My Korean Language Teachers Are YouTubers: Learning Korean via Self-Instruction

Autor/in	Nishioka, Hiromi
Titel	My Korean Language Teachers Are YouTubers: Learning Korean via Self-Instruction
Quelle	In: Computer Assisted Language Learning, 36 (2023) 3, S.346-374 (29 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nishioka, Hiromi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2021.1928227
Schlagwörter	Korean; Social Media; Video Technology; Educational Technology; Second Language Learning; Independent Study; Foreign Countries; Program Effectiveness; Employment Qualifications; High Stakes Tests; Social Influences; Young Adults; South Korea; Philippines + Suchen Sie Ihr Suchwort? Koreanisch; Soziale Medien; Unterrichtsmedien; Zweitsprachenerwerb; Selbststudium; Ausland; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Sozialer Einfluss; Young adult; Junger Erwachsener; Korea; Republik; Philippinen
Abstract	Developments in the affordances of the Internet provide language learners with easy access to learning resources as well as interactions with native speakers. This emerging learning landscape thus creates favourable conditions to learners who want to engage in self-directed language learning. This in-depth single case study reports on the self-instruction language learning practices over three months by a Filipino female learner of Korean. The Korean learner had the goal to work in a Korean factory and subsequently started to self-instruct Korean language learning to pass the high-stakes exam imposed on low-skilled migrant job seekers by the South Korean government. Drawing on the concepts of 'agency', 'affordance', and 'context', this study analysed the use of YouTube by a self-directed learner of Korean to design and create personal learning contexts. The study found that the participant exerted agency to construct highly personalised learning contexts across multiple learning stages. The participant located video clips and information relevant to her learning goals by strategically acting on the technological and social affordances embedded in the online applications. Using the multiple affordances provided by YouTube, she created highly personalised learning contexts to cater to her learning needs. The findings also suggest that the participant's agency was mediated by personal, socio-cultural and technological factors. Thus, this study extends our understanding of the role of learner agency in creating self-instruction learning contexts in the digital age. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01