This blog is based on our research when I was in college. There were a lot of Korean students in our school that I was motivated to find out the effective strategies they used in learning the English language. I hope this would help those tutors out there and ESL/EFL students.

Let's go straight to the point. What I will actually be showing you is the result of our research.  In here, you will find out how often do Korean students use the following strategies in learning English: a. verbal communication, b. reading, c. attending classes, seminars, and workshops for English speaking proficiency. Also, you will find out how effective these strategies are to them along a. pronunciation, b. fluency, c. grammar. This a way too long so you can just browse through it. 

Results and Discussion

The following tables show the extent of practice of strategies in enhancing oral proficiency along Verbal Communication, Reading, and Attending Classes, Seminars, and Workshops.

Table I: Extent of Practice of Strategies along Verbal Communication in Enhancing English Oral Proficiency

Verbal Communication	Weighted Mean	Interpretation
1. I talk to my friends and classmates in English.	3.31	always
2. I talk to my tutors and teachers in English.	3.25	always
3. I talk to my parents in English.	1.19	never
4. I talk to native English speakers online.	1.27	seldom
5. I report and recite in class using English language.	3.31	always
6. I perform through role plays or dramas in class.	2.69	sometimes
7. I talk to myself.	1.94	seldom
8. I imitate some lines or statements I hear from English TV shows.	2.94	sometimes
OVERALL WEIGHTED MEAN	2.55	sometimes

The table above shows the extent of practice of strategies along Verbal Communication. The overall weighted mean (2.55) signifies that overall, the strategies along Verbal Communication are sometimes employed by the respondents. However, strategies 1(talking to friends and classmates in English.), 2 (talking to my tutors and teachers in English.) , and 5 ( reporting and reciting in class using English language.) are always practiced by students. Such result is due to the fact that Koreans are surrounded by non-Korean friends, classmates, teachers, and tutors, and English is the only means to communicate with them.  In an interview, two of the respondents said:

“I had no choices ‘cause uh… most of my friends are Americans and foreigners, even outside. Actually I have no Korean friends here so I was able to learn English so quick.”

 “… the teachers are all Filipino so I should talk in English.”

The statements of the respondents below proves that respondents prefer to hang out with their friends often, especially Filipino friends, to whom they learned or intended to learn English: 

“I thought that it is better to be with Filipino friends or other national than Korean … ,English ability was---I mean it was not good I{long stated} tried to be with them not Koreans.”

“I tried to hang out with Filipino friends . When drinking we communicate each other using English and I yeah just like that I hang out with them na lang.”

“I can learn I … can learn English , how to speak in English from my Filipino friends.”

“When I hang out with my Fil- Am friends,  Americans, Holland friend or whatever country… at first I didn’t understand what they are talking about…  it’s my first time and I have no idea what they’re talking about. I just pretend that I understood. But as time goes by  I kinda started to understand…no.. They speak real American so I can try to imitate them. ..I kind of studied (to understand what they’re talking about) …”

This implies that Koreans indeed are doing their part as learners of the English language by practising interaction in English. However, there are some strategies not practiced by the respondent which hinders them to communicate in English.   Strategy 3 (talking to my parents in English.) is the least practiced strategy, followed by strategy 4 (talking to native English speakers online.). The respondents find it much more convenient to speak in their mother tongue when communicating with their parents, besides, they would find it awkward to speak in English. A much deeper reason is that Koreans are one ethnic family speaking one language.  They share certain distinct physical characteristics which differentiate them from other Asian people including the Chinese and the Japanese, and have a strong cultural identity. The fact that all Koreans speak and write the same language (Hangul) has been a crucial factor in their strong national identity and has made them, especially the elders, more acquainted in the use of their language. Hence, efforts on learning other languages are somehow very slow, if not dismal (www.kwintessential/south-korea-country-profile.html). Norton (2001) argued that since Koreans have a strong group identity, they tend to speak Korean when they are with other Koreans.  Research shows that the stronger the identity a learner has toward his/her native language culture, the higher the frequency of using the native language. 

As to why strategy 4 is one of the least practiced, most of the respondents are not comfortable speaking with native speakers. In a study conducted by Ferris (1988) in America among EFL students, among which are Korean nationals, only 5 out of 21 EFL respondents, stated that they always speak out whether in the whole or small group class discussion. EFL students tend to prefer small group discussions because they can participate in class discussion with less anxiety without being forced to compete within a larger group of native speakers. For ESL students, L2 is not a comfortable language even though they have lived in the culture and have attended school in the U.S. (Ferris & Tagg, 1996).Koreans also find it hard to comprehend the English of native speakers. This can be supported by a retrieved statement of a Korean online:

“I began my American schooling at the beginning of the second semester of the tenth grade. I recall the despair of my first few months at school. I was literally Charlie Brown in a classroom as my teachers spoke ‘wah-wah-wah.’’ (http://askakorean.blogspot.com/2010/01/ koreans-english-acquisition-and-best.html)

In an interview, one of the respondents said that she finds it hard to comprehend the speech of native speakers of English because of their native accent and stress, also, because they talk very fast. She added that in online conversations with native speakers, due to technical limitations of the computer, conversations online is not that clear, thus the more that she cannot comprehend native speakers’ speech. A fourth year Korean student supported her statement by saying that when she talks to native English speakers, it is hard to understand them because the native English speakers speak fast so she feels uncomfortable with them. Generally people speak more when they feel comfortable, which will further explain why respondents prefer talking to their friends and classmates in English. Krashen emphasizes the importance of motivation, self-confidence and anxiety. He holds that these factors are more involved in constructing the acquired system than in learning - they are more strongly related to achievement as measured by communicative tests than by formal language tests. He writes : - 

“The Affective Filter Hypothesis captures the relationship between affective variables and the process of second language acquisition by positing that acquirers vary with respect to the strength or level of their Affective Filters. Those whose attitudes are not optimal for second language acquisition will not only tend to seek less input, but they will also have a high or strong Affective Filter - even if they understand the message, the input will not reach that part of the brain responsible for language acquisition, or the language acquisition device. Those with attitudes more conducive to second language acquisition will not only seek and obtain more input, they will also have a lower or weaker filter. They will be more open to the input, and it will strike "deeper". (Stephen D. Krashen, Principles and Practice in Second Language Acquisition, Prentice Hall International, 1987, p. 31

This then implies that majority of respondents most frequently speak in English if they are among non- Korean nationals and if they feel comfortable with whom they are talking to. Korean students in SLU mentioned that they prefer to speak with second language (SL) speakers of the English language than native speakers of English because they feel lesser anxiety when communicating with SL speakers, also , they speak slowly which is why it is easier for them to understand English.  In language teaching, he deduced that pedagogical goals should not only include supplying comprehensible input, but also creating a situation that encourages a low filter . The input hypothesis and the concept of the Affective Filter define the language teacher in a new way. The effective language teacher is someone who can provide input and help make it comprehensible in a low anxiety situation. (Krashen, Principles and Practice, p.32)

Table II:  Extent of Practice of Strategies in Reading in Enhancing English Oral Proficiency

Reading	Weighted Mean	Interpretation
1. I read magazines in English.	2.38	seldom
2. I read newspapers in English.	2.38	seldom
3. I read textbooks in English.	3.06	sometimes
4. I read my notes or handouts on my subjects.	3.5	always
5. I read short stories in English.	2.63	sometimes
6. I read novels in English.	2.25	seldom
7. I read English grammar books.	2.75	sometimes
8. I read the Bible transcribed in English.	2.38	seldom
9. I read English online articles.	2.25	seldom
10. I read lyrics of songs in English.	2.75	sometimes
11. I read comic books in English.	1.81	seldom
OVERALL WEIGHTED MEAN	2.56	sometimes

The table above shows the extent of practice of reading in enhancing English oral proficiency. The overall weighted mean shows that overall, strategies in Reading are sometimes practiced by respondents.  However, among the strategies indicated, strategy 4 (I read my notes or handouts on my subjects.) is always employed by respondents which means that respondents always read their notes and handouts.  This is because of its convenience to the students since notes and handouts are digested and simplified from much more difficult texts. In an informal interview via e-mail, when asked as to why she prefers to read her handouts and notes in English, she said:

“Most handouts are shorter and summarized context of the lesson. So, while studying I focus to read the handouts more than other materials which should be long and broad. Also, the handouts are given from the teacher but most materials are searched by me to study more. To learn easily and effectively, I preferred to read handouts to study. The reasons I read notes are that it’s simple and it’s a summary of the lesson by the teacher.”

A handout contains a summary of information which students can always refer to. (http://www2.wmin.ac.uk/mcshand/TEACHING/handouts.htm) On the other hand, notes are brief records written down by the writer to aid his memory. (The Free Dictionary, by Farlex). Thus, respondents can write anything on their notes to help them remember key points. Respondents prefer reading handouts and notes because of its briefness and simplicity, besides most Koreans hate reading English (http://forums.indiegamer.com/showthread.php?t=9922). This is due to the difficulty of reading English texts which will be verified by the following paragraphs. Also, considering the fact that the respondents are students, they need to read their notes and handouts in their courses in preparation for quizzes, exams, recitations, reports etc.

Strategies 3(reading textbooks in English.), 5 (reading short stories in English. ) , 7 ( reading English grammar books.) , and 10 (reading lyrics of songs in English.)  are sometimes practiced by respondents, thus, the reading materials involved in these strategies are sometimes read by students namely textbooks, short stories, grammar books, and lyrics of songs in English. There are English subjects required for students of Saint Louis University to take up like Communication Arts subjects which are more of enhancing student’ grammar. Since most of them are majoring in AB English, they also read textbooks in literature subjects like Afro-Asian Literature, Literature of the Philippines, and World Literature, with textbooks consisting short stories written in English.  In an interview, a respondents talked about “Let’s Talk,” an English book familiar to most Koreans :

“Yeah most Koreans know ‘Lets Talk’ that’s the name of the book. It has many passages with uh several topics like uh divorce or family like that many passage each topic and then we read it and then describe.

Despite these reading materials being used in their subject matter, what made them fall under “sometimes” is because of the difficulty of shifting from reading Korean texts to reading English texts. A study conducted by  Sook Cho, Park, and Krashen on the English non-textbook reading of fourth graders in Korea revealed that about 80% had done at least some reading, confirming that there is enthusiasm for English reading. About half, however, had read only five books or fewer. Non-readers said that the reason they did not read in English was the difficulty of English texts. (Indonesian Journal of English Language Teaching. Volume 4, 2008). In an interview with a respondent, when asked if she learned English by reading books, she answered:

“ Uh actually reading books was so difficult for me the first time so I did not read any English book.”

One reason why Koreans find a lot of difficulty in reading English texts is that they lack training in English reading comprehension. A comparison of the Korean and English-as-a-Second Language sections of Korea's National Preliminary Test for College Entrance revealed that reading comprehension in English as a foreign language in Korea is less text-oriented than Korean reading comprehension (Kim, 2007). Some Korean students, for instance, study their grammar using grammar books written in Korean. When asked how she learned English grammar, a respondent said:

“Grammar uh grammar book, Korean grammar book … Now I’m studying grammar with Korean book but about English grammar.”

In a case study conducted by Bang and Zhao entitled “Reading Strategies Used  by Advanced Korean and Chinese Graduate Students,” results show that Korean participants were more reliant on their native language, than their Chinese counterparts when reading and comprehending L2 texts. Korean participants also spent more time reading texts than Chinese counterparts. Further, the strategies reported to be used predominantly by Korean participants, namely translating into L1 and evaluating one’s ability to handle other similar texts, seem to reflect their relatively lower level of confidence in comprehending academic reading material in English. The Korean participants demonstrated a reliance on dictionaries, habit of translation, and use of personal background knowledge in attempts to comprehend academic texts, all of which have been identified as characteristics of less skilled readers.

Surprisingly, when respondents were asked how they learned how to speak in English, some of them said they listen to music. While listening to music, they said that they can learn English words from it.  As to why song lyrics is read is because it is coupled with melody and rhythm. Listeners are attracted first with the melody or the beat which will later drive them to read the lyrics to be able to sing it with the music. (http://www.stabroeknews.com/2008/opinion/letters/01/25/it-is-the-melody-that-attracts listeners -not-the-language/) 

Strategies 1 (reading magazines in English.), 2 (reading newspapers in English), 6 (reading novels in English.) , 8 (reading the Bible transcribed in English.) , 9 (reading English online articles.), and, 11 (reading comic books in English.) are seldom practiced by students since the reading materials read in these strategies are supplementary reading materials which are seldom required for the students to read in their subjects. Another reason is the difficulty of reading English texts among Koreans, which always leads back to the lack of exposure and the right exposure in media and education. In Korea, most of the students study their English subjects in Korean. English is only a language subject in schools and colleges. 99% of the Koreans would prefer to read newspaper and magazines in Korean. Also, English movies are with Korean subtitles. Even the bestsellers like Harry Potter, Twilight etc. are translated in Korean. In any normal Korean book shop only around 20-30% of the section is allocated to English books. (http://indianinkorea.wordpress.com/2010/05/18/why-indians-speak-better-english-thankoreans/)

Among all the strategies in this table, strategy 11, that is reading comic books is least practiced by respondents. Aside from being a supplementary reading material, and the difficulty of reading English texts, one contributory factor is the ages of respondents ranging from 18-27, most of them in their early 20’s which is why reading comic books is more likely not preferred by respondents. Most comic books are published for the young. In their teens, young people like dreaming, thus comic books are the exact means through which their dreams can be fulfilled. Boys usually dream that one day they'll be a superman and shoulder the responsibility to save the Earth while girls always dream of becoming a lovely girl and date with their dream lovers. The topics in comic books fit them well. (http://hong-kong-student-writes-about-comic.html).

  One study has shown that one’s schemata, or background knowledge, influences comprehension (in Anthony et al, 1989). Though there are comic books classified for adults, most of these comics reflect western culture which now includes slangs and other western expression. Respondents claim that it is difficult to find humor on such materials especially that it is written using the foreign language (English) thus, readers could not get the whole story (www.comicbook/pros-and-cons.com).

Based on the results and interpretations of this table, the factors hindering respondents from reading English texts is the difficulty encountered when reading such, which is caused by  lack of training and exposure in reading English texts. Another one is the unfamiliarity of the cultures, usually Western cultures, embedded within the English texts being read.  Respondents then need to do more readings on English texts, than texts written in their mother tongue. They also need to have a good grasp of the English-language culture to facilitate comprehension in English texts.

Table III:  Extent of Practice of Attending Classes, Seminars, and Workshops for English Speaking Proficiency in Enhancing English Oral Proficiency

Attending  Classes, Seminars and Workshops for English on Speaking Proficiency	Weighted Mean	Interpretation
1. I attend an English academy.	1.75	seldom
2. I am currently attending regular English classes in universities.	3.5	always
3. I attend English tutorial classes.	1.88	seldom
4. I attend home-tutoring sessions.	1.81	seldom
5. I attend peer tutorial sessions in English.	1.56	seldom
6. I attend seminars and workshops which help in my oral English   proficiency whenever I have the chance.	1.75	seldom
OVERALL WEIGHTED MEAN	2.04	seldom

The table above shows that strategies along Attending Classes, Seminars, and Workshops for English Speaking Proficiency are seldom practiced by respondents. All indicators except one, which is strategy 2 (currently attending regular English classes in universities. ), are seldom practiced by respondents. Among these strategies, the strategy least practiced by respondents is strategy 5.( attending peer tutorial sessions in English.). 

  Respondents reasoned out that most of the strategies indicated in this table are those that are practiced by them during their earlier stay in the Philippines. Attending regular English classes is most practiced by respondents because most of the respondents are majoring in AB English.  According to a respondent, attending an English academy for instance is a pre-requisite for them to equip themselves with the four macro skills together with grammar before they will enter college, also, since they are enrolled in a university, they don’t have enough time  attending any academy or tutorial classes because they have to focus on their college studies.

 Such is not the case, however, in strategy 6 (attending seminars and workshops which help in my oral English   proficiency whenever I have the chance.).  Seminars are simply a group of people coming together for a group discussion and group learning of specific techniques and topics. One on one conversation is discouraged in these setting. Time is always a concern when scheduling activities and some individuals simply can't spare the time away from their lives for activities such as, and that the seminar could be a waste of time for Korean students, where nothing discussed or topic is of little use. The chance that Korean attendees would expect too much from seminars, trainings or workshops thus , is disappointing.  Besides, there are still different methods of learning English strategies existing for those that don't have the time flexibility, or money flexibility to attend. Reading books concerning English issues, or take English classes could be great alternatives rather than attending seminars.  (http://www.xigre.com/articles/business/seminars.com)

Strategy 5 (attending peer tutorial sessions in English ) is least practiced by respondents. Peer tutoring is "a system of instruction in which learners help each other and learn (themselves) by teaching," (Goodlad and Hirst 13). Key to this definition is the word peer, meaning someone with the same or a nearly equal status as the person being tutored, who, as such, is not a professional instructor (www.wrt-intertext.syr.edu). However, if other students find it comfortable to be tutored by a peer, this is not  ideal to Koreans. Koreans would prefer someone a lot older than them. This is because their culture is influenced by hierarchical collectivism (Triandis, 1995) whereby students tend to have a hierarchical structure generated by their age relationships.  When there is an elder man in a group discussion, other younger Korean students tend to be quiet so as not to disrespect this elder's authority. In fact, there is a need to relieve age related tensions among Korean students. If there is an older looking male in class, teachers may not want to put him in a group with other younger looking Koreans. During a casual conversation with one of the tutors of Koreans, she said that Korean tutees prefer being tutored by someone older. If the tutors is younger, or of the same age as his’ /her’s the tendency of the Korean tutee is not to believe what the tutor is teaching.

According to respondents, they chose to have professionals or native speakers of English to tutor them. Some of them actually prefer to learn by their own or with the aid of online lessons or chat etc. Such behaviour implies that respondents are cautious in choosing who should tutor them. This is because many of those who are hired to teach Koreans do not have any formal training in English teaching. Though they try their best to bring about meaningful teaching, it seems that teaching has been reduced to trial and error.  (Teaching English as a Second/Foreign Language in the Philippines by Oliver Geronilla).

Considering the aforesaid, the low overall weighted mean of strategies in this table is not because these are least effective to the students. In fact, during an interview with the respondents, most of them said that tutorial classes and English academies helped them a lot in their oral proficiency. Those factors which effected to lesser frequency of practice of the strategies are: the fact that they are enrolled in university so they don’t have the time to attend additional English classes;  and the fact that they attended tutorial classes and academies during their earlier stay in the Philippines when they have very little or no background in English; and some cultural and societal concerns.  

 Table IV: Summary Table on the Extent of Practice in Enhancing Oral Proficiency

Strategies	Weighted Mean	Interpretation
Verbal Communication	2.55	sometimes
Reading	2.56	sometimes
Attending Classes, Seminars and Workshops for English Speaking Proficiency	2.04	seldom
OVERALL WEIGHTED MEAN	2.38	seldom

           

The table shows that strategies along Verbal Communication and Reading are sometimes practiced by respondents while Attending classes, seminars and workshops is seldom practiced. It shows that respondents are more acquainted to verbal communications and reading strategies. Teachers and tutors are therefore encouraged to employ methods and techniques under these strategies to enhance the oral proficiency of respondents. Under Verbal Communication, some oral communication activities that can possibly jive with the preference of respondents are small group discussion and listen and speak and oral presentations (www.edu.gov.on thinkliteracy/files/Oral.pdf). Oral English classes then can be effective to respondents. Oral English classes is an important course for EFL college students in China. The aims of the course are for students to be able to carry on daily conversations in simple English, to ask and answer questions based on some reading or listening material, and to talk briefly for about two minutes about the content of a text after one or two minutes' prior preparation, and for students to be able to carry on conversations with native English speakers not only about daily life but also about social issues. These are effective as supported by Naiman et. al. (1987). In their study they tried to see what people who were known to be good at learning languages had in common. One is they involve themselves in the language learning process. They participate more in the classroom, whether visibly or not. They take the initiative and devise situations and language learning techniques for themselves. Some listen to news in the target language on the radio; others go to see films in the target language.

  Table V. Extent of Effectiveness of Strategies in Enhancing English Oral Proficiency along Pronunciation

Verbal Communication	Weighted Mean	Interpretation
1. I talk to my friends and classmates in English.	3.19	E
2. I talk to my tutors and teachers in English.	3.5	VE
3. I talk to my parents in English.	1.56	NE
4. I talk to native English speakers online.	2.38	ME
5. I report and recite in class using English language.	2.94	E
6.  I perform through role plays or dramas in class.	2.69	E
7. I talk to myself.	2	ME
8. I imitate some lines or statements I hear from English TV shows.	3.06	E
OVERALL WEIGHTED MEAN	2.67	E
Reading
1. I read magazines in English.	2.75	E
2. I read newspapers in English.	2.69	E
3. I read textbooks in English.	2.88	E
4. I read my notes or handouts on my subjects.	3.06	E
5. I read short stories in English.	2.69	E
6. I read novels in English.	2.31	ME
7. I read English grammar books.	2.81	E
8. I read the Bible transcribed in English.	2.88	E
9. I read English online articles.	2.19	ME
10. I read lyrics of songs in English.	2.5	E
11. I read comic books in English.	2	ME
OVERALL WEIGHTED MEAN	2.61	E
Attending  Classes, Seminars and Workshops for English Speaking Proficiency
1. I attend an English academy.	2.31	ME
2. I am currently attending regular English classes in universities.	3.19	E
3. I attend English tutorial classes.	2.5	E
4. I attend home-tutoring sessions.	2.38	ME
5. I attend peer tutorial sessions in English.	2.06	ME
6. I attend seminars and workshops which help in my oral English proficiency whenever I have the chance.	1.88	ME
OVERALL WEIGHTED MEAN	2.39	ME

Legend:    VE   -        Very Effective                        ME   -  Moderately Effective

                E       - Effective                 NE    - Not Effective

The table above shows the extent of effectiveness of the strategies in enhancing English oral proficiency along pronunciation. Strategies along Verbal Communication gained the highest overall weighted mean (2. 67) which implies that it is “effective” to the respondents.

Strategy 2 under Verbal Communication (talking to my tutors and teachers in English) is “very effective” in enhancing pronunciation of respondents. What could have made talking to tutors and teachers as very effective is not only do the respondents practice their pronunciation through talking with their teacher or tutor, but also are being guided by the latter during their conversation. Vgotsky states that higher mental functions originate in a social activity. This claim is captured in the genetic law of cultural development which states that individuals internalize many patterns of social activities which they observe and participated in on the social, that is, interpersonal plane. ( Hughes, 2006).

 What is “not effective” to the respondents is talking to parents in English. This could be attributed to its weighted mean which ranked lowest as shown in Table I.

The implication derived from this table is interaction with people is most effective in practicing one’s pronunciation. Thus, respondents should involve themselves more to social activities.

Table VI. Extent of Effectiveness of Strategies in Enhancing English Oral Proficiency along Fluency

Verbal Communication	Weighted Mean	Interpretation
1. I talk to my friends and classmates in English.	3.44	VE
2. I talk to my tutors and teachers in English.	3.25	VE
3. I talk to my parents in English.	1.38	NE
4. I talk to native English speakers online.	2.75	E
5. I report and recite in class using English language.	3.19	E
6. I perform through role plays or dramas in class.	2.81	E
7. I talk to myself.	2	ME
8. I imitate some lines or statements I hear from English TV shows.	3	E
OVERALL WEIGHTED MEAN	2.73	E
Reading
1. I read magazines in English.	2.63	E
2. I read newspapers in English.	2.75	E
3. I read textbooks in English.	2.94	E
4. I read my notes or handouts on my subjects.	3.06	E
5. I read short stories in English.	2.63	E
6. I read novels in English.	2.25	ME
7. I read English grammar books.	2.63	E
8. I read the Bible transcribed in English.	2.63	E
9. I read English online articles.	2.19	ME
10. I read lyrics of songs in English.	2.94	E
11. I read comic books in English.	1.88	ME
OVEALL WEIGHTED MEAN	2.59	E
Attending  Classes, Seminars and Workshops for English Speaking Proficiency
1. I attend an English academy.	2.06	ME
2. I am currently attending regular English classes in universities.	3.06	E
3. I attend English tutorial classes.	2.56	E
4. I attend home-tutoring sessions.	2.38	ME
5. I attend peer tutorial sessions in English.	1.88	ME
6. I attend seminars and workshops which help in my oral English proficiency whenever I have the chance.	1.88	ME
OVERALL WEIGHTED MEAN	2.3	ME