This thesis aimed to study and analyze the intercultural and intracultural encounters of students enrolled in an ESL writing class at a large community college in the mid-Atlantic region of the United States. Two basic questions guided the study: first, how did ESL students from Korea react to each other as well as to students from other countries while studying English in the United States; and second, how did these reactions affect Korean students' perceptions of their ESL classes? The purpose of this study was to investigate the intercultural experiences of Korean learners in an intensive ESL program, and based on its findings, to suggest ways to improve intercultural relations in such classes. The study used reflective journals to ascertain Korean learners' perceptions of their intercultural encounters with classmates. The study findings demonstrated a surprising candor and sophistication on the part of Korean learners to express themselves about these encounters. Based on the research findings, recommendations were made for incorporating intercultural relations sensitivity training into ESL course curricula. This descriptive study contributed to the body of education literature that advocates focusing more attention on students' perceptions of their learning environment.
","abstract_html":"<p>This thesis aimed to study and analyze the intercultural and intracultural encounters of students enrolled in an ESL writing class at a large community college in the mid-Atlantic region of the United States. Two basic questions guided the study: first, how did ESL students from Korea react to each other as well as to students from other countries while studying English in the United States; and second, how did these reactions affect Korean students' perceptions of their ESL classes? The purpose of this study was to investigate the intercultural experiences of Korean learners in an intensive ESL program, and based on its findings, to suggest ways to improve intercultural relations in such classes. The study used reflective journals to ascertain Korean learners' perceptions of their intercultural encounters with classmates. The study findings demonstrated a surprising candor and sophistication on the part of Korean learners to express themselves about these encounters. Based on the research findings, recommendations were made for incorporating intercultural relations sensitivity training into ESL course curricula. This descriptive study contributed to the body of education literature that advocates focusing more attention on students' perceptions of their learning environment.</p>","abstract_has_math":false,"creators":["Tarantino, Marjorie W."],"institution":null,"degree_name":"Master of Arts (M.A.)","degree_level":"Thesis - Pacific Access Restricted","degree_discipline":"Intercultural Relations","degree_department":null,"school":null,"contributors":["Kent Warren"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-01-01T08:00:00Z","date_published":"2007-01-01T08:00:00Z","updated_at":"2026-07-24T05:36:35Z","subjects":["English language","Study and teaching","Korean speakers","Intercultural communication","Communication","East Asian Languages and Societies","Korean Studies","Social and Behavioral Sciences"],"languages":[],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"https://scholarlycommons.pacific.edu/uop_etds/676","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kent Warren"]},{"key":"dc:creator","label":"Author","values":["Tarantino, Marjorie W."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-06-29T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Intercultural Relations"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis - Pacific Access Restricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (M.A.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["English language","Study and teaching","Korean speakers","Intercultural communication","Communication","East Asian Languages and Societies","Korean Studies","Social and Behavioral Sciences"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarlycommons.pacific.edu/uop_etds/676"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This thesis aimed to study and analyze the intercultural and intracultural encounters of students enrolled in an ESL writing class at a large community college in the mid-Atlantic region of the United States. Two basic questions guided the study: first, how did ESL students from Korea react to each other as well as to students from other countries while studying English in the United States; and second, how did these reactions affect Korean students' perceptions of their ESL classes? The purpose of this study was to investigate the intercultural experiences of Korean learners in an intensive ESL program, and based on its findings, to suggest ways to improve intercultural relations in such classes. The study used reflective journals to ascertain Korean learners' perceptions of their intercultural encounters with classmates. The study findings demonstrated a surprising candor and sophistication on the part of Korean learners to express themselves about these encounters. Based on the research findings, recommendations were made for incorporating intercultural relations sensitivity training into ESL course curricula. This descriptive study contributed to the body of education literature that advocates focusing more attention on students' perceptions of their learning environment.
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