A Drama-Assisted KSL Class and Its Influence on Learner’s Self-Perceived Competence
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This study aimed at two major goals: first, it introduced a drama-assisted KSL teaching and learning model within the framework of the cognitive + communicative approach employing the K-drama, Descendents of the Sun; and second, it investigated the KSL students’ perception of the linguistic, cultural, and affective aspects of Korean language and culture as influenced by the course by means of mixed-methods. The class was offered as a three-credit-point course requiring forty-five class hours during a one-month international summer school program held by a Korean university. Thirty students from various countries, ranging in age from eighteen to twenty-six, attended the course; nineteen students answered both pre- and post-surveys, which were analyzed through the paired-samples t-tests, and twenty-six students submitted open-ended comments on the course. Participants’ self-perceived KSL competence was enhanced with statistical significances for every single item in the linguistic domain encompassing the four skills, vocabulary, and grammar. While their responses to the items in the cultural and affective domains deviated, explanations were found in their open-ended comments. The study concludes with suggestions for a more beneficial drama-embedded KSL class.
Abstract
This study aimed at two major goals: first, it introduced a drama-assisted KSL teaching and learning model within the framework of the cognitive + communicative approach employing the K-drama, Descendents of the Sun; and second, it investigated the KSL students’ perception of the linguistic, cultural, and affective aspects of Korean language and culture as influenced by the course by means of mixed-methods. The class was offered as a three-credit-point course requiring forty-five class hours during a one-month international summer school program held by a Korean university. Thirty students from various countries, ranging in age from eighteen to twenty-six, attended the course; nineteen students answered both pre- and post-surveys, which were analyzed through the paired-samples t-tests, and twenty-six students submitted open-ended comments on the course. Participants’ self-perceived KSL competence was enhanced with statistical significances for every single item in the linguistic domain encompassing the four skills, vocabulary, and grammar. While their responses to the items in the cultural and affective domains deviated, explanations were found in their open-ended comments. The study concludes with suggestions for a more beneficial drama-embedded KSL class.
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