Developing and Assessing Intercultural Sensitivity in a Korean College Context

다국어 초록 (Multilingual Abstract)

The present study examined how culture instruction affected Korean college learners’ intercultural sensitivity and how the students perceived culture instruction to develop their intercultural sensitivity. The study involved 59 participants, enrolling in ‘British and American Culture.’ Chen and Starosta’s (2000) revised intercultural sensitivity scale was used to assess the students’ intercultural sensitivity. The results of the study demonstrated that culture instruction based on the current instructional model had a statistically significant effect on developing the students’ intercultural sensitivity (*p<.001) except for the dimension of intercultural enjoyment. The students’ interview data also revealed that culture instruction was beneficial to develop Korean college learners’ intercultural sensitivity. In particular, they considered theoretical approach and cultural contents to understand concept of culture and cultural differences effective and useful to develop cross-cultural awareness. The present study makes an important contribution to the current literature on Korean college learners’ intercultural sensitivity, by providing the additional empirical evidence of the beneficial effects of culture instruction.

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