Integrating Global Citizenship and Global Competence into a General English Course: A Case Study

Oh, EunJou

doi:10.35179/jeiu.2022.17.1.93

Cited by 1 publication

(4 citation statements)

References 73 publications

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“…With the increasing enthusiasm and concerns surrounding the rapid pace of globalization and its diverse effects, The General English course model developed by Oh (2021Oh ( , 2022 In the general English course following the proposed model (Oh, 2021), students are encouraged to cultivate a sense of global citizenship through studying materials that highlight the interconnectedness and interdependence of the world, along with the complexities arising from these aspects. As documented in several studies (Carré, et al, 2022;Jolley & Maimone, 2022;Klekovkina & Denié-Higney, 2022;Lee, 2021), the risk of over-reliance on MT is an important aspect that needs to be addressed when incorporating MT into the model.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…In the proposed model, students are instructed to verbalize their thoughts while performing the MT-mediated L2 reading task, and they are required to record and submit a video of their reading process. Oh (2022) conducted a study on college students' perceptions of using the MT-mediated think-aloud reading (TAR, hereafter) task and found several positive effects.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…This comprehensive model, proposed by Oh(2021), was designed using the backward design approach suggested by McTighe and Wiggins(1999). To validate its effectiveness, the model was applied as a case study, as documented by Oh(2022) and Kim and Oh(in draft). Implemented within a Content Language Integrated Learning (CLIL) framework, the model focused on four specific objectives: understanding globalization and global citizenship, grasping the concept of global competence, developing technological proficiency, and enhancing English language skills.…”

Section: Introductionmentioning

confidence: 99%

“…The studies' outcomes revealed significant improvements in students' global competence, as measured by the PISA global competence survey, and notable enhancements in students' self-efficacy across the four language skills. The use of MT was identified as powerful affordance for integrating content and language learning for the students with limited proficiency (Kim & Oh, in draft;Oh, 2022).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Modeling a Community of Practice for Global Competence : A Collaborative Autoethnography of College EFL Learners

Oh,

Kim,

Myeong

et al. 2023

Korean J General Edu

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In our increasingly interconnected contemporary society, the imperative of nurturing global citizenship and competence is evident when it comes to addressing the multifaceted challenges stemming from globalization. This study explores strategies for bridging the gap between in-class and out-of-class learning while expanding the reach of global competence into out-of-class learning settings. Building upon the General English course model by Oh (2021), which focuses on fostering global citizenship and competence, this research investigates the feasibility of implementing a supportive Community of Practice (CoP) model tailored for out-of-class learning environments. This study specifically assesses the potential of an online CoP model as a platform for the continuous cultivation and application of global citizenship and competence. Employing a collaborative autoethnographic approach, the research delves into the experiences of five university-level English as a Foreign Language (EFL) learners actively participating in this CoP. The research scrutinizes various dimensions of their engagement, encompassing their experiences within the CoP, prospective enhancements to the model, and the impact of digital tools on their learning journey, such as machine translation and ChatGPT on their learning journeys. The findings of this study illuminate the transformative effects of CoP activities on learners' attitudes, learning strategies, and the development of global citizenship and competence. Furthermore, it underscores the pivotal role of learners proactively harnessing technology, such as the ones mentioned above, in advancing both their level of global citizenship and their language proficiency. Additionally, the research underscores learners' comprehension of the rationale behind learning activities as a critical factor in fostering meaningful engagement. Ultimately, this research offers a blueprint for nurturing the essential skills and perspectives necessary for learners to evolve as engaged global citizens in an interconnected and interdependent world. It aligns with the imperative of fostering global competence in response to the pressi ng demands of our globali zed era.

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