Intro to Korean

Culture
CAPSTONE FALL 2015
MASTERS OF SCIENCE IN
INSTRUCTIONAL SCIENCE AND TECHNOLOGY
SCHOOL OF COMPUTING AND DESIGN
CALIFORNIA STATE UNIVERSITY MONTEREY BAY

K I YOU N G SOH N
DR. SU

BACKGROUND
Defense Language Institute Foreign
Language Center (DLIFLC)
Korean Basic Course (KBC): 65-Week
Defense Language Proficiency Test (DLPT)
5
New Passing level : 2, 2, 1+ 2+, 2+, 2
(ILR Levels)

BACKGROUND
Interagency Language Roundtable (ILR)
Skill Level Descriptions
Level 2: Shows conscious awareness of
significant cultural differences
Level 3: Can understand and make
appropriate use of cultural references and
expressions, and can usually discuss a
variety of issues and subject matter that
refer to the culture

PROBLEM
Main course: textbooks, recentlydeveloped curriculum
Culture course: no concrete curriculum/
framework
The absence of the Culture course
curricula: extra workload for teachers to
develop an assessment as well as the
teaching materials

TARGET AUDIENCE
New students in the Korean Basic Course
Enlisted military personnel from all
branches, army, air force, navy, and, the
marines
Mostly high school graduates, some with
college experience
Age range: 18 to early 30s
Mostly no background knowledge of the
Korean language and culture

SOLUTION
Established framework that houses
appropriate culture course materials,
readily accessible for both learners and
teachers
Learning module, Introductory Korean
Culture Course at Korean Basic Course at
DLI is developed.

INSTRUCTIONAL THEORIES/ MODELS

Gagns
Nine Events

ADDIE Model

FINAL DELIVERABLE
A web-based learning module including
graphics, text, embedded video as well as
interactive components.
A learning module of Intro to Korean
culture
Lesson 1: Why Culture for KBC?,
Lesson 2: History of the Korean Language,
Lesson 3: Traditional holidays of Korea

LEARNING MODULE 1
Lesson 1: Why Culture for KBC?
Importance of Culture course in Korean
Basic Course.
Positive impact of Culture course on
enhancing language skills

LEARNING MODULE 2
Lesson 2: History of Korean language,
Hangeul
Background of Invention of Hangeul
Basic features of Hangeul

LEARNING MODULE 3
Lesson 3: Traditional Holidays of Korea
Major traditional holidays, Seollal &
Chuseok
Sebae, traditional deep bow,
Songpyeon, traditional food,
Yutnori, traditional board game

IMPACT OF THE PROJECT

For teachers: Substitute their teaching
with this readily available learning module
For students: Provide a web-based
learning module targeting the young Netgeneration

FUTURE OF THE PROJECT

Continuation: Further development of a
semester-long learning modules
Expansion: Content-Based Instruction
(Other subject matters than Cultural
topics)

EFFECTIVENESS OF THE PROJECT

Instructional effectiveness of the module:
A t-test comparing pre-test and post-test
scores demonstrated a statistically
significant increase in the post-test scores
(|t|=6.32, p<0.05).
The average difference between pre-test
and post-test: 53.33

EFFECTIVENESS OF THE PROJECT

Usability of the module:
Survey question: What is one thing that you
liked about the learning module?
Videos. overall, very interesting for
someone new to Korean culture like me.
The module was extremely easy to follow,
which would make it a great tool for people
trying to get a very basic understanding of
some aspects of the Korean culture.

CHALLENGES
DLIFLC, the military federal government
organization with regulations and policies
Limited access to target audience for
piloting/testing the learning modules
Time constraints
Technology-related challenges
Unforeseen obstacles
Plan ahead and
get ahead of the plan!

QUESTIONS?
Special thanks to Dr. Lara, Dr. Su and Professor
Challenger!