Korean students' beliefs about and attitudes towards English learning

Abstract

In the 21st century the ability to communicate in English has become crucial for nations wishing to survive and/or thrive on the competitive international stage. In the last two decades, individuals and governments of a number of non-English speaking countries have invested considerable resources in order to develop English proficiency of their people. English, a foreign language hardly used in every day communication in South Korea has become one of the most important criteria in educational assessment and in defining opportunities in the job market. While the government has attempted to help its people master English by introducing English as a compulsory school subject, reforming the curriculum, and hiring ‘native’ English speakers as teachers, Koreans are largely dissatisfied with the quality of English education derived through the schooling system. In order to prepare their children for the competitive job market, many parents spend a considerable proportion of their household income on private lessons and study abroad programs for their children. In the early 2000s the government began building English Villages around the country in an attempt to improve the quality of English education as well as to encourage parents to keep their money in Korea. Through a review of literature, this study examined the focus on English in Korea against an historical analysis of the role and importance of education in Korean society, of traditional familial relations, and of the impact of the current context of globalization. The study examined how global and national influences have shaped English language policies and ideologies and the role that the parents and the government play in legitimating English as a valued acquisition. The literature indicated that little attention has been given to learners’ beliefs about and responses to language learning. In order to learn more about Korean students’ perceptions of their English programmes, their foreign teachers, and their experiences of learning English, this study conducted interviews and focus groups with Korean students studying at an English Village in South Korea. The study found that globalization and the neoliberal global economy, as well as Korea’s close relationship with the United States, has contributed to the growing importance of English in the country. The students strongly believe that English is a necessary tool for becoming successful and respected members of the community. They see mastery of the English language as being a duty and responsibility to their parents and future employers, and also as providing access to global opportunities. Moreover, despite the initial complexities of being taught by teachers from different cultures, Korean students believe that ‘native’ speaking English teachers are useful human resources in Korean public schools and hagwons (cram schools).