constitutes an in situ form of bilingualism in the sending and host countries.

Original languageEnglish (US)
Pages (from-to)76-99
Number of pages24
JournalStudy Abroad Research in Second Language Acquisition and International Education
Volume9
Issue number1
DOIs
StatePublished - Feb 9 2024

Keywords

  • English as an additional language
  • episodic narrative interview
  • language learning beliefs
  • learner beliefs

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

Fingerprint

Dive into the research topics of 'Learners' beliefs about English language learning: The case of Korean college students sojourning in the United States'. Together they form a unique fingerprint.

Cite this