A Narrative Exploration into the Communication Willingness of Overseas Korean Language Learners: Focusing on Korean Majors at Universities in China and France

This study utilizes a narrative inquiry approach to deeply analyze the factors influencing the Willingness to Communicate (WTC) among French and Chinese learners of Korean. The findings reveal that French learners initially exhibited strong intrinsic motivation rooted in their interest in ‘Hallyu’ culture. However, their actual Korean language usage frequency and WTC remained low, a phenomenon attributed to their cultural background emphasizing individual freedom and national pride. In contrast, Chinese learners, although initially driven by instrumental motives, began to perceive their language studies as a form of strategic personal investment. They viewed mastering Korean not just as a skill but as a crucial asset for long-term academic and professional development. This evolved mindset fostered a shift towards integrative motivation and resulted in a demonstrably higher WTC.This contrasting pattern was linked to the distinct educational culture in China, characterized by strict discipline and an emphasis on professionalism. Based on MacIntyre’s (1998) WTC pyramid model and Peng’s (2010) influencing factors model, this research confirms the significant impact of learning motivation and classroom environment on WTC. These findings suggest the necessity for developing tailored teaching methods and curricula in overseas Korean language education, considering the unique characteristics and psychological dynamics of learners from different cultural backgrounds. Furthermore, this study includes a reflection on the researcher’s own perceptions and ethics, extending the scope of academic discourse by posing a fundamental question regarding the underlying motivations behind our specific approaches to understanding learners.