Korean ESL Learners’ Experiences in Computer Assisted Classroom Discussions
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초록
The purpose of this study was to explore Korean ESL learners’ experiences in computer assisted classroom discussions. Data were collected from three ESL classes offered at a large U.S. university and 16 Korean ESL learners participated. There were four major findings of this study: (a) most participants (81.3%, 13 out of 16) did not believe that they could learn anything of value by participating in CACD sessions mainly due to the lack of discipline and order that they assumed were crucial for learning and the lack of an authority figure who could give “refined and correct” knowledge; (b) Discrepancy in the beliefs of these Korean ESL learners and the teacher about language learning, especially concerning corrective feedback, caused considerable tension between them, reducing the credibility of the teacher; (c) most Korean ESL learners (75%, 12 out of 16) frequently experienced stress because of the fast pace of the conversation and information overload in CACD sessions; and (d) Tension existed among Korean ESL learners (62.5%, 10 out of 16) caused by the presence of other Korean learners and their social identities in relation to age and gender. This tension constrained their interactions not only in face-to-face conversations but also in CACD sessions.
Abstract
The purpose of this study was to explore Korean ESL learners’ experiences in computer assisted classroom discussions. Data were collected from three ESL classes offered at a large U.S. university and 16 Korean ESL learners participated. There were four major findings of this study: (a) most participants (81.3%, 13 out of 16) did not believe that they could learn anything of value by participating in CACD sessions mainly due to the lack of discipline and order that they assumed were crucial for learning and the lack of an authority figure who could give “refined and correct” knowledge; (b) Discrepancy in the beliefs of these Korean ESL learners and the teacher about language learning, especially concerning corrective feedback, caused considerable tension between them, reducing the credibility of the teacher; (c) most Korean ESL learners (75%, 12 out of 16) frequently experienced stress because of the fast pace of the conversation and information overload in CACD sessions; and (d) Tension existed among Korean ESL learners (62.5%, 10 out of 16) caused by the presence of other Korean learners and their social identities in relation to age and gender. This tension constrained their interactions not only in face-to-face conversations but also in CACD sessions.