“English Divide” and ELT in Korea: Towards Critical ELT Policy and Practices

Shin, Hyunjung; Lee, Byung-Min

doi:10.1007/978-3-319-58542-0_5-1

Cited by 4 publications

(2 citation statements)

References 40 publications

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“…Consequently, English education in schools and teacher's support have become less effective on individual learning (Baek, 2011;Kim, 2012;Lim & Joo, 2018). Since we have limited diagnostic and empirical knowledge on how well or poorly students perform in English and what are the sources of difficulties particularly low-achieving learners encounter, English education gives a way to less targeted interventions or materials, churning out so-called 'English Abandoners or Underachievers (Yeongpoja in Korean)' at a relatively early stage of English education (Byean, 2017;Shin & Lee, 2019;Yang, 2018;Yang, 2019). Conversely, extra-curricular learning outside school has become increasingly prevalent and stood out as a main source of the individual differences or 'English Divide' in English learning (Lee, 2008;2014;Shin & Lee, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Since we have limited diagnostic and empirical knowledge on how well or poorly students perform in English and what are the sources of difficulties particularly low-achieving learners encounter, English education gives a way to less targeted interventions or materials, churning out so-called 'English Abandoners or Underachievers (Yeongpoja in Korean)' at a relatively early stage of English education (Byean, 2017;Shin & Lee, 2019;Yang, 2018;Yang, 2019). Conversely, extra-curricular learning outside school has become increasingly prevalent and stood out as a main source of the individual differences or 'English Divide' in English learning (Lee, 2008;2014;Shin & Lee, 2019). Thus, it is the individual students' parental socio-economic and educational backgrounds, and regions of residency that presumably determine the quantity and quality of private education of these adolescent students (Statistics Korea, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Distinct L2 Reading-Related Subgroups of Korean EFL First-year High School Learners : Latent Profile Analysis

Kim¹,

Lee²

2021

The Journal of AsiaTEFL

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This study identified the latent profiles of L2 reading skills that characterize EFL first-year high school learners in Korea to examine the nature of the L2 reading ability development in the Simple View of Reading (SVR) framework. Participants included 254 Korean-speaking high school students in mid-or low-income urban areas of Seoul and Gyeonggi Province. Decoding, linguistic comprehension, and reading comprehension skills were assessed by six measures in total at the beginning of the school year. Latent profile analysis (LPA) on the six reading-related measures identified three L2 reading skill profiles deviating by almost one SD each on every measure. The three groups showed distinctively stratified L2 reading abilities with close associations among the variables, providing support for the SVR model in EFL populations. Decoding measured by orthographic processing was the least distinguishing skill to infer group membership. The heterogeneity found among the same graded EFL learners is discussed in line with the frustration prevalent among underachieving English learners in Korean schools. Implications for instructions and future research are suggested.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Distinct L2 Reading-Related Subgroups of Korean EFL First-year High School Learners : Latent Profile Analysis

Kim¹,

Lee²

2021

The Journal of AsiaTEFL

Self Cite

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English as an important but unfair resource: university students’ perception of English and English language education in South Korea

Choi

2021

Teaching in Higher Education

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Precarious privilege: identity (re)construction among international students returning to South Korea

Choi,

Park

2024

Applied Linguistics Review

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This study explores identity (re)construction of three South Korean early-study abroad (ESA) university students who returned to their homeland after studying in the US and acquiring a high level of proficiency in English. Inasmuch as educational migration is frequently viewed as an effective strategy for securing pathways to socioeconomic mobility, less is known about the specific conditions and practices that influence ESA students’ identity and socialization in a university setting, especially upon their return to their homeland. This study contributes to the discussion of ESA by demonstrating how they (re)constructed their transnational identities in their reintegration process and the role of their bilingual competence in this process. The findings of this study demonstrate the complex identity negotiation of elite transnational students in Korea, where Korean is both the national language and the dominant language, and where multiple ideologies on language and educational mobility exist. The findings also show the precarities experienced by elite bilingual returnees, illustrating how educational mobility and precarity are mutually constitutive in significant ways.

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“English Divide” and ELT in Korea: Towards Critical ELT Policy and Practices

Cited by 4 publications

References 40 publications

Distinct L2 Reading-Related Subgroups of Korean EFL First-year High School Learners : Latent Profile Analysis

Distinct L2 Reading-Related Subgroups of Korean EFL First-year High School Learners : Latent Profile Analysis

English as an important but unfair resource: university students’ perception of English and English language education in South Korea

Precarious privilege: identity (re)construction among international students returning to South Korea

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