English Language Learning Difficulty of Korean Students in a Philippine Multidisciplinary University

Oct 15, 2026

Uploaded by Grenda

A qualitative study examines English language learning difficulties experienced by 13 purposively selected Korean students in a Philippine multidisciplinary university, focusing on sociolinguistic competence, motivation for using English, and cultural factors. Interview responses were transcribed and thematised by saliency, meaning, and homogeneity. Results show that students, despite limited opportunities to use English in Korea, encounter English use across daily life and academic contexts. Difficulties stem from differing entry points for both Korean learners and Filipinos in learning and using English, while cultural barriers coexist with instrumental motivation to learn.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Introduction

Method

Study Site

English Language Learning Difficulty of Korean Students in a Philippine Multidisciplinary University Allan B. de Guzman Emmanuel Jeric A. Albela Deborah Rosalind D. Nieto John Bernard F. Ferrer Rior N. Santos University of Santo Tomas Philippines This qualitative study analyzed the English language learning difficulties of 13 purposively chosen Korean students relative to their sociolinguistic competence, motivation in using the English language, and cultural factors. Interview responses were transcribed, categorized and thematised according to saliency, meaning and homogeneity. The findings of the study disclosed that, on the whole, while the subjects never had the opportunity to use the English language in Korea, they use it almost everywhere in the Philippines. Their difficulties exist both in daily conversation and in the academic setting. Such difficulties are attributable to both the subjects’ and the Filipinos’ different entry points in the learning and use of English. Despite cultural barriers in communication, however, the Koreans studying in the Philippines are instrumentally motivated to learn the English language. Key words: English language, language learning difficulty, Koreans, Philippines Introduction International education has become a worldwide phenomenon. Universities around the world, for instance, continue to enroll a considerable number of foreign students in both the baccalaureate and graduate programs. In the United States, a large percentage of international students are Asian in origin (Yen & Stevens, 2004) . As shown in previous studies, it is quite difficult for foreign students to adjust to anew environment due to several variables. These contextual Allan B. de Guzman, Director, University of Santo Tomas Center for Educational Research and Development and Professor UST College of Education and Graduate School; Emmanuel Jeric A. Albela, Deborah Rosalind D. Nieto, John Bernard F. Ferrer, and Rior N. Santos, junior researchers of the UST Center for Educational Research and Development. Correspondence concerning this article should be addressed to Allan B. de Guzman, UST Center for Educational Research and Development Room 201 Thomas Aquinas Research Complex, España, Manila Philippines (1015). email: [abdeguzman@mnl.ust.edu.ph](abdeguzman@mnl.ust.edu.ph) variables include poor English and critical thinking skills, failure to participate in the collaborative learning mode (for example group discussions), differences in cultural communication, academic literacy styles and expectation of rote learning resulting in lack of independent learning initiatives (Hellsten & Prescott, 2004), among others. While pursuing education abroad is a promising endeavor, adjustment and survival have always been prevailing problems. One of the major persistent difficulties of foreign students is the use of English. Studies have consistently identified that language learning difficulty stems from the triadic interplay of motivation (Niederhauser, 1997; Norris-Holt, 2001) cross-cultural understanding (Kim & Margolis, 2000) and sociolinguistic competence (Holmes & Brown as cited by Kim & Margolis, 2000) . In the Philippines, the phenomenal growth in the number of foreign students has been noted during the last three decades, with Middle Eastern students dominating the early 1980’s. The Koreans had their turn in the early 1990’s to the present. Like other foreign students, the Korean students have had very little English listening and speaking experience throughout their lives, despite having had six or more years of instruction in the English language (Kim & Margolis, 2000) . Finch (2001) cited the difficulties of Korean students in speaking the English language due to lack of confidence and lack of effort. Motivation is a factor that explores why they lack confidence in speaking the language. Most of the students go to language institutes to learn more and to enhance their vocabulary. In his resear

FAQs

What does the study analyze about Korean students’ English learning difficulties?

It analyzes English language learning difficulties in relation to sociolinguistic competence, motivation to use English, and cultural factors.

Where do the Korean students use English while studying in the Philippines?

They use English almost everywhere in the Philippines, with difficulties appearing in both daily conversation and the academic setting.

What explains the students’ difficulties despite motivation to learn?

The difficulties are attributed to different entry points between the Korean students and Filipinos in learning and using English, even though students remain instrumentally motivated to learn.

Oct 15, 2026

Uploaded by Grenda