The report is on the research that is offered to the students’ of Korea for increasing their experiences in English. There were few indicators mentioned in the questionnaires that were given to the students and they were asked to mention their choices in either instrumental, integrative or the individual reasons behind their interest of learning English.
The findings of the research is that the three indicators that were used to see the social aspects of learning English were the involvement of parents with English, how many times the learners are visiting the countries of English background and how much the learners use the English language outside their classrooms. The percentage of all the indicators varies from each other. Around 38 pupils had positive replies for the indicator that whether their parents have involvement in their learning of English among them16 confirmed their mothers use English language with their friends, at home and even at work and 27 confirmed that their fathers use English at home, at work and with their friends. Only 11 students confirmed their visit to an English speaking country and the rest of 37 pupils confirmed their use of English outside their classrooms.
The table 1 or the self-rating of the Korean students is surprisingly dull. It discusses that the students rated themselves low in understanding and speaking whereas confirmed their skill of reading and writing more and among them 35.1% positively said that they are able to read English properly and 44% agreed to the fact that they can write English in average way. The percentage of students that understands English less and speaks less English was found to be 52.1 and 50. Only 29 pupils had confirmed that they can write a full letter in English and almost 90% said they are not capable in doing so even after they had marked themselves high in writing power.
The results of the self rating for the ability of English in table 2 were to check the ability and motivation to learn English. There were few options given to students from the instrumental, integrative and the individual classes for knowing the motivation of learning English and among them 24.12% confirmed the option that knowing English will help them pass the university exam and 16.66% clearly agreed that knowing English helps them to read the textbooks. They agree that studying English will only help them in academic purposes. Almost 14.91% do not agree that learning a foreign language will benefit them personally.
The table 4 demonstrated the usefulness of English in the foreign interactions. Almost 44 pupils claimed that knowing English helps those to know other countries better and 37 undoubtedly chose the fact that knowing English will help them to understand the foreigner’s thoughts hence it is reviewed that this few students wants to learn English for their personal use and have the interest to learn English. Only 26 students agreed that English will help them get a better job in future and 19 pupils agreed on the fact that English will help them to be broadly educated. The pupils are less interested to study abroad and hence they do not agree that learning of English is needed for them.
The implications for solving the problem is in order to increase the learning of English language few methodologies need to be adapted those can be workshops, internships or spoken courses that will encourage the students and lessen their fear and non-affectionate behaviour for the English language.
The limitation of the report is that the students were only made to choose among the three reasons of options either instrumental, integrative or the individual choice and the overall review states that the learning outcomes may vary from country to country but the incorporation of more students with effective knowledge is needed for the review.
In the conclusion it can be said that this study points in the dialect of learning English among the Korean students and there is a need of implementing different methodologies in order to increase the use of English language among Korean learners.