Intercultural awareness and target culture integration: Perspectives of NESTs and Korean university students

다국어 초록 (Multilingual Abstract)

This study examined intercultural interactions between native English-speaking teachers (NESTs)and Korean university students in EFL classrooms. Using a mixed-method design with datatriangulation, data were collected over 13 weeks through classroom observations, questionnairescompleted by three NESTs and 116 students, and semi-structured interviews with three NESTs and13 students. In terms of intercultural awareness, the NESTs were perceived to have a relativelystrong understanding of Korean culture, whereas many students reported limited understanding ofthe target culture and expressed a desire for greater exposure. Although neither group reported majorcultural differences, both identified Korean students’ tendency to avoid voluntary participation inorder to save face as a classroom challenge. The findings further showed that the NESTsincorporated elements of the target culture across various textbook-related topics. These practiceswere categorized into three recurring instructional strategies: (1) comparing and contrastingcultures, (2) using Google Images and visual materials, and (3) sharing personal stories andexperiences. Overall, the findings suggest that intercultural awareness may be fostered throughclassroom practices and underscore the pedagogical significance of integrating cultural content intoEnglish language instruction.