The importance of English language learning and teaching in South Korea

This research investigates the impact of rote learning, national examinations and types of motivation to learn English language on the way English language is taught and learnt in Korea. The research is framed around two questions, using qualitative data in a discursive manner (Holstein & Gubrium, 2005). Qualitative and interpretive methods were applied in this research. The research examined the various influential actors involved with English language learning and teaching in Korea such as the methods of learning and teaching English language in Korea, and policy makers’ impact on the way English language is being taught and learnt in Korea. Professional diary entries written by the researcher during a one year English language teaching experience in Korea provided the core data for this research. Searching for support in the literature for the diary entries lead to three themes: the method of rote learning, the significance of exams, and the types of motivation to learn the English language. These three themes will be the basis for three scenarios that will offer changes to the current learning and teaching English in Korea. This research concludes with a proposed Scenario Model of Educational Policy Development. The model suggests education policy development which proposes a process of thinking about and implementing protocols and issues related to education with specific application to English language teaching and learning in the Korean context