This project compares Korean language learners’ learning style with their intercultural learning outcomes as communicated by them in pre- and post- reflections during a semester-long Korean course.
Listed in Presentations
Version 2.0 - published on 10 Jan 2023
Licensed under CC0 - Creative Commons
This research was funded by the 2021 CILMAR Seed Grant. The link to the presentation can be found here.
Students’ pre- and post-reflection papers were collected from Korean Level I courses (KOR 101) from Spring 2020, Fall 2020, and Fall 2021 at Purdue. The data of 34 students who completed Kolb learning style survey and submitted both pre- and post-reflection papers were counted and analyzed. In conclusion, the differences of intercultural competence among groups are not statistically significant in pre- and post-reflection papers but considering each individual’s preferred learning styles may enable learners to maximize their learning gain if as educators continue to consider students’ different learning styles.
If you are interested in applying for the CILMAR Seed Grant, information can be found here: https://purdue.edu/ippu/cilmar/research/seed-grants.html. Applicants should be employed and/or pursuing a course of study at Purdue University’s West Lafayette campus.
Researchers should cite this work as follows:
Citation: Kim, H. (2022). The impact of learning styles on intercultural learning outcomes. Intercultural learning Hub (HubICL). https://hubicl.org/publications/171/1