Cross-Cultural Competence: Examining EFL Students’ Views of U.S. Holiday Culture Through Film

Lee. Andrea Rakushin 영상영어교육학회 2017 영상영어교육 (STEM journal) Vol.18 No.3

As the world becomes more interconnected, it is vital for students to learn about other cultures to be able to effectively communicate with people around the world. Movies can be an engaging way to gain more insight into the cultures of native English speaking countries and help improve cross-cultural competence. This case study examined Korean EFL students’ perceptions of mainstream U.S. Christmas culture through the movie Christmas with the Kranks. In addition, the study sought to analyze potential cultural misinterpretations that the students may have had after watching the movie and to examine additional questions that the students had about U.S. Christmas culture. Data included a completed worksheet, class discussions, and class observations. Data analysis centered on identifying common themes related to students’ perceptions of U.S. Christmas culture. Significant themes include Christmas parties; gift giving, compassion, and socioeconomic status; relationships; decorations; and holiday stress. Students also had varying questions about U.S. Christmas culture after watching the movie. Although movies can provide an authentic way for students to learn more about foreign cultures, it is important for students to analyze cultural themes in the movies they watch to determine if their cultural perceptions based on the movies are accurate.

The English Language Experiences of North Korean Refugees in South Korean Universities

Andrea Rakushin Lee 한국영어어문교육학회 2017 영어어문교육 Vol.23 No.1

North Korean refugees often struggle to adapt to the ultracompetitive educational environment of South Korea, and many have difficulties learning the English language. The purpose of this phenomenological study was to learn more about the English language experiences of North Korean refugee students in South Korean universities. The 15 participants in this study were North Korean refugees in their twenties who have lived in South Korea for at least 3 years. An initial study examined the educational experiences of North Korean refugees during premigration (in North Korea), transmigration (on the new underground railroad), and postmigration (in South Korea). In the initial study, four types of data were collected including a demographic questionnaire, a timeline of major life experiences, standardized interviews, and journal entry responses. The original study did not focus on English language experiences in South Korea, but many participants elaborated on this concept. A follow-up study using standardized, open-ended interviews was conducted to focus more on the English language experiences of the participants. Results indicate that the participants have experienced immense challenges with the English language, especially in terms of preparing for the Test of English for International Communication. Practical implications and participant recommendations are also provided.

Exploring Intercultural Communication Themes in English Classes Through the Movie Outsourced

Lee Andrea Rakushin 영상영어교육학회 2018 영상영어교육 (STEM journal) Vol.19 No.4

Since English is the global language, it is important for English language learners to be proficient in the language and knowledgeable about intercultural communication in English-speaking countries and other countries that use English as a lingua franca. Movies can be an informative and memorable tool for teaching intercultural communication concepts. This descriptive exploratory study centers on the movie Outsourced (Jeffcoat, 2006), which is about an American expatriate in India. He experiences many frustrations trying to assimilate to an unfamiliar culture, but he eventually adapts and appreciates his new lifestyle. Research objectives centered on determining which intercultural communication themes South Korean English language learners in university could identify in the movie as well as how they viewed these themes. The study also sought to examine how the learners perceive the effectiveness of using the movie to learn about intercultural communication. Data included a worksheet, class discussions, and an essay which were each analyzed through qualitative content analysis. Students were able to identify primary themes related to intercultural communication and generally perceived the movie favorably as a tool for learning about intercultural communication. Practical suggestions are provided for instructors who are considering using movies in the classroom to teach cross-cultural communication or cultural themes.

Breaking through Digital Barriers: Exploring EFL Students’ V iews of Zoom Breakout Room Experiences

Andrea Rakushin Lee 한국영어학회 2021 영어학 Vol.21 No.-

Korean EFL Students’ Perceptions of Instructor Video and Written Feedback in a Blended Learning Course

Lee. Andrea Rakushin,Bailey. Daniel Ryan 영상영어교육학회 2016 영상영어교육 (STEM journal) Vol.17 No.4

Blended learning is becoming more commonly used in English as a Foreign Language classes around the world. There is a dearth of research on Korean EFL students’ perceptions of instructor video and written feedback in the blended learning classroom. This case study examines Korean EFL students’ perceptions of video and written instructor feedback on discussion forums in a blended learning class using the Canvas Learning Management System. Data was obtained through focus groups, an online discussion forum, and documentation from students’ comments written in response to assignment feedback. Data analysis procedures included coding and developing significant themes that highlighted the primary views of the students. Results indicate that students preferred video feedback in comparison to written feedback. Based on students’ responses, the central themes that emerged include video feedback is personalized and friendly and it is easier to understand in comparison to written feedback. Students also discussed their appreciation for instructor participation in the online discussion forum. Although the benefits of video feedback were highlighted in most students’ responses, some students discussed their preference for written feedback. This study also includes students’ recommendations for improving blended learning classes in the future. Finally, practical implications and suggestions for future research are discussed.

An Autoethnographic Exploration of Genealogical Roots: Croatian-American Identity

Andrea Rakushin Lee 한국아메리카학회 2020 美國學論集 Vol.52 No.1

Ethnic identity refers to how people describe and define their ancestry, values, heritage, beliefs, and other features of culture. This autoethnographic study is largely rooted in genealogical research, storytelling, and reflexivity and centers on my identity as a fourth-generation Croatian American as well as the identity of my great grandfather, a first-generation Croatian American. The article examines the experiences of Croatian immigrants living in the United States prior to World War I. This is the period when my great grandfather came to America. I also expand on the lives of early Croatian Americans and their ethnic identities. I explore my great grandfather’s experiences in the United States and also examine his family background in Croatia. Through reflexivity and analysis, I strive to define and describe my identity as a Croatian American. Although I was not heavily exposed to Croatian culture as a child and adolescent, I realize the importance of establishing and maintaining my Croatian identity and preserving Croatian heritage so that it can be passed down to the next generation.

From a multicultural lens: Developing a university course in South Korea to examine the experiences of North Koreans

Andrea Rakushin Lee,Jennifer Lee 한국교육개발원 2019 KEDI Journal of Educational Policy Vol.16 No.1

North Korean refugees in South Korea often struggle to adapt in an ultra-competitive environment that largely centers on capitalistic principles, innovation, and swift development. Additionally, many South Koreans are not well informed about the experiences of North Koreans. It is important to develop a university course that examines the experiences of North Korean people from a multicultural lens with an ultimate aim of promoting global citizenship. This paper provides a framework for the development of a university course that examines the experiences of North Koreans. The conceptual framework is rooted in the five dimensions of multiculturalism (Banks, 2012). Three course concepts are expanded on including: understanding the everyday lives of North Korean people, storytelling and discussion, and global citizenship education.

An Investigation into the Educational Experiences of North Korean Refugees in China in Light of Their Exposure to Human Rights Violations

Andrea Rakushin Lee 숙명여자대학교 아시아여성연구원 2017 OMNES: The Journal of Multicultural Society Vol.8 No.1

North Korean refugees face myriad challenges in China which makes it difficult to obtain access to formal education. The Chinese government classifies them as illegal, economic migrants. If they are caught by authorities in China, they face deportation to North Korea, which can result in torture, incarceration, and even execution. It is important to learn more about the educational experiences, both formal and informal, of North Korean refugees in China so that aid organizations can better assist them by providing quality educational programs while concealing the refugees' identities. Participants in this study were North Korean refugees in their twenties who live in South Korea and had traveled through China or lived in China prior to gaining asylum through a South Korean consulate abroad. The study was conducted with North Korean refugees in South Korea since North Korean refugees in China are at risk of being sent back to North Korea if exposed. Several types of data were collected including a demographic survey, a timeline of primary life events, standardized open-ended interviews, and journal entries. This article discusses primary themes that emerged related to the educational experiences of North Korean refugees in China in light of their exposure to human rights violations.

Direct instruction of word stress in Russian language classes in South Korea

유학수,Andrea Rakushin Lee 경희대학교 언어정보연구소 2022 언어연구 Vol.39 No.-

This study examined how direct instruction of word stress impacts Russian as a Foreign Language (RFL) students’ accuracy of commonly mispronounced words in Russian. Furthermore, it aimed to provide recommendations for how instructors can improve word stress instruction for RFL students. Most native speakers of Korean underestimate the role of word stress in learning RFL and are not aware of its importance in the Russian phonetic system. The Korean language is classified as a non-stress language, which can be problematic for learners of languages with word stress, including Russian. This case study comprised 88 students studying in RFL courses at two universities in South Korea. Data included a compiled list of commonly mispronounced words in Russian, student observations, and linguistic interviewing. Results indicate that pedagogically similar word pairs demonstrate a critical function in differentiating stress in the Russian phonetic system. Word pairs have different meanings but are similar in terms of sound composition (e.g., Бороди́ н – Бородино́ / Borodin (surname of a man) – Borodino (name of the village); временна́я форма – вре́менная форма / tense – temporary form; время лети́ т – время ле́ чит / time flies – time cures). They include words with similar spellings but different accents (i.e. *[nófki] are understood as но́ жки(legs), and *[nafkí] as носки́ (socks), because a good rhythm (the contrast of stressed and unstressed syllables) makes the words intelligible even to Korean RFL learners with pronunciation deficiencies.

Contrastive Analysis of the Russian and Korean Classifying Nouns “Type” and “Kind”

유학수,Raisa Alexandrovna Kulkova,Andrea Rakushin Lee 범태평양 응용언어학회 2019 범태평양응용언어학회지 Vol.23 No.1

This corpus-based contrastive analysis examines the Russian classifying nouns, tip (type) and vid (kind) as well as the Korean classifying noun yu-hyeong and jong-nyu. In the Russian language, the use of the words tip and vid depends on characteristics and the general contents of the text. In addition, in strictly special scientific texts dealing with the systematization of any objects, these words represent different levels of the classification grid (objects are divided into types and types into kinds), and in non-scientific texts they can become synonyms (different types = different kinds of objects). The Korean scientific text classifying words yu-hyeong and jong-nyu also represent different classification levels (higher – yu-hyeong, lower – jong-nyu). But in non-scientific texts, the word jong-nyu is most often used. This suggests the possibility of changes in the meaning of the Russian words tip and vid depending on the characteristics of the text, which is not seen in the words yuhyeong and jong-nyu in the Korean language, as well as a greater permeability of scientific-style vocabulary to non-scientific Russian texts. Understanding how these words are used from a comparative standpoint can be beneficial for translators and aid in developing practical curriculum for Korean students studying Russian as a foreign language.