1. Introduction
This study aims to explore the influence of online liberal arts English education on students’ interest in other cultures. In recent years, there has been increasing interest in understanding and learning about different cultures, especially among foreign language educators (Byram & Morgan, 1994; Choudhury, 2013; Dekeyser, 1991; Freed, 1995; Kiss & Weninger, 2017; Robinson-Stuart & Nocon, 1996). There are various factors necessary for culture learning in EFL education, and in general, an overseas learning experience has been considered the most effective (Byram & Morgan, 1994; Chong, 2021a; Cubillos & Ilvento, 2013; Kim & Cha, 2017). It seems logical that an overseas learning experience in English-speaking countries is the most effective in the acquisition of the English language and culture. However, it may not be easy for EFL students to study abroad in reality, especially during the unexpected COVID-19 pandemic. Therefore, the role of EFL classrooms has become more important than ever before. The role of the classroom in foreign language education regarding its contribution to targeted language and culture learning is approached from a variety of perspectives and theories. According to some researchers (Damen, 1987; Kramsch, 1993; Mitchell, 1988), the classroom could work as an artificial community and provide opportunities for foreign language and culture learning. Furthermore, the classroom setting could provide a protective environment in which students could safely experiment with the foreign language and culture.
In Korean EFL contexts, there has been a significant focus on improving English language skills and learning environments (Chong, 2019; 2021b, 2022; Kim, 2015; Kim & Cha, 2017; Ko, 2018; Song, 2006); however, far fewer studies have explored culture learning aspects (Jin, 2015; Lee, 2009; Song, 2013). To make matters worse, the sudden and unexpected COVID-19 pandemic has further hindered students’ ability to travel abroad and gain overseas learning experience. All Korean college classes were conducted online, preventing face-to-face classes since the outbreak of COVID-19, and the case of EFL classes was no different. Consequently, most Korean EFL educators have turned to online teaching methods and technologies to provide students with effective learning experiences.
However, online learning has its challenges, such as technical issues and discomfort with feedback. As an EFL educator with personal experience in teaching online, I became interested in the factors that contribute to students’ understanding and interest in other cultures within the environment of online English education. Given that students cannot go abroad to study or learn English face-to-face, a critical question is how effective online liberal arts English classes can be in fostering students’ cultural understanding and interest. Therefore, this study investigates the impact of online liberal arts English classes on students’ interest in other cultures by exploring the relationships between students’ pre-interest in English, English language achievement, and interactions with professors during the online class.
To investigate the impact of online liberal arts English classes on students’ understanding and interest in other cultures, this study addresses the following research questions:
What are the levels of students’ pre-interest, English language achievement, interactions with professors, and cultural understanding and interest in online liberal arts English classes, including Reading, Listening, and Speaking I and II?
How are pre-interest and cultural understanding related to students’ level of English language achievement in each English class?
Lastly, to what extent do pre-interest, English language achievement, and interactions with professors in each English class affect students’ cultural understanding and interest?
By exploring these research questions, the study aims to provide valuable insights into the factors that contribute to students’ interest in other cultures within the context of online liberal arts English education in Korea.
2. Literature Review
2.1. The Role of Culture in Foreign Language Education
Language and culture plays are closely intertwined, and therefore, culture plays a vital role in foreign language education. Understanding the cultural context of a language is crucial for learners to fully comprehend and effectively use the language. As a result, many studies on teaching and learning language and culture have been conducted over the past few decades (Bragaw, 1991; Byram & Morgan, 1994; Carlson et al., 1991; Dekeyser, 1991; Grittner, 1990; Freed, 1995; Morain, 1983; Seelye, 1994), and have shown that culture has a significant impact on foreign language instruction. Some studies have also supported the hypothesis that foreign language proficiency and culture learning can be enhanced by other factors, such as media and overseas learning experience.
Byram and Morgan (1994), for instance, claimed that young students can acquire little knowledge of foreign culture through language classes, while the influence of extra-curricular and media can have a more significant impact on them than classes and teachers. Furthermore, Freed (1995) reported that individuals who had interactive encounters, such as socializing with host culture persons, gained more than those who engaged in non-interactive behaviors, such as watching TV or reading in a foreign language. DeKeyser (1991) examined two groups of students who were studying in Spain, one for six months and the other for one year, and found a large difference between the two groups in terms of their vocabulary gains. However, the overseas learning context did not enhance language ability to a large extent in other ways, such as reading and writing.
Nevertheless, overseas learning experience promotes foreign language learning in certain ways and is associated with higher self-confidence, enhanced cultural self-awareness, and positive attitudes toward different languages and cultures (Chong, 2021a; Cubillos & ILvento, 2013; Kim & Cha, 2017). It may be logical that overseas learning experience in English-speaking countries is more effective in acquiring English language ability and learning its culture, but it may not be easy for most EFL students to study abroad.
2.2. The Role of the Classroom on Learning Foreign Language
The role of the classroom, regardless of whether it is online or offline, is important in learning a foreign language. The cultural learning aspect usually entered the classroom via literature, and it is considered to be the ideal carrier of culture. Crookes and Schmidt (1991) suggested some factors that should be considered in classroom, such as student interest, feedback effects, effects of student self- perceptions, and materials/syllabus design. From a slightly different point of view, Kiss and Weninger (2017) argued that learners create cultural meanings in EFL classroom, and when they are diverse, unique, and creative in thinking, they create an invaluable resource for learning.
The role of the traditional classroom in learning a foreign language and its culture has been explored from a variety of perspectives and theories regarding its contribution to culture learning. Some authors have argued that without direct experience of the targeted culture, culture learning could only be a cognitive boundary crossing (Jurasek, 1995; Robinson-Stuart & Nocon, 1996). However, many other researchers have claimed that the classroom, as an artificial community, could provide some unexpected benefits and opportunities for foreign language and culture learning (Damen, 1987; Kramsch, 1993; Mitchell, 1988). Additionally, the classroom setting could work as a protective environment where students feel comfortable making mistakes without consequences. This protective classroom environment may enable students to safely experiment with the foreign language and thus encourage them to make sense of the language and culture for themselves. Overall, the classroom setting is an essential component of foreign language education, providing learners with exposure, interaction, feedback, and motivation, regardless of whether the class is online or offline.
2.3. The Role of Online EFL Classes and Foreign Culture Learning
Online EFL classes can play a significant role in foreign culture learning by providing learners with opportunities to interact with the language and culture. They can create an environment for students to understand and learn about other cultures similar to traditional offline class settings (Altay & Altay, 2019; Bailey & Almusharraf, 2021; Erarslan & Topkaya, 2017). In particular, online EFL classes can offer students a more immersive experience by enabling them to communicate with English native speakers, access authentic materials such as video, podcasts, and news articles, and even participate in virtual cultural events and activities.
Moreover, the COVID-19 pandemic has highlighted the significance of online EFL classes as a practical alternative to traditional classroom settings. As a results, most educators have had to adopt and adjust various methods and technologies into their teaching to conduct classes online. Consequently, many studies have recently been reported based on EFL online learning and teaching environments (Bailey & Almusharraf, 2021; Hernandez & Florez, 2020; Syahrin & Salih, 2020; Yi & Jang, 2020). While online EFL classes have their unique set of challenges, such as technical difficulties and limited face-to-face interaction, these studies indicate that the online EFL classes can be designed and implemented in a way that enhances student engagement and improves English learning outcomes. With the appropriate resources and approach, online EFL classes can be an effective means of learning foreign cultures and improving language proficiency.
According to Cooper’s (1985) report, culture learning ranked eighth in importance among the top ten priorities based on a survey of foreign language teachers in the U.S. Testing, promoting interest in a foreign language, language learning theory, and developing oral proficiency of students all ranked higher than culture learning. The ranking scope of learning English for Korean EFL researchers does not seem to be much different. Most studies on Korean EFL education have focused on enhancing English language proficiency (Chong, 2019, 2021a; Kim, 2015; Ko, 2018; Song, 2006), but far fewer studies have explored aspects associated with EFL and culture learning, regardless of the online or offline environment. Most of these studies have focused on the content of EFL textbooks used in Korea and how these textbooks teach cultures (Jin. 2015; Lee, 2009; Song, 2013). Since the outbreak of COVID-19, most papers on ELF learning published in Korea have focused on linguistic competence. Consequently, there is a dearth of research on understanding and interest in other cultures through online liberal arts English classes. This study aims to fill this gap by supporting EFL and culture education in an online classroom environment.
3. Methods
3.1. Research Participants
A total of 1,421 students who had to take English classes for liberal arts were participants in the study. There were 930 first-year participants (65.5%), 370 second-year participants (26.0%), and the remaining participants were juniors and seniors. Table 1 displays the detailed classification.
<Table 1>
Participant information
| Name of class | Number of participants | Number of classes | Number of professors |
|---|---|---|---|
| Listening | 447 | 16 | 6 |
| Reading | 556 | 24 | 5 |
| Speaking I | 363 | 37 | 8 |
| Speaking II | 55 | 7 | 5 |
| Total | 1421 | 84 | 24 |
Listening, Reading, and Speaking I classes were the level targeting from basic to intermediate, whereas Speaking II was the level from intermediate to advance. Each professor of liberal arts English supervised three to six English classes, for a total of 84 classes. The data is broken down as follows: There were 447 participants who took the Listening class, which was divided into 16 class sections. There were 6 professors who were involved in teaching this section. There were 556 participants who took the Reading, which was divided into 24 class sections. There were 5 professors involved in administering this section. There were 363 participants who took Speaking I, which was divided into 37 class sections and there were 8 professors involved in this section. Lastly, Speaking II had 55 participants, which was divided into 7 sections, and was taught by 5 professors.
3.2. Research Materials and Processes
3.2.1. Online English Classes
The majority of college courses were taught online due to the unexpected COVID-19 pandemic, and EFL classes were no exception. At the college where this study was conducted, the Microsoft Teams platform was used to facilitate various online class activities, including live lectures or recorded video lectures, Q&A or feedback chat sessions, attendance, homework submissions, teamwork, presentations, assessments, and sharing other course information. The images of online English classes using the platform are shown in Figure 1.
The online liberal arts English classes for this study were held during the fall semester (15 weeks) of 2020. The classes comprised of Listening, Reading, and Speaking courses, with each having a specific textbook and focus. The purpose of the study was to determine whether college students could enhance their understanding and interest of other cultures by taking general college liberal arts English classes that emphasized listening, reading, and speaking skills, instead of cultural-specific English classes. However, the textbooks used for the courses included both cultural and non-cultural content, with professors providing additional explanations to ensure students better understood the context and broadened their knowledge and communication skills. In the Listening class, students worked on improving their listening comprehension of spoken English, focusing on the main ideas and specific information. The textbook used for listening was Interactions Access (sixth edition) by McGraw- Hill. The Reading class aimed to enhance students’ reading comprehension and build a foundation in basic English grammar and sentence construction. Grammar Explorer (2A) by Cengage Learning was used as a textbook for reading. For Speaking I and II, English Firsthand 1 (fifth edition) and English Firsthand 2 (fifth edition) by Pearson, respectively, were used. The Speaking classes aimed to improve students’ English communication skills, from a basic level (Speaking I) to a higher level (Speaking II). The classes also focused on reinforcing previously acquired English skills, by practicing and expanding their knowledge and expressions. A brief introduction to the contents of each course’s weekly class, using these textbooks, can be found in Appendix 1.
The Microsoft Teams platform was used for all two-hour weekly liberal arts English lessons, which could either be taken live online or via recorded video. Apart from presentations, tests, and review sessions, most professors teaching liberal arts English classes preferred recorded video online classes to live ones. The majority of professors were in charge of three to six classes, and they frequently created a video lecture and uploaded it via the Microsoft Teams platform to each portion of each class each week. A length of 25 minutes or more each hour was necessary for video recording classes. According to the policies of the school, the midterm and final exams could be substituted with homework assignments, real-time online exams, or in-person exams (after modifying the number of students in a classroom). Additional class activities, such as assignments, Q&A sessions, and feedback, were entirely at the discretion of each professor, and there might be some variations.
3.2.2. Survey Questions
Crookes and Schmidt (1991) identified several factors that should be considered in the classroom, including student interest, feedback effects, effects of student self-perceptions, and materials/syllabus design. For this research, survey questions derived from a general education performance diagnosis tool developed by Hong et al. (2016) were used. The tool is organized into five categories that covers the achievements of liberal arts education: basic learning competence, knowledge and experience, thinking, values, and integration. Survey questions related to the aim of this study were selected from the basic learning, knowledge and experience, and values categories. The selected survey questions were utilized to gather information on various aspects of the students’ experience, including 1) the level of students’ interest in English, 2) their level of proficiency in listening, reading, and speaking skills, 3) their experience of interactions with professors during the semester, and 4) their understanding and interest in other cultures. The survey was conducted using the Naver Office Form from December 2 to December 27, 2020. Table 2 provides more details on the survey questions used.
<Table 2>
Survey questions
① Pre-interest in English:
The questions are asking whether the participant had a pre-existing interest in the English language and whether they actively sought out and applied for the English class. The purpose of this question was to gauge how motivated and engaged the participant was in the class from the beginning.
② Language achievement:
The questions inquire if the participant feels confident in their ability to listen to others and take the most important information from what they are hearing, to read and comprehend written materials in English, and to express their own ideas and opinions in English.
③ Interactions with professors:
The question is asked to determine if the participant interacted with the professor in various ways throughout the semester, such as through online communication, question-and-answer sessions, and feedback. The purpose of this question may be to assess the degree of engagement and interaction between the participant and the professor as well as whether the participant received sufficient support and guidance throughout the course.
④ Cultural understanding and interest:
The questions are intended to determine whether the participant feels that the course helped them better understand cultural differences, whether they are able to explain these differences to others, and whether the course sparked their interest in other nations and cultures. These questions were used to evaluate how well the course promotes interest in and understanding of other cultures.
3.3. Data Analysis
Data analysis was conducted based on students’ responses to the survey questions. Subsequently, the results of the survey were collected from each English class (Listening, Reading, Speaking I, and Speaking II). The means, standard deviations, F-values, and p-values were investigated using SPSS version 26, and ANOVA was used to determine whether there were significant differences between means within each liberal arts English course, taking into account the observed variation within each course. The survey questions were rated on a 5-point Likert scale: strongly disagree (1 point), disagree (2 points), neither agree nor disagree (3 points), agree (4 points), and strongly agree (5 points).
4. Results and Discussion
To examine how online liberal arts English classes contribute to expanding students’ understanding and interest in other cultures, the following four factors were considered in the survey: 1) students’ pre-interest in English, 2) students’ level of achievement in English class, 3) students’ interactions with professors such as question- and-answer and feedback during the semester, and 4) students’ understanding and interest in other cultures.
4.1. What are the Levels of Students’ Pre- interest, English Language Achievement, Interactions with Professors, and Cultural Understanding and Interest in Online Liberal Arts English Classes, Including Reading, Listening, and Speaking I and II?
Table 3 displays the results of the data analysis for each English language course (Listening, Reading, Speaking I, and Speaking II).
<Table 3>
Data analysis for online liberal arts English classes
| Questions | Area | Total | M | SD | F | p | |
|---|---|---|---|---|---|---|---|
| 1) Pre-interest in English | Interested in this class and applied for the class | Listening | 447 | 3.80 | 1.050 | 3.217 | 0.007** |
| Reading | 556 | 3.91 | 0.956 | 6.045 | 0.000*** | ||
| Speaking I | 363 | 4.06 | 0.962 | 4.796 | 0.000*** | ||
| Speaking II | 55 | 4.53 | 0.663 | 0.983 | 0.426 | ||
| Ready to work hard on the tasks | Listening | 447 | 4.20 | 0.864 | 3.809 | 0.002** | |
| Reading | 556 | 4.24 | 0.810 | 8.698 | 0.000*** | ||
| Speaking I | 363 | 4.43 | 0.679 | 2.970 | 0.005** | ||
| Speaking II | 55 | 4.71 | 0.567 | 0.742 | 0.569 | ||
| 2) Language achievement | I can listen and summarize / I can read and understand / I can express my thoughts | Listening | 447 | 3.95 | 0.838 | 1.661 | 0.143 |
| Reading | 556 | 4.10 | 0.820 | 6.466 | 0.000*** | ||
| Speaking I | 363 | 4.06 | 0.880 | 7.984 | 0.000*** | ||
| Speaking II | 55 | 4.18 | 0.905 | 0.312 | 0.868 | ||
| 3) Interactions with professors | Interacted with the professor in various ways (Q&A, feedback) | Listening | 447 | 3.34 | 1.162 | 3.053 | 0.010* |
| Reading | 556 | 3.27 | 1.237 | 15.403 | 0.000*** | ||
| Speaking I | 363 | 3.92 | 1.124 | 5.650 | 0.000*** | ||
| Speaking II | 55 | 4.29 | 0.913 | 1.599 | 0.192 | ||
| 4) Cultural understanding and interest | Understand differences in communication methods and values between cultures | Listening | 447 | 3.74 | 1.051 | 54.910 | 0.000*** |
| Reading | 556 | 3.73 | 0.990 | 23.477 | 0.000*** | ||
| Speaking I | 363 | 4.02 | 0.949 | 4.732 | 0.000*** | ||
| Speaking II | 55 | 4.38 | 0.707 | 0.760 | 0.557 | ||
| Became interested in the social, cultural, and economic environment of other countries | Listening | 447 | 3.74 | 1.058 | 41.225 | 0.000*** | |
| Reading | 556 | 3.80 | 1.023 | 22.084 | 0.000*** | ||
| Speaking I | 363 | 4.09 | 0.933 | 2.944 | 0.005** | ||
| Speaking II | 55 | 4.47 | 0.716 | 0.445 | 0.776 | ||
The data provided in Table 3 is based on a survey conducted among students to measure their 1) pre-interest in English language learning, 2) language achievement, 3) interactions with professors, and 4) cultural understanding and interest. The data is presented in the form of mean scores, standard deviation, F-value, and p-value for each question in four different areas of Listening, Reading, Speaking I, and Speaking II.
1) Pre-interest in English: The first section of the table presents the results of students’ pre-interest in English language learning, specifically their interest in the class, willingness to work hard on tasks, and their ability to express their opinion to others. The data shows that students who applied for the class had a higher mean score in Listening (3.80) and Reading (3.91) compared to Speaking I (4.06) and Speaking II (4.53). The results also indicate that students were ready to work hard on tasks, with a mean score of 4.20 in Listening, 4.24 in Reading, 4.43 in Speaking I, and 4.71 in Speaking II. The F-values and p-values indicate that these differences in mean scores between the four areas are statistically significant.
2) Language achievement: The second section of the table presents the results of students’ language achievement in listening comprehension, reading comprehension, and their ability to express their opinion to others. The data shows that students had a higher mean score in speaking II (4.18), reading comprehension (4.10), and in speaking I (4.06) compared to listening comprehension (3.95). The F-values and p-values indicate that the difference in mean scores between the areas of reading comprehension and expressing their opinion to others are statistically significant.
3) Interactions with professors: The third section of the table presents the results of students’ interactions with professors, specifically how they interacted with the professor in various ways for question- and-answer and feedback. The data shows that students had a higher mean score in speaking II (4.29) compared to Listening (3.34), Reading (3.27), and Speaking I (3.92). The F-values and p-values indicate that the differences in mean scores between the four areas are statistically significant.
4) Cultural understanding and interest: The fourth section of the table presents the results of students’ cultural understanding and interest, specifically their ability to understand differences in communication methods and values between cultures and their interest in the social, cultural, and economic environment of other countries. The data shows that students had a higher mean score in Speaking II (4.38) compared to Listening (3.74), Reading (3.73), and Speaking I (4.02) for the first question. The data also shows that the students generally felt that it was possible to understand differences in communication methods and values between cultures. The mean scores for Listening and Reading were both around 3.74, indicating that the respondents felt somewhat confident in their ability to understand these differences. However, the mean score for Speaking I was higher at 4.02, suggest- ing that the respondents felt more confident in their ability to communicate effectively across cultures when speaking. The mean score for Speaking II was the highest at 4.38, indicating that the respondents felt very confident in their ability to communicate across cultures in more advanced speaking situations. The p-values for all items were very low, indicating that the results are statistically significant.
For the second question, the data shows that the students generally became interested in the social, cultural, and economic environment of other countries. The mean scores for Listening and Reading were both around 3.74 to 3.80, indicating that the respondents were somewhat interested in these areas. The mean score for Speaking I was higher at 4.09, suggesting that the respondents were more interested in learning about the social, cultural, and economic environments of other countries when speaking. The mean score for Speaking II was the highest at 4.47, indicating that the respondents were very interested in learning about these environments in more advanced speaking situations. The p-values for all items were also very low, indicating that the results are statistically significant. Overall, the data suggests that the respondents have a positive attitude towards cultural understanding and interest, and that they feel confident in their ability to understand and communicate across cultures.
The Table 4 complements the findings presented in Table 3, as it presents a frequency analysis of students’ responses in online liberal arts English classes.
<Table 4>
A frequency analysis for online English classes
The frequency analysis data in Table 4 provides further insights into students’ attitudes and perceptions, categorized into four courses, including Listening, Reading, Speaking I, and Speaking II. Each row in the table consists of questions that pertain to the students’ level of interest, language achievement, interactions with professors, and cultural understanding and interest. The remaining columns represent the percentage of students who responded to each question in the survey, with responses measured on a five-point scale ranging from ”Strongly Disagree” to ”Strongly Agree.”
1) Pre-interest in English: In terms of pre-interest in English, the results show that the majority of students were interested in the class and applied for it. For Listening, 274 students (61.29%) agreed or strongly agreed that they were interested in the class, while 274 students (61.29%) also agreed or strongly agreed that they were ready to work hard on the tasks required. Similarly, for Reading, 367 students (65.93%) agreed or strongly agreed that they were interested in the class, while 458 students (82.30%) agreed or strongly agreed that they were ready to work hard on the tasks required. In Speaking I, 285 students (78.51%) agreed or strongly agreed that they were interested in the class, while 326 students (89.84%) agreed or strongly agreed that they were ready to work hard on the tasks required. For Speaking II, although the number of responses was relatively low, the majority of students (76.36%) indicated their agreement or strong agreement with being interested in the class. Furthermore, a significant proportion of students (94.55%) reported that they were ready to work hard in the class.
2) Language achievement: Regarding language achie- vement, the results show that the majority of students were able to listen to others and summarize the core contents, read and understand the core contents, and express their thoughts or opinions with others. For Listening, 309 students (69.13%) agreed or strongly agreed that they could listen to others and summarize the core contents. Similarly, for Reading, 430 students (77.34%) agreed or strongly agreed that they could read and understand the core contents. In Speaking I, 279 students (76.86%) agreed or strongly agreed that they could express their thoughts or opinions with others. For Speaking II, the number of responses was relatively low, but the majority of students (74.54%) agreed or strongly agreed that they could express their thoughts or opinions with others.
3) Interactions with professors: Regarding interactions with professors, the results show that the majority of students interacted with the professor in various ways, such as online, for question-and-answer and feedback during the semester. Although there are variations in the percentages for different categories, such as in Speaking I where 255 students (70.33%) agreed or strongly agreed that they engaged with the professor through various means. For Speaking II, the number of students was relatively low, but a majority of students (80.00%) agreed or strongly agreed that they interacted with the professor in various ways.
4) Cultural understanding and interest: Regarding cultural understanding and interest, the results show that the majority of students found it possible to understand differences in communication methods and values between cultures through the class. For Listening, 276 students agreed or strongly agreed that it was possible to understand differences in communication methods and values between cultures, while 271 students agreed or strongly agreed that they became interested in the social, cultural, and economic environment of other countries through the class. Similarly, for Reading, 319 students agreed or strongly agreed that they were able to understand differences in communication methods and values between cultures, while 333 students agreed or strongly agreed that they became interested in the social, cultural, and economic environment of other countries through the class. Additionally, for Speaking 1, 266 (73.28%) students agreed or strongly agreed that they were able to understand differences in communication methods and values between cultures, while 276 (76.03%) students agreed or strongly agreed that they became interested in the social, cultural, and economic environment of other countries through the class. In Speaking II, even though the number of students was relatively low, a significant majority of students (87.27%) agreed or strongly agreed on both questions related to cultural understanding and interest. The frequency analysis data shows that the class was effective in promoting cultural understanding and interest among the students as the majority found it possible to understand differences in communication methods and values between cultures and became interested in the social, cultural, and economic environment of other countries.
Overall, the data results indicate that the students who took online liberal arts English classes were generally satisfied with their experience. The majority of the students had positive responses in all four courses, and only a small percentage of students had negative responses. The findings of this study may be useful for instructors who teach online English classes as they can take into account the positive feedback to reinforce their teaching methods, and they can use the negative feedback to improve their teaching approach. Further research could investigate the reasons for the negative responses to identify areas for improvement.
4.2. How are Pre-interest and Cultural Understanding Related to Students’ Level of English Language Achievement in Each English Elass?
To gain a more comprehensive understanding of the students’ reactions to online liberal arts English classes, it is important to investigate the correlations between various factors. Specifically, it is necessary to explore the connections between students’ pre-interest in English class and their interactions with professors, whether these correlations vary across different English language classes.
Figure 2 illustrated the relationships among English language achievement, pre-interest, and interactions with the professors in online liberal arts English classes, with focus on how these factors may influence students’ overall experience and performance in the course. By understanding the connections between pre-interest in English class, interactions with professors, and the level of English language achievement, we can gain a better understanding of how students engage with the course material and how to facilitate their online English learning more effectively. This examination also allows us to determine whether there are any differences among various English language classes in terms of these factors.
[Figure 2]
Correlations between students’ pre-interest and interactions with professors based on English language achievements
Once we have examined these factors, we can then turn our attention to the main research questions on the influence of online liberal arts English on students’ cultural understanding and interest. By studying the relationship between these factors, we can better comprehend the potential impact of online liberal arts English classes on students’ cross-cultural understanding and interest.
Figure 2 presents two graphs that examine the correlation between two factors and students’ English language achievement in online liberal arts English classes. The left graph displays the data distribution plot for the correlation between pre-interest in English class and English language achievement in different English language classes. The plot indicates that students with higher pre-interest in English also shows higher English language achievement in the class, which is consistent across all English language courses. This suggests that pre-interest is an essential factor that affects students’ overall language achievement in online English classes. The right graph in Figure 2 illustrates the correlation between interactions with professors during the semester and English language achievement. The data distribution plot shows that students who interacted more with their professors had higher English language achievement in the class. This correlation was also observed across all English language classes, indicating that interactions with professors are beneficial for promoting students’ learning success.
Interestingly, the data distribution plot for interactions with professors in online English classes showed a slight increase as the classes progressed towards Speaking II, which could be attributed to the smaller class size and the opportunity for greater interactions between professors and students. However, further research is needed to investigate other potential factors that may influence interactions between students and professors in online classes.
Overall, the correlations revealed by Figure 2 highlight the significance of pre-interest in English class and interactions with professors in promoting students’ English language achievement in online liberal arts English classes. It also provides significant evidence that there is a close relationship between the students’ interest level in English, their interactions with professors during class, and their overall English language proficiency, regardless of the language skill area, in the context of online liberal arts English classes. Maintaining a high level of student interest and interaction during class could lead to an improvement in language competency, which is a reasonable outcome of taking language classes, even when conducted online through liberal arts English classes.
4.3. To What Extent do Pre-interest, English Language Achievement, and Interactions with Professors in Each English Class Affect Students’ Cultural Understanding and Interest?
Moving on to the analysis of the main research questions, we will now examine in detail the factors (learning achievement, pre-interest, and interactions with professors) that can influence students’ understanding and interest in other cultures in the context of online liberal arts English classes.
4.3.1. English Language Achievement and Cultural Understanding
This analysis investigates how students’ English language achievement in each course, including Reading, Listening, and Speaking I and II, affects their interest in other cultures.
According to Figure 3, the level of English language achievement affects the extent to which students demonstrate an understanding and interest of other cultures. Even among students with similar levels of English language achievement (with an average ranging from 3.95 to 4.18), those who participated in Speaking II had the highest level of cultural understanding, followed by those who participated in Speaking I, Listening and Reading, as shown in the average inset of Figure 3.
Overall, English language proficiency can have a positive impact on students’ cultural understanding by providing them with opportunities for communication and exposure to different cultures and perspectives. However, it is worth exploring in future studies why differences in cultural understanding depend on the area of English classes, whether it is due to the level of English language proficiency or the core contents in the English language area. Nonetheless, the level of English language achievement in English class has a significant influence on students’ understanding and interest in other cultures, particularly in online EFL classes. This is not surprising, as the ability to communicate effectively in English can provide students with opportunities to interact with people from different backgrounds even online. Through these interactions, students can gain exposure to different perspectives and ways of thinking, which can broaden their understanding and appreciation of different cultures.
4.3.2. Pre-interest and Cultural Understanding
In relation to the question of whether the level of students’ pre-interest in English class affects their understanding and interest in other cultures, Figure 4 presents data that sheds light on this issue.
The graph presented in the figure displays a significant correlation between the level of pre-interest in English class and the degree of students’ understanding and interest in other cultures. Students who expressed greater interest in each English course tended to have higher levels of cultural understanding and interest. It’s worth noting that students who participated in speaking II had the highest level of pre-interest and cultural understanding, followed by those in speaking I, as illustrated by the average inset in Figure 4. However, while pre-interest in English class appears to play a role in students’ understanding and interest in other cultures, it is not the only determinant, as other factors such as prior exposure to other cultures or personal experiences may also influence this interest. It is also worth considering that other factors such as a general interest in learning or a more open-minded attitude towards other cultures, may contribute to both pre-interest in English and interest in other cultures. Nonetheless, the data presented in Figure 4 suggests that a positive attitude towards learning English can be seen as a positive outcome for developing an interest in other cultures.
4.3.3. Interactions with Professors and Cultural Understanding
According to the data presented in Figure 5, interactions between students and professors during online classes have a significant impact on students’ understanding and interest in other cultures.
According to the graph, students who interacted with their professors in various ways, such as online for question- and-answer and feedback, demonstrated a significantly higher level of interest in understanding cultural differences. Notably, this trend was most evident in Speaking I and II classes, as compared to Listening and Reading classes. Furthermore, the graph highlights that interactions with professors have a more substantial impact on cultural understanding in speaking classes than in Reading or Listening classes. These findings suggest that educators should encourage interactions between students and professors, particularly in speaking classes, to promote their under- standing and interest in other cultures. Such interactions can provide students valuable opportunities to appreciate and understand cultural differences, which is an important outcome of language learning.
Ellis (1992) emphasized that the classroom discourse and learning outcomes are shaped by the interplay between teachers and learners, despite variations across different learning environments. In a traditional classroom setting, students have opportunities to learn how to effectively engage with tasks and derive meaningful learning outcomes. This notion remains relevant in online EFL learning environments, where factors such as student interest, feedback effects, student self-perceptions, and materials/ syllabus design should be considered, as proposed by Crookes and Schmidt (1991).
The relationship between English language achievement and cultural understanding may vary depending on the specific area of English courses. Future studies should investigate the underlying factors that contribute to these differences. While pre-interest in English class may not be the sole determinant of students’ interest in other cultures, students who are interested in learning English are more likely to develop an interest in other cultures, influenced by factors, such as prior exposure to other cultures or personal experiences. Figure 5 presents the significant role of Interactions with professors in fostering students’ interest in cultural understanding, particularly in speaking classes. Therefore, educators should encourage interactions between students and professors to promote students’ understanding and interest in other cultures. Other factors, such as general interest in learning and open-mindedness towards other cultures, may also contribute to students’ motivation to learn English and develop their cultural understanding.
The study highlights the critical role of interactions with professors in fostering students’ interest in other cultures, including question-and-answer sessions and feedback provided through various methods throughout the online EFL class. Neglecting these interactions may adversely impact the quality of students’ learning outcomes and their overall interest in the subject matter. The importance of considering cultural understanding and enhance the quality of students’ learning outcomes is also emphasized.
However, the study’s reliance on quantitative data to measure the impact of language learning achievement, pre-interest in English class, and interactions with professors on students’ interest in other cultures is a limitation. The subjective experiences and perspectives of students may not be captured through quantitative data, leading to the loss of important nuances and details about how students develop their understanding and interest in other cultures. Future research could incorporate qualitative methods to gather more in-depth and nuanced data about students’ experiences and perceptions to better understand the influence of language learning achievement, pre-interest in English class, and interactions with professors on students’ understanding and interest in other cultures. Despite this limitation, the findings underscore the importance of promoting interactions with professors, particularly in speaking classes, to foster students’ understanding and interest in other cultures in EFL learning environments.
5. Conclusion
This study aimed to examine the influence of online English classes on college students’ cultural understanding and interest. The factors considered in the analysis were students’ English language achievement, pre-interest in English, interactions with their professors, and understanding and interest in other cultures.
The results of the study indicated that students’ English language achievement, pre-interest in English, and interactions with professors during the semester all played a vital role in shaping their understanding of other cultures. However, what stood out was that online EFL classes showed that interactions with professors were a more significant influence on students’ understanding and interest in other cultures. Specifically, students who actively engaged with their professors through question-and-answer sessions and feedback throughout the semester had a higher understanding and interest in other cultures. This effect was most notable in Speaking I and II classes in the online EFL format compared to Reading and Listening classes. Therefore, it is crucial not to overlook the importance of interactions with professors using various methods and technologies in the online EFL classes.
This study makes a significant contribution to the literature as it specifically analyzed the factors that influence students’ cultural understanding and interest, namely English language achievement, pre-interest, interactions with professors. Moreover, the study’s results identified that the interaction between professors and students is a critical factor in shaping students’ understanding and interest in other cultures. Considering the increasing popularity of online English classes in Korea, and this study proposed several influential factors that can impact students’ cultural understanding and interest through online liberal arts English classes and highlighting the importance of the interaction between professors and students.
Online liberal arts English classes can enhance students’ inter-cultural understanding, but there are limitations to this approach. Firstly, even if English classes include literature from diverse cultures, the selection of texts may provide limited or biased perspectives towards certain cultural aspects, hindering students’ exposure to a wide range of cultural experiences and perspectives. Secondly, students may face cultural barriers that prevent them from fully engaging with the course materials. For example, they may not be familiar with the cultural context of the literature being studied, or they may not be motivated to engage with materials outside their comfort zone, which can limit their ability to learn and appreciate other cultures. Lastly, general education English classes may have limited time to devote to cross-cultural learning, making it difficult to achieve a deep understanding of other cultures. Therefore, it may be necessary to supplement online liberal arts English classes with additional resources and opportunities for cross-cultural learning to address these limitations.
One limitation of this research is that it relied solely on quantitative data. Incorporating qualitative data, such as interviews or open-ended survey responses, could provide more nuanced insights into participants’ understanding of cultural experiences and perspectives. However, due to time and resource constraints, qualitative data collection and analysis were not feasible in this study. Thus, future research should consider incorporating both quantitative and qualitative data to gain a more comprehensive understanding of cultural experiences and perspectives. Moreover, future study could investigate the effectiveness of interventions designed to promote cultural understanding among students learning English. Such interventions could explore different teaching approaches and strategies that facilitate students’ cultural understanding. Lastly, comparing the relationship between English language achievement and cultural understanding among students from different cultural backgrounds could help identify any cultural differences that may affect inter-cultural learning.
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