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영어

The purposes of this research were to examine the role of transformative learning on the development of the global mindedness of university students in an English as a foreign language literature studies context and to explore student attitudes towards their transformative learning experiences. Participants included 25 second-year English major students who were enrolled in the Introduction to Literature Course in the first semester of the academic year 2018 at a university in Thailand. The instruments used for this study were six lesson plans using transformative learning theory, a global mindedness scale, a reflective writing activity, semi-structured interview questions, and a classroom observation schedule. The t-test, the mean and standard deviation calculations including content analysis were used for data analysis. The findings revealed that the transformative learning experiences had a significant role in improving student global mindedness in the literature studies class via a process of worldview changing; an acknowledgement of differences of ideas, culture, and race; and a disorienting dilemma. The students also expressed positive attitudes towards their transformative learning experiences in the literature studies class.