The J ournal of Studies in Language 31.2, 215246. The purpose of this study is to examine study abroad experiences of Korean college students in a newly designed study abroad program for student teachers of education in the Philippines. Eleven college students, two males and nine females, participated in the study for four weeks in 2014. Using mixed methods, data were gathered from writing samples, a survey questionnaire, written reports and semistructured interviews. Findings suggest that while students experienced communication and adaptation problems in the beginning, overall, they adapted well to studying and practicing student teaching in the Philippines; After the program the students became highly motivated to learn and teach English, and enhanced interests and confidence in student teaching and using English. Their attitude toward learning of English and cultural aspects of others also changed positively. The results of the study indicate that on average both studying English abroad and student teaching practice have encouraging effects on the learner’s perceptions and experiences, and positive development of intercultural awareness for future teachers in Korea
10.18627/jslg.31.2.201508.215 Study Abroad Experiences for Korean EFL Student Teachers in a Large Philippine University* 1) Kim, Namsoon (Hannam University) Kim, Namsoon 2015 Study Abroad Experiences for Korean EFL Student Teachers in a Large Philippine University The J ournal of Studies in Language 31.2, 215-246 The purpose of this study is to examine study abroad experiences of Korean college students in a newly designed study abroad program for student teachers of education in the Philippines Eleven college students, two males and nine females, participated in the study for four weeks in 2014 Using mixed methods, data were gathered from writing samples, semi-structured experienced a survey interviews communication questionnaire, Findings and suggest adaptation written that problems reports while in the and students beginning, overall, they adapted well to studying and practicing student teaching in the Philippines; After the program the students became highly motivated to learn and teach English, and enhanced interests and confidence in student teaching and using English Their attitude toward learning of English and cultural aspects of others also changed positively The results of the study indicate that on average both studying English abroad and student teaching practice have encouraging effects on the learner’s perceptions and experiences, and positive development of intercultural awareness for future teachers in Korea (Hannam University) Key words: study abroad, language development, communication, student teachers Introduction Study abroad programs have been recognized as the ideal foreign language learning programs because they maximize opportunities to use the target language naturally in communicative situations (Back, 2009; Byram & Morgan, 1994; Choe, 2013; Collentine, 2009; Dufon & Churchill, 2006; Freed, 1995) Learning a foreign language falls naturally in learning * This work was supported by Hannam University Research Grant, 2013 216 Kim, Namsoon a second language environment in the study abroad context (Collentine, 2009) In the case of study abroad environment, language learning could be maximized when it takes place in socially and culturally embedded contexts as in learning a second language (Choe, 2013) Although the number of Korean students studying abroad has been decreasing in the last three years, it has been increasing in the Philippines According to the 2015 Korean Ministry of Education report, Korean students who went to study in the Philippines increased from 3,917 in 2012, to 7,073 in 2014 while the total number of Korean students studying abroad has decreased from 239,213 in 2013 to 219,543 in 2014 Reasons why an increasing number of students go to the Philippines may include low cost of living and tuition, or geographic proximity may attribute to the causes for the changes Geographically the Philippines is closer to Korea than other English speaking countries, and English is still widely used among the Philippine people and foreign visitors in their daily communication as in the case of Kachru’s outer circle’ land (Kachru, 1989) English as a means of wider communication definitely attracts foreign visitors (McKay, 2012) Also, closeness or good impressions gained from popular cultures, such as mass media, internet or newspapers, may attract Korean students to the Philippines (Lee & Park, 2012; Joe, 2005) In addition, friendly people and accommodating year-round warm weather attract many Koreans English in the Philippines has been used as the official language until 1989 Philippine educational system is quite different from Korea’s in many ways, heavily under American influenced sovereignty by from America’s 1898 to since 1945, the and country earlier by was the Spanish for more than 300 years (The Philippines, 2015) Such historical background of the country can help to explain the country uniquely multiple linguistic and cultural context Despite the increase in the number of Korean students to the Philippines for study only a few studies have been explored in relation to the benefits of study abroad programs, suitability of such programs to the students’ needs, or to how and in what aspects the study abroad programs have affected learners’ language development and intercultural competence (Cha & Shin, 2013; Joe, 2005; Jung & Yun, 2011; Kym, 2011; Lee & Park, 2012; Park, 2007; Seo & Kim, 2015) This study was Study Abroad Experiences for Korean EFL Student Teachers in a Large Philippine University 217 developed out of the concern and to call for more studies to develop suitable curricula and syllabi to suit the needs of Korean EFL student teachers No research has been available regarding student teaching practice overseas in combination with language learning activities The study attempts to examine perceptions, experiences, benefits and efficacy of the program for further development of such a program in future Research questions for the study were proposed as follows: (1) How will the participants’ language ability change after four weeks of study abroad? (2) What are the participants’ perceptions on their learning of English and culture in a study abroad program? And, (3) what did the participants gain from the program with emphasis on student teaching practice? The research questions were investigated in terms of linguistic, attitudinal and cultural perspectives of study abroad in the study Literature Review Study abroad programs can provide an alternate opportunity to learn English and culture by using English in the socially and culturally embedded contexts (Choe, 2013; Collentine, 2009; Freed, 1995; ZmastilVondrova, 2005) 2.1 Study Abroad Programs and Learning Environment Study abroad programs have generated much interest in teaching and learning of foreign languages worldwide since 1960s, when the majority of studies dealt with learning a foreign language in the target language environment emphasizing language learning as well as sociocultural acquisition (Bacon, 2002; Brecht & Robinson, 1995; Choe, 2013; Churchill & Dufon, 2006; Freed, 1995; Magnan & Back, 2007; Nam, 2007) Study abroad target programs language involve is used with as the a learning means of environment where communication, and the the participants are forced to use it as their second language in their daily communication In such environment as in an ESL country, for example, learners use English for survival and to experience foreign culture at the same time (Hinkel, 2014; Celce-Murcia, 2014) An ESL learner needs 218 Kim, Namsoon to use English not only in class but also in markets or other local community areas to buy foods or to participate in local community events for example Using English in a real life situation, would build functional knowledge of English, and help to eventually learn English (Byram & Morgan, 1994; Hinkel, 2014) Freed (1995) found that research on study abroad has supported language acquisition, although some challenged the position by providing contradictory results that might impede acquisition at the beginning stages (Spada, 1986) From their study on impact of study abroad and strategy-building intervention, Cohen and Shively (2007) concluded that study-abroad students not necessarily achieve greater language gains than their peers who stay home and study the target language It does not affect development in all aspects of a learner’s competence (Collentine, 2009) In some respects, linguistic aspects related to fluency and functional skills are easily gained from study abroad, but formal parts of language such as grammatical aspects may not necessarily improve (Carroll, 1967; Collentine, 2009) 2.2 Study Abroad Programs for Korean Students While much research on study abroad has been done with different foreign languages in a wide range of disciplines around the world in the last decades (Allen, 2010; Cai & Sankaran, 2015; Costello, 2015; Freed, 1995; O’Reilly, Hickey and Ryan, 2015), only a handful of studies on Korean EFL students have been reported in Korea; about twenty graduate theses or dissertations have dealt with the issues related to study abroad while a dozen articles have been published through professional journals in the last twenty years (Back, 2009; Chang, 2005; Choe, 2013; Joe, 2005; Jung & Yun, 2011; Kim & Yang, 2010; Kym, 2011; Lee, E., 2008; Lee, E., 2009; Lee, J., 2008; Lee & Park, 2012; Nam, 2007; Park, 2007; Seo & Kim, 2015) Research studies on study abroad in Korea can be classified in the four categories (McKenzie & Schweitzer, learning, psychological and language achievement Research cognitive 2001); language dimension, related to skills demographic language learning and and and skill-factors was done by Joe (2005), Jung and Yun (2011), Kim (2008), Study Abroad Experiences for Korean EFL Student Teachers in a Large Philippine University 219 and Nam (2007) Learning skills, learning strategies (i.e., meta-cognitive, cognitive and subject-matter specific strategies and approaches were explored as variables influencing language development by Huh (2013) With regard to the psychological dimension, motivation, anxiety, social and emotional support, confidence and beliefs were explored by Kim (2008), Lee (2008), Lee related to the self-regulation (2009), and Kim cognitive were dimension, examined and Yang which through includes quantitative (2010) Research self-efficacy analysis by and Jung and Yun (2011) Lastly, demographic features such as gender and age were examined in relation to language achievement (Joe, 2005; Jung & Yun, 2011; Lee & Park, 2012; Park, 2007; Seo & Kim, 2015) Joe (2005) examined the relationship between self-perceived English language proficiency and positive perception of the study abroad program overall In her study, participants with higher levels of English language proficiency tended to view the study abroad program more positively than the participants with lower levels of English language proficiency Kim (2013) examined the problems that the multi-cultural students had regarding their intercultural communicative competence and the reasons for the students’ failures in intercultural communication She found that social environment influenced participants’ language behavior and attitude greatly, and an open-minded attitude played an important role in building the learners’ intercultural communicative competence in a diverse multi-cultural communication Back (2009) suggested that Korean students’ failure on a long-term study abroad in an ESL country was strongly associated with cultural withdrawal and frustration with developing communicative competence in English Those students began with strong desire to meet with native speakers of English in order to develop their communicative competence in English when they went abroad As time goes by, however, they became reluctant to talk to native speakers, hesitated meeting with new people, and became passive in developing social interaction with native speakers Back (2009) concluded that the students’ failure was due to the lack of communicative competence or other social situational factors Lee (2009) also pointed out that students’ communication failures, and other emotional factors such as homesickness, feeling depressed or cultural misunderstanding impeded students’ possible interactions and learning 220 Kim, Namsoon opportunities Nam (2007) suggested that students’ participation in social interaction is positively related to their English proficiency Research Design A new study abroad program for student teachers was designed and negotiated by the researcher at a large university in the Philippines ten months before it was implemented in June, 2014 This program was to provide student teachers a language experiential program and a teaching practicum as a part of student teaching practice before their graduation After the program was initiated in June, 2014, overall evaluation on the whole program reports and effects of was done interviews the study The through present abroad survey study program questionnaires, attempts that cannot to be written examine the measured by numbers but rather that can be observed, reflected and interpreted in understanding hope of participants’ defining experiences, individual differences perceptions and their or beliefs uniqueness in the through qualitative inquiry (Park & Lee, 2010) The Philippines as the venue for this experiential learning program was based on the need to (1) allow the EFL students to learn English in an ESL setting, (2) expose them to a country where English is used as a means of wider communication, and (3) learn English through using and participating in a teaching practicum arrangement 3.1 Context of Learning Eleven participants participated in the pre-trip orientation on campus, spent four weeks in the Philippines, and attended post-trip interviews and discussions The program consisted of coursework on integrated language skills participating through in development, service teaching learning field trips Teaching project practicum practicum and at culture a high school, learning events was considered an important component in order to expose the pre-service teachers to an aspect in the Philippine educational system, allowing them to appreciate and value the commonalities and diversities of the educational process Study Abroad Experiences for Korean EFL Student Teachers in a Large Philippine University 221 3.1.1 Coursework As part of the program participants were enrolled in three courses, “Listening-Speaking,” “Reading and Speaking” and “Reading and Writing,” and in the ‘teaching practicum’ project All classes focused on integrated language skills and class instruction was centered on the task-based focusing and the whole language approach, on students’ active participation and interaction Writing assignments were included in all classes Task-based and whole language approach was supported through cultural immersion that included practical experiences, opportunities for discussions Class visits and observation, activities, and written assignments were carefully chosen to enable students to explore the educational and cultural context, and apply different perspectives in understanding the context of multiple cultures, including their own (See Table 1) Table Class Arrangement and the Amount of Hours Assigned Courses Hours Assigned (120 hrs total) Class 1: Listening-speaking 60 hrs total Class 2: Reading and speaking (=3 hrs per day, 15 hrs per week, Class 3: Reading and writing wks.) Teaching Practicum - Class observation - Mentor sessions and conferences - Teaching demonstration and 30 hrs total (=2 hrs per day, wks.) discussions Individualized Studies - With buddy friends 30 hrs total - Private tutors (1-2 hrs per day, wks.) - Assignments Service Learning Project -Visit to a nursery Field Trips -Visit to schools -Visits to cultural places & islands On Weekends 222 Kim, Namsoon 3.1.2 Cultural Immersion and Teaching Practicum Teaching practicum opportunities sit-in to classes, teachers in was interact to order participate to designed with help to speakers in the provide of mentor the sessions pre-service for the English with teachers students language via high school become better teachers in the future All participants observed high school classes for three weeks, teachers participated through in conferences group-facilitated with discussions high and school mentor teaching This teaching practicum focused on the students’ experiential learning through teaching authenticity to the learning and teaching process 3.1.3 Service Learning Project In addition to the teaching practicum, the students participated in an university outreach program for the needy, visiting a nursery school located in the outskirts of the city for a day There the student teachers taught to year-old children for which students received credit 3.2 Participants Eleven college students, two males and nine females, all of whom were 18-25 years old, participated in the program Students were from diverse academic majors including education, English education, fine arts education, business, golf sports, police academy and administration This was their first study abroad experience except for one who had visited Philippines for a few weeks The program was originally designed for pre-service teachers of education, but students from other academic areas were also allowed to participate in the program Table shows participants’ pseudonym and corresponding demographic information 3.3 Data Collection Data were gathered from four sources; pre- and post-tests, survey questionnaires, semi-structured interviews and written reports Study Abroad Experiences for Korean EFL Student Teachers in a Large Philippine University 223 Table Participants’ Profile (N =11) Pseudonym Age M/F Major Susan 25 Female English Ed English Ed Joan 24 Female Pearl 21 Female Education Stella 22 Female Fine Arts Ed Young 21 Female Fine Arts Ed Yarn 19 Female Police Academy Jessie 21 Female Police Academy Danny 21 Female Nursing Raven 20 Female Nursing George 18 Male Business Andy 25 Male Golf Sports 3.3.1 Pre- and Post-tests and Rating In order to assess the students’ language development during the program, writing tests were given before and after the program The writing tests were chosen for the pre- and post-tests with interviews afterward because writing skills were commonly included in all classes and the writing products could be investigated overtly in terms of linguistic features including language forms and functions Students were asked to write an English essay on the ‘pros or cons’ on an assigned topic, “Failure is proof that the desire won’t strong enough.” They were given one hour to write 300 words Then, each was interviewed for 20 minutes, after the writing test, by the same writing evaluators writing samples who were graded graded students’ according writings to four beforehand criteria, i.e., The content organization, unity, grammar and diction The interview took four hours total for the whole group The evaluators were experts in language assessments for over 15 years at the university but unfortunately no study on raters’ validity was available The follow-up interview after the writing test was intended to give the students the chance to elaborate on their wratten test For the interviewers, it was a good opportunity to elucidate for any unclear expressions that the students wrote, and to check the students’ level of English language proficiency The interviewers tried to use the same 224 Kim, Namsoon questions in order to minimize any potential problems that might be drawn from the wrong use of different questions to each student The following sample questions were prepared beforehand; (1) Tell me how you felt after you finished the writing? (2) Why did you say that? (3) You wrote _ What did you mean? 3.3.2 Survey on Students’ Perceptions on the Program A survey questionnaire was designed to explore students’ perceptions and beliefs about the program and was given after the program was over The question format was adapted from Kym’s (2011) study and modified to suit the specific features of the present study It consisted of four sections; (1) perceptions on language development, (2) overall evaluation on the program, (3) self-report on their personal growth and (4) open-ended questions on the program in general (See Appendix 1) The questionnaire required the participants to choose the appropriate number on a five-point Likert scale The questionnaire was written in both Korean and English so that the participants could choose their preferred language to respond to Questionnaires were delivered to all students after the program was finished, and all responded showing a 100% response rate Data was analyzed according to the frequency and percentage of each type of responses 3.3.3 Semi-structured Interview and Written Report Once students returned to their home country, a semi-structured, group oral interview was conducted by the researcher The interview was held for three hours in a seminar room, ten days after the arrival, aimed at letting participants share experiences and discuss their unique perspectives All eleven participants joined the interview The interview was audio-taped, transcribed and translated into 42 pages in English The interview was done in Korean and translated into English by the researcher Questions focused on three areas; background information, study abroad program and their perception A sample of interview questions is given here: (1) Why did you participate in the study abroad 232 Kim, Namsoon relatively minor issues Only a few students responded to question The students responded that they felt a lack of English proficiency, were puzzled with different ways of English use in the Philippines or cultural differences, experienced some communication block when talking to the local people, but those difficulties were overcome as time went by 4.3 Research Question 3: Students’ Gains from the Program In order to answer research question 3, “what did the participants gain from the program?” data were gathered from the interviews and written reports The written reports were turned in two weeks after they returned to Korea From the data, major themes were summarized in four categories: Perceptions on language development, attitudes, motivation and teaching practicum as shown in the Figure below Language Development ⇒ -Language use in a communicative situation -Confidence in language use Perceptions of the Program ⇒ -Importance of language use and meaning -Importance of social network -Importance of intercultural competence Motivations & Attitude Gains ⇒ -Willingness to communicate -Meet new people -Acceptance of other culture Effects of Teaching Practicum ⇒ -Experiential learning on how to teach -Learning how to handle the students -Class management & communication Figure Participants’ Gains from Study Abroad: Four Themes Participants’ gains from the program were analyzed mainly from five students teachers’ standpoints (among the eleven participants) 4.3.1 Participants’ Perceptions on Language Development From the survey questionnaire, the majority of students indicated that they perceived their writing abilities were improved despite that earlier Study Abroad Experiences for Korean EFL Student Teachers in a Large Philippine University 233 statistical analysis showed there was no statistical difference between students’ pre- and post- writing test, and it implied the study abroad program did not affect students’ actual writing ability In order to explore the reasons between students’ perception and their actual language development, the interview first started with the questions regarding the writing tests and students’ points of view on their language development Three students’ post-scores decreased while seven others’ decreased motivation students increased indicated three Those three reasons such and lack of whose post tests proper students as language increased lack whose of proficiencies indicated post-scores interests, the lack Those reasons of of eight their language development were because of their constant use of English, high motivation and confidence 4.3.1.1 Pearl’ Case Pearl whose post-test increased was very interested in improving her English language skills to be an able language teacher in her future jobs She learned much about the host country’s language and culture, which has influenced her current studies Pearl thought her increase was the result of her positive attitude, willingness to learn and constant writing practice Pearl also mentioned that she became more interested in emphasizing fluency over correctness She indicated, “probably, my writing ability increased because I wrote an English journal every day while I was there I think constant practice is the best way to learn English I just wanted to write English better, worked hard, and tried to write more.” 4.3.1.2 Young’s Case Young, a Fine Arts Education major, was not interested in English at all before she went to the Philippines She thought her post-test score decreased due to lack of English proficiency, lack of interests in learning and lack of writing in English She could not understand what the instructor asked her to write Young did not even write in Korean at school in Korea 234 Kim, Namsoon Young’s experience impacts current studies, planning to study English more later Young said, “I did not have any English skills to write my ideas in English Toward the end of four weeks of the program, however, I could understand what the instructor tried to say in class May be writing skills will come afterward Nowadays, I want to learn to speak English or how to write in English more.” 4.3.2 Students’ Perceptions of the Program Through the program, participants developed positive attitudes toward language learning and the program Majority of participants indicated that they learned how important language use in real communication, of building social network with the local people and of developing intercultural competence Students felt closely connected to the people and their culture, through living in their country They could understand cross cultural differences, exchange friendships and widen their views on the world and cross-cultural understanding Changing attitude toward people and their culture appeared as the students practiced consistent communication Students learned that in the Philippines things were done at a rather slower pace unlike in Korea where everything is done in a great hurry Some mentioned the people were extremely friendly and accommodating; others mentioned they had different life style and cultural norms It is clear that tip-giving culture of the Philippines, unknown non-verbal expressions, different use of honorific forms for elders, delicious food and gentle manners definitely helped them understand the people and culture better 4.3.2.1 Joan’s Case Joan, an English Education major, indicated that she was surprised to find out the cultural diversity and how easy it was to make friends in the Philippines She mentioned, “Meeting and attending social gatherings there was a whole new experience for me I was very hesitant meeting new people at first, but once I talked with them, all my worries were gone!” It is evident that Joan was willing to communicate and finally succeeded in reaching her communication goals Study Abroad Experiences for Korean EFL Student Teachers in a Large Philippine University 235 Joan stressed that she learned English not only in classes but also from her social network and exchanges with the local people, “I learned from the program that constant use of English with the local people and making friends with them made my English skills much improved.” 4.3.2.2 Susan’s Case Another hallmark expression was made by Susan, an English Education major, “The Philippines program has motivated me a lot to study English and to learn more about the Philippines Also I became more interested in other countries after the program I think active learning is the key to success!” Susan adapted experiences, immersions herself perceptions during this to the and new culture, beliefs program enhancement developed Susan through indicated that of her cultural she gained confidence in learning and using English in a variety of communicative situations; She tried to use English in class most of the time, or tried to look for new ways of communication styles of English The study abroad gave the students an eye-opening experience as Susan put it, “I can’t believe how much the program helped me! I became a grown-up person from this program I learned so many things.” As another participant, Stella, mentioned earlier that it was not her to open the doors to others but the local people who helped her from the beginning, Susan became very outgoing and willing to communicate in English, reflecting: I learned how to open up myself to others through this program They were the ones who came to me first…The Philippine people were open to talk to us, foreigners, welcoming us They may not have that much money that we Koreans have, but they live happily They are fun-loving people I learned the lesson from them My English was improved as I was making friends! I enjoyed every moment there! 4.3.3 Motivation Gains (Stella’s Case) The participants developed positive attitudes in language learning and 236 Kim, Namsoon motivation because of friendly learning environment Learning environment worked as an important factor and the crucial venue in learning a second or foreign language successfully as Byram and Morgan (1994) suggested Eight participants felt more motivated using and learning English; they indicated that they could speak or write better real context and this helped to build confidence Stella, another Fine Arts Education major, confessed her low level of English impeded her communications with the local people in the Philippines She hesitated using English at first, but later found herself very comfortable in using English because of the friendly environment and the welcoming people She said, “It was an eye-opening experience when they understood me at once, although I made many mistakes in my English! They were so friendly and understanding! Surely they know how to treat us right!” Stella, first time abroad, praised the people of the Philippines, mentioning their welcoming attitude toward visitors Stella developed her confidence through constant use of English and contact with the local people, saying “I realized I’ve never used it or talked to people in English in Korea In the Philippines, I wasn’t even sure of what I said, but it was so exciting to find out that people actually understood me! Oh, you know what? They seemed to understand me more than what I said.” As Stella began to notice that she was actually talking to the people, she gained confidence, understood the nature of communication, through talking and interaction with people in context Her motivation to use English moved forward and she became more open-minded toward English and people of the Philippines 4.3.4 Effects of Teaching Practicum All participants mentioned that the teaching practicum was the most effective part of the program The participants observed the high school classes for three weeks and taught for an hour in the last week of the program Participants were led by high school mentor teachers, observing classes, helping with class work and conferences with the teachers on teaching They learned how work, and how to give a class presentation to manage students, class Study Abroad Experiences for Korean EFL Student Teachers in a Large Philippine University 237 4.3.4.1 Susan’s Case Susan stated that the Philippine educational system was very flexible and open to class discussions She also noted that her mentor teacher modeled good language teaching She said, “Mrs Pascual’s classes were so alive! She used a variety of games, task-based activities and discussions The Philippine high school is very different from a Korean highschool Mrs Pascual showed me how to handle the students, how to give class presentation and how to evaluate students’ class performance I learned so many things from her! I want to be a teacher like her!” 4.3.4.2 Joan’s Case Joan, another English Education major, enjoyed the teaching practicum the most She stressed that she could learn English and culture most while she participated in the teaching practicum, calling such learning as ‘experiential student teaching practice.’ Joan had to use English while she talked to high school students or the mentor teacher After her teaching practice, she said that it was the most memorable, and gave her confidence and intercultural competence in English Joan is eager to “use English, meet people from other parts of the world, and teach English in English.” The teaching practicum and study abroad program provided her motivation to be a better teacher in the future Joan is considering returning to the Philippines for further study or, she wished to organize more short visits back to the Philippines Discussion Students’ experiences experiences (Collentine, in study 2009; abroad Costello, reveal unique, 2015) While yet the common teaching practicum and other experiences such as taking sports massages, ocean sports, and participating an outreach programs were unique to the Philippine program, exposure to English and local languages, making friends, interactions with locals were common to each Student teachers built confidence through the teaching practicum that would give an 238 Kim, Namsoon asset for their future journey to teaching practice Also cross-cultural understanding and intercultural communication competence and self-growth increased participants’ positive attitude toward learning and communicative interaction or widened their world views from the program (Collentine, 2009) The biggest challenge for the students was accomplishing communication process successfully in a communicative situation with the local people learned English participants Though in it class or perceived their was not outside clear whether the the classes, the language learning participants majority experience of the positively, developing their intercultural competence as in the case of Costello’s (2015) study Also, making connections to locals seems to be of interest and benefit to participants as it affords social interaction, developing their intercultural communicative competence and cultural awareness (Byram, 1997; Churchill & Dufon 2006; Collentine, 2009; Costello, 2015; Dufon & Churchill, 2006) Certainly, students’ confidence in using English increased, as well as their willingness to try to communicate would be beneficial to language learners in developing successful language learning strategies (Brown, 2007) Students gained fluency and functional skills more than linguistic aspects of supported a language (Brecht & from the Robinson, study 1995; abroad Brecht, as other Davidson & research Ginsberg, 1995; Collentine, 2009) Students’ study abroad experiences had impacts upon their lives upon returning studies home The cross-cultural They were students issues, able to became and settle more wanted into aware to seek and complete their of language and further cross-cultural experiences both at home and away Andy, the oldest in the group, was already in Philippines the process The study of making abroad flight experiences reservation helped the back to the participants’ personal growth and maturity in many ways! It helped the students be autonomous learners (Brown, 2007) who could make plans on their own, being aware of learning context and to overcome any possible obstacles This short-term students’ personal study knowledge growth of abroad the Although program world, four was effective cross-cultural weeks of in extending understanding intensive language and study Study Abroad Experiences for Korean EFL Student Teachers in a Large Philippine University might not be enough to help the learners master English 239 language skills, it certainly gave them enough time to build some confidence in using English and motivation to continue to learn English This study attempts to teachers a prove the success, short-term encouraging study the abroad participants program to use for student English for communication purposes in a real life context As Celce-Murcia (2014) put it, this study abroad program also encouraged the participants to communicate with local people, helped them to develop positive attitude toward the people and culture, and eventually helped the learners develop intercultural communicative competence Conclusion and implications This study has examined how a study abroad program affected the Korean student teachers of education in their learning of English and in their teaching practicum experiences in the four-week long language study abroad program in the Philippines Research findings suggest that students experienced cultural shock but eventually succeeded in adjusting themselves, building confidence in their learning and use of English Also the students became very motivated in learning English and decided to continue to study English after they returned to Korea All students adjusted well to student life in the Philippines despite the cultural and environmental differences between two nations There could exist other subtle difficulties and challenges that any future participants may face in their adaptation Any institution or an organizer of a study abroad program needs to consider practical ways that address these challenges The results of this study have important implications for the institution and school organizers of study abroad programs; in order to minimize the students’ difficulties in the sociocultural adaption to a new environment, the organizer needs to organize more pre-departure workshop sessions focusing on language use and cultural differences so that the students experience to the fullest the new culture and language immediately Such workshops could include language skill and culture training and help to foster a sense of community among the participants 240 Kim, Namsoon (Yeh & Inose, 2003) This study has some limitations The study used the writing test in the pre-post tests because writing skills were included in all classes In order to examine students’ language proficiency, more comprehensive inclusion of other language skills needs to be tested in future studies Also since a small number of students participated in this study, it was impossible to examine the effects of the study abroad program quantitatively to support a theory and it may be too soon to generalize any conclusions to an entire population (Bae, 2004; Baek, 2009; Park & Lee, 2010) Yet, as Maxwell (1998) suggested, a qualitative study includes a relevant literature review, feedback, method, and results of the data, this study tried to include relevant data and to follow appropriate procedures In addition, for the credibility of qualitative inquiry as Lincoln and Guba (1985) emphasized, this study attempted to provide relevant research findings so that there will be a greater possibility of transferring the results to other contexts More research is needed when dealing with a large number of participants to examine the effects of study abroad programs and examining potential benefits for Korean EFL students quantitatively as well as qualitatively in order to provide more enriching study abroad programs in the future This study hopes to provide some insights in developing a successful study abroad program for student teachers of education that may benefit participating students in developing intercultural communication skills and help them to become globally competent teachers Through clear objective oriented and carefully designed study abroad programs, participants will be able to succeed, accommodate, and assimilate new information and concepts into their existing body of knowledge (Zamastil-Vondrva, 2005) References Allen, H W 2010 Language-learning Motivation During Short-term Study Abroad: An Activity Theory Perspective Foreign Language Annals 43, 27-49 Study Abroad Experiences for Korean EFL Student Teachers in a Large Philippine University Back, J 2009 Korean Interaction University with Native Students’ Speakers Progress in The in Developing English UK 241 Social Language & Literature Teaching 15, 1-31 Bacon, S 2002 Learning The Rules: Language Development and Cultural Adjustment During Study Abroad F oreign Language Annals 35, 637-646 Bae, G 2004 Looking Critically at The ESL Classroom: Challenges and Possibilities of Critical Pedagogy English Teaching 59, 333-356 Brecht, R and J L Robinson 1995 The Value of Formal Instruction in Study Abroad: Student Reactions in Context, In B Freed (ed.), Second Language Acquisition in a Study Abroad Context Philadelphia, PA: John Benjamins Publishing Company, 317-334 Brecht, R., D Davidson, and R Ginsberg 1995 Predictors of Foreign Language Gain During Study Abroad In B Freed (ed.), Second Language Acquisition in a Study Abroad Context Philadelphia, PA: John Benjamins Publishing Company, 37-66 Brown, H D 2007 P rinciples of Language th Learning and Teaching (5 ed.) 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Boston: National Geographic Learning, 63-70 Cha, M and I Shin 2013 An Analysis of English Grammar in University Students’ English Compositions After Studying Abroad M odern English Education 14, 297-323 Chang, H 2005 How Studying Abroad Facilitates English Speaking of Korean Elementary Students Centering on Intonation M odern English Education 6, 179-197 Chin, C 2008 Investigations on College EFL Readers’ Awareness, Preferences, and Learning Strategies English Language & Literature Teaching 14, 1-27 Choe, Y 2013 A Critical Review of Research on Language Learning Abroad: Its Themes and Methods English Language Teaching 25, 1-24 242 Kim, Namsoon Churchill, E and M Dufon 2006 Evolving Thread in Study Abroad Research In M Dufon and E Churchill (eds.), Language Learners in Study Abroad Contexts Clevdon, UK: Multilingual Matters, 1-27 Clandinin, D J and F M Connelly 2000 N arrative I nquiry: Experience and Story in Qualitative Research San Francisco, CA: Jossey-Bass Publishers Cohen, A and R Shively 2007 Acquisition of Requests and Apologies in Spanish and French: Impact of Study Abroad and Strategy-building Intervention The M odern Language J ournal 91, 189-21 Collentine, J 2009 Study Abroad Research: Findings, Implications, and Future Directions In M H Long and C J Doughty (eds.), The H andbook of Language Teaching Chichester, UK: Blackwell Publishing Ltd, 218-233 Costello, J 2015 Students’ Stories of Studying Abroad: Reflections Upon Return J ournal of I nternational Students 5, 50-59 Dufon, M and E Churchill 2006 Language Learners in Study Abroad Contexts Clevedon, UK: Multilingual Matters Freed, B F 1995 Language Learning and Study Abroad In B F Freed (ed.), Second Language Acquisition in A Study Abroad Context Philadelphia, PA: John Benjamins Publishing Company, 3-33 Hinkel, E 2014 Culture and Pragmatics in Language Teaching and Learning In M Celce-Murcia, D M Brinton and M A Snow (eds.), Teaching English As a Second or F oreign language (4 th ed.) Boston: National Geographic Learning, 394-408 Huh, D 2013 Korean Learners’ Willingness to Communicate in English in EFL and ESL Contexts English Language and Literature Teaching 19, 71-100 Joe, J 2005 Korean College Students’Experiences in English Camps in English Speaking Countries STEM J ournal 6, 153-174 Jung, Y and Y Abroad Yun on 2011 The Self-regulated Effects Learning of Short-term Ability and Language The English Learning Learning Satisfaction The J ournal of Studies in Language 27, 329-347 Kachru, B B 1989 Teaching World Englishes Indian J ournal of Applied Linguistics 15, 85-95 Kim, H J 2013 Learners’ Behaviors in The Multicultural English Program: Focused on Elementary School Students F oreign Languages Education 20, 1-25 Kim, T Y 2008 Korean Immigrants’ English Learning Motivation and Learner Beliefs in Toronto: A Qualitative Case Study Based on NVivo The Sociolinguistic J ournal of Korea 16, 141-168 Kim, T and J Yang 2010 Learner Beliefs in Study-abroad Experience: A Qualitative Case Study of Two Korean ESL Learners English Teaching 65, 75-99 Study Abroad Experiences for Korean EFL Student Teachers in a Large Philippine University Korean Ministry of Education 2015 Number of Korean Students on 243 Study Abroad Programs from 2008 to 2014 Retrieved on June 29, 2015 from Kym, I 2011 The Educational Effect of Short-term Study Abroad Program: Based on Self-assessment Surveys of College Students J ournal of H anyang Women’s University 34, 11-33 Lee, E 2008 Emotional Issues in Language Learning: A Case Study of Korean Female Students in Short Term Study Abroad English Language & Literature Teaching 14, 131-148 Lee, E 2009 Learning a Second Culture through Interactive Practices: A Study-abroad Language Learners’ Experiences English Language & Literature Teaching 14, 137-156 Lee, H and K Park 2012 The Effects of Short-term Language Learning in the Philippines on University Students’ TOEIC Score J ournal of Linguistic Studies 17, 37-58 Lee, J 2008 A Case Study on the Program Development for a Small Size Regional English Experiential Center English Language & Literature Teaching 14, 341-356 Lincoln, Y S and E G Guba 1985 N aturalistic I nquiry Beverly Hills, CA: Sage Magnan, S S and M Back 2007 Social Interaction and Linguistic Gain during Study Abroad F oreign Language Annals 40, 43-60 Maxwell, J A 1996 Qualitative Research Design Thousand Oaks, CA: Sage McKay, S L 2002 Teaching English as an I nternational Language: Rethinking Goals and Approaches Oxford, UK: Oxford University Press McKay, S L 2012 English as an International Language In A Burns and J C Richards (eds.) 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Justifying Short-term Programs I nternational Educator 14, 44-49 APPENDIX I Program Evaluation Questionnaire on the Study Abroad Program, DIRECTION: Please read each of the following statements and circle the number from 1to that best describes you, according to how much you agree with each statement (e.g., strongly disagree (1) - strongly agree (5) Part I On learning experience: What kind of language skills did you gain from this program? I feel that my speaking ability has improved I feel that my listening ability has improved I feel that my reading ability has improved I feel that my writing ability has improved 5 I feel that my vocabulary has improved I feel that my grammar ability has improved I feel that my conversational ability has improved I feel that overall English proficiency has improved I understand the Philippine people better 10 I understand the Philippine culture better 11 I understand cross-cultural communications better Study Abroad Experiences for Korean EFL Student Teachers in a Large Philippine University Part II Overall Evaluation on the Program: What you think of the program? 245 The language courses were well-organized The instructors were well-prepared and helpful 5 Course content and materials were well-prepared and appropriate to my level of language proficiency Teaching methods were appropriate 5 Testing and grading was done properly 5 I was satisfied with the classrooms and learning environment at the university On Practicum: Class observation was helpful On Practicum: Mentor teacher was helpful On Practicum: Class presentation was helpful 10 On Service Learning: Nursery visit was helpful 11 On Field Trip: I enjoyed field trips 12 This program accomplished its program goals successfully Part III On self-reflection on personal growth I participated in the program actively and earned my grade on my own I think I accomplished my goals to participate in the program 5 I could build more confidence in learning English I felt more motivated to learn English 5 5 I hope to participate in the program again if I have another chance I will recommend this study program to other friends in Korea Part IV Open-ended Questions on the Study Abroad Program DIRECTION: Please write your response at each question and explain the reason of your response Is there any change in your view on English and English language learning after the program? What helped you most in the study abroad program? How helpful was teaching practicum in your future goals of a teacher? What challenged you most in the study abroad program? What were important things that you learned in the program? Kim, Namsoon Department of English Education, Hannam University 70 Hannam-Ro, Daedeug-gu, Daejeon, Korea E-mail: nsk@hnu.kr 246 Received: Kim, Namsoon 2015 07 10 Reviewed: 2015 08 04 Accepted: 2015 08 10 ※ 본인이 투고한 논문은 다른 학술지에 게재된 적이 없으며 타인의 논문을 표절하지 않았음을 서약합니다 추후 중복게재 혹은 표절된 것으로 밝혀질 시에는 논문게재 취소와 일정 기간 논문 제출의 제한 조치를 받게 됨을 인지하고 있습니다 ... certain language specific domains (e.g., listening or speaking skills) Also, study abroad programs may help participants gain fluency Study Abroad Experiences for Korean EFL Student Teachers in a. .. presentation to manage students, class Study Abroad Experiences for Korean EFL Student Teachers in a Large Philippine University 237 4.3.4.1 Susan’s Case Susan stated that the Philippine educational... During Short-term Study Abroad: An Activity Theory Perspective Foreign Language Annals 43, 27-49 Study Abroad Experiences for Korean EFL Student Teachers in a Large Philippine University Back,