This study examines the design, implementation, and outcomes of a mobile-assisted Korean language (MAKL) blended course that aims to enhance learning of Korean as a foreign language (KFL) at university level. This course, which is grounded in the attention, relevance, confidence, and satisfaction (ARCS) motivational framework and a triarchic model of cognition, emotion, and language performance, integrates multimedia resources, LINE-based scaffolding, and culturally immersive peer interactions with the goal of promoting engagement and self-regulated learning. The findings of this research reveal that the participating students achieved significant linguistic growth, improved their emotional resilience, and developed adaptive strategies that enabled them to overcome linguistic, cognitive-affective, technical, and self-regulatory challenges. Collaborative learning and individualized support were particularly effective ways of reducing learners’ anxiety and enhancing their self-efficacy. The course also contributed to the instructor’s professional development through reflective practice and pedagogical innovation. External evaluations by experts in Korean language education validated the instructional effectiveness of the course and its impacts on learner outcomes. This study offers a replicable, theory-informed model for the design of KFL curricula that emphasizes motivational scaffolding, technological responsiveness, and reflective pedagogy. This research thus contributes to broader discussions concerning digital innovation in the context of language learning and the evolving role played by blended environments in efforts to promote sustainable language acquisition.
Hong et al. (Thu,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: