This ethnographic study examines how students learn English through
classroom experiences that challenge their current confucian
cultural practices. In particular, I examine how learning language
through activities affects students learning English as a foreign
language (EFL) in a Korean university. It is based on the
assumption, that learners have knowledge and use what they know to
learn when presented with conflicting cultural models of learning.
Because of globalization of English instruction, traditional
Confucian values now co- exist in many Asian university EFL
classrooms. My theoretical framework to explore these issues in
Korea includes an examination of English language education
policies through effect of globalization in Korean education,
Confucianism and Vygotskian theories on language learners.
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