Insights into intercultural communication from a global citizenship framework: Voices of South Korean university students

ABSTRACT

The aim of this phenomenological study was to explore South Korean university students’ views of the importance of intercultural communication. It also sought to obtain participant recommendations on how to improve awareness of intercultural communication in their personal lives, on campus, and in society. Intercultural communicative competence is becoming increasingly important as the world becomes more interconnected online and through intercultural exchanges that take place in a variety of capacities. This study was conducted during the spring semester of 2020 at a university in central South Korea. Participants included 14 South Korean university students who were enrolled in an intercultural communication class that was conducted online and designed for English language learners. Data comprised individual interviews, a focus group, and essays. Data analysis centred on examining commonalities and key statements made by participants. In terms of why it is important to study intercultural communication, results highlighted the need for people to be understanding and knowledgeable about diverse cultures, have respect for other people and cultures, and ensure that past intercultural conflict does not happen in the future. Students provided a wide range of recommendations for improving their awareness of intercultural communication. This paper concludes with practical implications.

KEYWORDS:

• Intercultural communication
• cultural diversity
• cross-cultural communication
• South Korea
• English language learners

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Andrea Rakushin Lee

Dr. Andrea Rakushin Lee is an assistant professor in the Department of Educational Specialties at Austin Peay State University. She is also the assistant coordinator of the EdD program in educational leadership. Prior to working at APSU, she lived in South Korea. Her research interests center on educational leadership, international education, and intercultural communication.

Farinaz Dastpish

Jalesa D. Parks is an Assistant Professor of Curriculum and Instruction. Her research centers Black feminism in the classroom; culturally relevant pedagogy; social justice education; and innovative instructional practices in the English classroom. She earned her MA in English literature and composition from Mississippi State University with an additional MA degree in Secondary Education. She earned her EdD in Educational Leadership and Policy Studies from the University of Memphis.

Monique Freemon

Farinaz Dastpish is a CELTA-certified English language teacher in Turkey. She has been teaching English for over 12 years. Her teaching focuses on K-12 English education and IELTS training.

Jalesa Parks

Dr. Monique Freemon earned her Ph.D. from The College of Communication and Information at The University of Tennessee, Knoxville in August 2020. Dr. Freemon’s research focuses on critical race theory, Black students in newsrooms, journalism pedagogy, and the media industry.