IMPACT OF ONLINE ESL PROGRAM FOR SOUTH KOREAN ESL STUDENTS

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The Impact of Participation in the Online ESL Immersion Program, English Caf, For South Korean ESL Students Joel Eckel Amberton University Dr. Stegall RGS6035.E2 February 15, 2013

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Introduction In a nation of approximately 50 million people, over US$15 billion is spent annually in South Korea on private English education (Kang, 2008). This dollar amount does not include any publicly funded education but rather private schools, often called cram schools, which students attend either before or after school or work. This is among the highest rates

per capita invested on learning English in the entire world. For this amount of money, one might expect South Koreans to score well on English proficiency tests, or at least to see improvements. However, this is far from the case.

The British Council ranked Korean 19th out of 20th countries on its English proficiency test. TOEFL, one of the worlds most commonly used testing tools for evaluating English proficiency, from 2009 to 2010 actually lowered Korea from the 71st to the 80th ranked nation out of 163 countries in the world in terms of English proficiency (DeMarco, 2011). South Koreas failures to improve English proficiency is not related to their economic investment, nor is it related to the amount of time students spend on studying or learning English. In fact, along with near the worlds highest rates of investment in English learning,

Korea has among the worlds highest rates of hours spent studying. Parry (2011) highlighted that Korean students spend more than 30 percent more hours of education than do their counterparts from other industrialized nations. For example, a majority of high school students will wake up to attend classes before school officially starts and stay for study class until the school closes at 11pm. In fact, many schools require students to follow this

schedule. Many students of all levels will attend private cram schools after leaving their public school for additional study time (Parry, 2011). This craze to push students to study until late at night or even until early in the morning at private cram schools has become so strong that the government has taken steps to regulate the legal hours of operation for such

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schools, enforcing curfews and paying bounties to citizens that turn in private cram school violators (Ripely, 2011). This national priority placed on education has roots in the nations Confucian past and unique cultural identity of the importance of symbols of success, such as high schools scores and attending top universities (Suh, 2003). Additionally, after the great devastation of the country through occupation and multiple wars of the twentieth century, South Korea went from one of the worlds poorest to the worlds thirteenth strongest economic power, largely through hard work and dedication (Cho, 2004). Than national GDP has increased an

astounding 40,000% from 1962, and this has reinforced to the nation that one only has to work harder to achieve great success (Ripley, 2011). These multiple factors have combined with tremendously competitive testing for acceptance into Korean universities to result in great financial and time investments on education (Dillon, 2008). With the above factors having resulted in an educational environment in which parents spend thousands and students study endlessly, why is the nation so poor in English proficiency? Why do Korean English as a Second Language (ESL) students have such a It is not for a lack of effort or investment, and this fact thus

hard time communicating?

leads one to understand that different methods or approaches must be taken to make ESL learning more effective for Korean students (Cho, 2004). An understanding of Korean ESL methods, and how and why these methods have proven unsuccessful, will lead to a desire to create a different, more creative approach. Most educational scholars now agree that a new, creative approach is required to make Korean ESL more effective (Na, 2012). The intent of this proposed research will be to examine the effectiveness of improving English communication and proficiency of South Korean ESL students of private cram schools by participation in an immersive, online English community which combines three

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important components: 1) avoids the pitfalls of the current Korean ESL approach, 2) takes advantage of research on best practices of immersive and participatory ESL learning practices, and 3) takes advantage of Koreas status of having the worlds best wireless connection coverage, the highest rates of internet access, and the highest speeds of internet connection.

Statement of Problem Much research has been conducted to examine the best approaches to ESL. One of the many difficulties with the research conducted is that what works best in some nations or cultures does not work as well in others. One of the primary reasons for this is that the process of ESL is extremely time consuming. Learning of second languages takes longer

than nearly any other academic discipline and is a much more complex process than a standard informational memorization. Learning takes place with the combination of time,

culture, experience, motivation, methods, opportunity, and personal ability (Cho, 2004). A particular challenge when testing this type of English proficiency change is the lack of an academic or scientific controlled environment. Longitudinal studies and case studies

might provide the best qualitative results over periods of time, and these types of research can be helpful in understanding some influences on ESL learning. However, quantitative

studies which can test changes in English proficiency can also grant insight into which ESL methods are more productive. Clearly, there is a gap between the South Korean national desire and investment in learning English and its ability to improve its citizens English proficiency. This means that

the traditional methods being used to teach ESL are not effective. Methods with include large classes, rote memorization, and a focus on grammar have not resulted in improvements that match the financial and time investments sacrificed (Suh, 2003). New methods which utilize creative, immersive approaches to participatory English communication and which

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take advantage of the extremely high rates and speeds of wireless access should be researched to understand if they produce better results of improved English proficiency (Hornyak, 2012). English Caf is a new immersive online ESL program designed to incorporate participation in a variety of English communication activities. English Caf participants come from private cram school enrollment, with participation in English Caf a daily homework requirement. Content covers all forms of entertainment and multi-media,

including pop music, popular videos, classic literature, comics, game contests, current events, daily vocabulary and phrases, and more. All topics and content have both text and video forum updating capabilities so that participants can interact in English in a variety of ways. All content is accessible by mobile devices so that participants have the opportunity to join in the English conversation multiple times during the day, making the process less like traditional class learning, and more immersive into daily life activities. English teachers will moderate the site, upload content, facilitate conversation, and grant Caf Points to students with quality participation. Caf Points allow students to earn digital prizes and

ability within English Caf as well as grant them greater powers to moderate and add new content and topics of discussion. The overall goal of English Caf is to create an English environment that is creative, participatory, does not focus on memorization of English but rather use of English, fun, and with incentives for participation.

Purpose of Study The purpose of this study is to determine the impact of Korean ESL students participation in the new online ESL immersion program, English Caf, by determining rates of improvements in English proficiency test scores.

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Specifically, this research will compare three groups of students: English Caf ESL students (EC students), standard private cram school ESL students (PCS students), and students who attend no ESL classes outside of public school (public school students). To determine the impact of English Caf and the differing rates of improvement in English proficiency, this research will utilize Koreas National English Ability Test (NEAT) which tests English proficiency in reading, listening, speaking, and writing (National English Ability Test, n.p.).

Review of Literature Much research has been conducted on best practices for the learning of ESL, and much has been written on this topic. As stated earlier, one of the unique challenges of this topic is that not all approaches work in all situations, nations, or cultures. With this said, there are many agreed upon ideas regarding generalized best ESL practices around the world. Additionally, there has been much research about what is wrong with the Korean ESL approach and what might be needed to improve its approach. One of the fundamental important lessons about the most effective ESL methods is that ESL learning should be participatory. This includes all four aspects of English reading, writing, listening, speaking. A study conducted by Drucker (2003) found that even reading, often considered an individual act, improved ESL ability more if the reading was done in groups or shared. Furthermore, if this shared reading was discussed, understanding of concepts and more complex ideas increased, as did more difficult and subtle English words and phrases. English Caf. Additionally, most ESL courses refrain from using classic texts because of the fear that these concepts or ideas might be more difficult for ESL learners. However, it has been This idea can be achieved through joint readings and discussions through

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shown that using such shared reading of classic text provides greater cultural understanding of the English being used (Lau, 2012). This cultural understanding of English used is one of

the greater challenges of ESL students who do not live in a country in which English is being spoken. Flood (1996) discussed this important factor of learning English by being in a culture or society which uses English. If this is impossible, such as for Korean ESL students

living in South Korea, it is important to immerse English learning in ways that also teach cultural aspects of the language (de la Colina, 2009). These ideas might be achieved

through the use of new and updated content of English Caf which incorporates cultural aspects of English speaking nations and allows English Caf participants to comment on and participate in discussing these cultural understandings. One of the biggest challenges for ESL learners, and one that is very problematic in Korean public schools, is the large size of ESL classrooms. Tucker (2007) showed that

over-crowded classrooms led to poor English retention, and furthermore, these environments facilitate little meaningful English interaction or communication. Many academics and researchers have shown that most effective approaches to ESL learning involve smaller groups with are participatory, focus on real life issues, and which facilitate free conversations in which students do not focus on the grammatical perfection of English but rather on the overall use of English in conveying ones opinion, all concepts which English Caf strives to create. For example, Vandrick (1996) showed the ESL learning is best facilitated with class room topics that translate more into real life situations and more practical conversation. Tucker (2007) agreed with this idea, emphasizing that the most important criteria for ESL students to learn English is providing these students with active opportunities to actually use English rather than observe others doing so. This concept was supported by many academics who also agree that ESL students who have opportunities to use English rather

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than simply studying English, will learn most effectively by doing so in group settings where topics can be discussed and English can be used to convey opinions and ideas (Ranker, 2009). Emerging technologies have allowed for new concepts of ESL teaching and learning. Hickock (2005) illustrated the many new web sites and digital technologies that are increasingly emerging as means of teaching ESL. 3-D training techniques that incorporate

multiple means of relaying information and allow for more active and participatory English learning present new opportunities to consider how to engage English learners in learning ESL. Fujuan (2010) stressed that online learning provides increasing opportunities to allow ESL learners to learn in environments that better replicate English language cultural experiences, which as described above, is an important way to facilitate effective ESL learning. The traditional and standard method of teaching and learning ESL in South Korea is contrary to most of the recommended approaches listed above. The standard ESL

experience is one in which students observe English and have very little actual participatory practice, often as a result of Korea having the industrialized worlds most homogeneous society (Kim, 2004). Furthermore, English is taught through the means of using Korean. This idea of using a first language to teach a second language is recommended and is often utilized in many countries (Dela Colina, 2009). However, as Cho (2004) highlighted,

English and Korean are considered the most opposite of languages, and therefore, this standard approach is much less effective for Korean ESL students. Cho (2004) further stressed that the Korean class experience creates environments that are contrary to best practices for learning English. Korean class environments usually

consist of large classes and rote memorization. Koreans are shy to make mistakes, and because of cultural norms that stress group harmony and face-saving, most Koreans are

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reluctant to speak up in class. This makes the ESL learning experience very challenging for students who, by the nature of their learning, will constantly make mistakes.

The Design Methods and Procedures In the previous section, I presented the proposed area of research, namely whether an immersive, online English environment would result in greater English proficiency than the usual ESL approach used in Korea. I have presented best practices of ESL learning as well This

as contrasted these practices with the standard ESL learning approach used in Korea.

research is proposed to determine if the impact of Korean ESL students participation in the new online ESL immersion program, English Caf, by determining rates of improvements in English proficiency test scores. The means to determine this are presented below. As stated above, ESL learning environments are not controlled. Therefore, careful attention will be made to create three separate groups, each with different learning environments, and to test each groups English proficiency every six months for eighteen months, with a total of four proficiency tests. The proficiency test used by this research will be the newly designed and approved National English Ability Test (NEAT). This is a nationalized test format that will be given

to students every year in public schools and will be used by students as one evaluation when applying to universities. exams. This test can be taken at additional times by students as practice

This research will test participating students with approved NEAT practice exams

every six months over the course of eighteen months to determine improved levels of English proficiency (National English Ability Test, n.d.). NEAT tests English writing, listening,

reading, and speaking and will be used to judge English proficiency. The three groups of students studied will include South Korean middle and high school students. The three student groups will be divided into these three categories: ESL students

IMPACT OF ONLINE ESL PROGRAM FOR SOUTH KOREAN ESL STUDENTS 10. who only learn at public school (public school students), ESL students who attend private cram schools at least four days per week (PCS students), and ESL students who participate in English Caf (EC students). The goal of the research will be to acquire at least 50 participating students for each group, no more than 10 from any one school, and no more than 20 from any one city. The three cities that will be the focus of this research include Ulsan, Busan, and Seoul, as a result of the person who is conducting the research has educational contacts in each of these cities. By including multiple cities and multiple schools for each student group studied, it is believed that the sample will be more representative of the Korean ESL population. Students will be randomly chosen from participating schools who meet the qualification for each student group, as specified above, by recommendation of teachers who will be informed of the research test purpose and methodology. Students who satisfy one of the three groups criteria will be collected from participating schools, with the limited samples numbers per school and city, as described above. Participating students will be explained the research purpose and methodology, and during the course of the research, will not be motivated in any way as to how to improve their ESL proficiency. Procedures will be followed to keep each student group as representative as possible of other students in a similar learning environment. Care will be taken not to

enhance a students desire to improve English because of their participation in this research, which would decrease the validity of this research. However, great care would be taken to conduct short questionnaire interviews with each participating student to ensure that in the course of the six months prior to taking a NEAT, each student remained in the same ESL learning environment. If a student changed

his or her environment, for example a public school student started to take private cram

IMPACT OF ONLINE ESL PROGRAM FOR SOUTH KOREAN ESL STUDENTS 11. school lesson, then it would be noted at what time the student changed from a public school student to a PCS student for purposes of this research. All participating students and one parent will be given full disclosure of research purposes and methods, and all must sign consent forms in order to participate. Likewise,

this research will conduct full confidentiality of each students test results which will only be given to students parents after the conclusion of the research period. After the conclusion of the research period, students will be given semi-structured interviews to add qualitative understanding of students experience and thoughts on how they felt their English proficiency improved during the research period. In this way, this proposed research will have one independent variable and one dependent variable. Independent Variable: Korean ESL students participation in the new online ESL

immersion program, English Caf. Dependent Variable: NEAT scores which measure English proficiency.

Plan for Sharing Findings The results of this research will be communicated through a variety of means. A formal white paper will be presented which details the research, methodology, and study findings. In seeking wider publication, this white paper will be presented for peer review

and will be numerous periodicals and journals that focus on education, ESL, emerging technologies in education, Korean education. Additionally, if the research findings show higher improvements in English proficiency with participation in English Caf than the other, more standard ESL learning methods commonly used in Korea, the white paper will be sent to academic faculty at Korean universities, particularly those focused on ESL. The researcher will be willing to meet with

IMPACT OF ONLINE ESL PROGRAM FOR SOUTH KOREAN ESL STUDENTS 12. further academics and researchers to develop additional research methods related to online immersive ESL environments as well as to increase its practice as an emerging ESL learning technique in South Korea.

Budget This research is estimated to cost approximately $15,000. The primary expenses will be incurred through travel, meeting with teachers and schools participating, ensuring students fill out questionnaires accurately before testing, and semi-structured interviews with students upon completion of the research. Participating schools, teachers, and students will not be reimbursed, but the longevity of the research, being conducted in three cities and at multiple schools, and the importance of ensuring students are measured accurately depending upon their categorization of ESL learning environment will require attentive research participation, resulting in the estimated cost presented.

IMPACT OF ONLINE ESL PROGRAM FOR SOUTH KOREAN ESL STUDENTS 13. References Cho, Byun-Eun. (2004). Issues concerning Korean learners of English: English education in Korea and some common difficulties of Korean students. The East Asian Learner, 1(2), 31. De la Colina, A. (2009). Oral interaction in task-based EFL learning: The use of the L1 as a cognitive tool. IRAL: International Review of Applied Linguistics In Language Teaching, 47(3/4), 325. DeMarco, Peter. (June 17, 2011). Koreans struggle to solve English quagmire. The Yonhap News. Retrieved online from http://english.yonhapnews.co.kr/n_feature/2011/06/14/81/ 4901000000AEN20110614003700315F.HTML Dillon, Sam. (April 27, 2008). Prep schools consume Korean students lives in Ivy League quest. The New York Times, Asia Pacific. Retrieved from http://www.nytimes.com/ 2008/04/27/world/asia/27iht-school.1.12369532.html?pagewanted=all&_r=0 Drucker, M. J. (2003). What reading teachers should know about ESL learners. Reading Teacher, 57(1), 22. Flood, J. (1996). Literacy instruction for students acquiring English: Moving beyond the immersion debate. Reading Teacher, 50(4), 356. Fujuan TanNabb, L. (2010). International ESL graduate student perceptions of online learning in the context of second language acquisition and culturally responsive facilitation. Adult Learning, 21(1/2), 9. Hickok, J. (2005). ESL (English as a Second Language) web sites: Resources for library administrators, librarians, and ESL library users. Journal of Library Administration, 43(3/4), 247.

IMPACT OF ONLINE ESL PROGRAM FOR SOUTH KOREAN ESL STUDENTS 14. Kang Shin-Who (June 3, 2008). Korean English fever betrayed by test scores. The Korea Times. Retrieved from http://www.koreatimes.co.kr/www/news/nation/2008/06/ 117_25279.html Hornyak, Tim. (July 16, 2012). Getting online in super-wired South Korea. CNet News. Retrieved from http://news.cnet.com/8301-17938_105-57473480-1/getting-online-insuper-wired-south-korea/ Lau, S. (2012). Reconceptualizing critical literacy teaching in ESL classrooms. Reading Teacher, 65(5), 325. Na, Jeong-ju. (October 24, 2012). Its too early to rely on NEAT. The Korea Times. Retrieved online at http://www.koreatimes.co.kr/www/news/special/2012/10/139_123045.html National English Ability Test (n.d.). National English Ability Test. South Korean Education. Retrieved from https://sites.google.com/site/southkoreaneducation/home/englisheducation-in-south-korea/national-english-ability-test Parry, Zen. (September 15, 2011). For expat professors in South Korea, students can be the biggest cultural surprise. The Chronicle of Higher Education. Retrieved online from http://chronicle.com/article/For-Expat-Professors-in-South/128951/ Ranker, J. (2009). Learning nonfiction in an ESL class: The interaction of situated practice and teacher scaffolding in a genre study. Reading Teacher, 62(7), 580. Ripley, Amanda (September, 25, 2011). Teacher, leave those kids alone. Time Magazine. Retrieved online from http://www.time.com/time/magazine/article/ 0,9171,2094427,00.html Suh, Cheong-Soo, (Ed.) (2003). New millennium dictionary of Korean language and culture. Seoul: Hansebon. Tucker, J. (2007). Waiting times for ESL classes and the impact on English learners. National Civic Review, 96(1), 30.

IMPACT OF ONLINE ESL PROGRAM FOR SOUTH KOREAN ESL STUDENTS 15. Vandrick, S. (1996). ESL in the academy today. iEducation, 116(3), 403