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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 26, No. 0, pp.894-913
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jul 2026
Received 17 May 2026 Revised 13 Jun 2026 Accepted 14 Jun 2026
DOI: https://doi.org/10.15738/kjell.26..202607.894

Comparative Roles of SNS-Mediated and Face-to-Face Intercultural Contact for Korean EFL Learners in an EMI Context

Jeongyeon Kim
Professor, School of Liberal Arts Ulsan National Institute of Science and Technology 50 UNIST-gil Ulsan, South Korea, Tel: +82-52-217-2013 jkim@unist.ac.kr


© 2026 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Despite the importance of intercultural contact for developing intercultural competence and language learning motivation, few studies have directly compared social networking service (SNS)-mediated and face-to-face (FtF) intercultural contact in English-medium instruction (EMI) contexts. This mixed-methods study examined how SNS-mediated, FtF, and no-contact conditions influenced Korean EFL learners’ intercultural competence and English learning motivation in an EMI intercultural communication course. Data were collected over a 16-week semester from pre- and post-semester questionnaires and reflective essays of 181 undergraduates assigned to one of the three conditions. Quantitative findings showed that both SNS-mediated and FtF contact produced higher posttest intercultural communicative competence and intercultural sensitivity than no-contact instruction. SNS contact was linked to gains in intercultural knowledge, skills, awareness, and confidence, with weaker short-term motivational effects. In contrast, FtF contact was associated with stronger gains in intrinsic and extrinsic motivation and higher intercultural respect. Qualitative findings further indicated that the two modes fostered understandings of English as a lingua franca in distinct ways, with SNS contact supporting reflective comparison and FtF contact promoting engagement. These findings highlight the value of integrating both SNS-mediated and FtF intercultural contact into EMI curricula to support complementary dimensions of intercultural and motivational development.

Keywords:

intercultural contact, social networking service, intercultural competence, motivation, English-medium instruction

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