An Investigation of Learning English as a Second Language in Korea

Purpose: Decades of literature have described that learning English as a second language (ESL) is an important yet difficult undertaking for Korean university students. This study investigated, from an educational and social perspective, student perceptions on how they learned, compre-hended, communicated, and used ESL. Methods: An exploratory descriptive method used conclusions from the literature followed by interviews with 14 students from different universities examined factors they perceived impact-ed the ability and confidence with the acquisition of basic English language skills. Results: Learning English as a second language (ESL) is influenced by choices in approaches to student learning. Interviewees reflected on their personal experiences and reported on different approaches within programs for learning English as a second language. The emergent categories and themes highlighted challenges at each educational level, as well as the influence of Korean cultural factors and social issues on learning outcomes. The latter are confined to meet-ing examination requirements rather than listening skills and comprehension that would achieve fluency in ESL. Conclusion: Given the importance that listening comprehension plays in Korean students’ achievement of fluency in the English language, it is suggested ESL teachers could integrate more active learning approaches and methodologies into their teaching/learning approaches to assist competence and confidence with English conversation would overcome problems arising from the difference between Korea’s first and second languages.