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In Chapter Four, the researcher found that the English educational environment in
Korea has not been effectively and efficiently developed because South Korean students
were always taught English grammar, reading, vocabulary skills
through public schools
and private institutes. For the above English skills, most Korean English teachers
intensively pushed South Korean students to use numerous English materials and
workbooks. A few of this research study’s interviewees mentioned that they did not have
a chance to learn from qualified native English speakers in Korea. Because of these
reasons, the average score of English education in Korea was 5.66 out of 10. On the
other hand, the majority of the 30 Korean students
were satisfied with English
educational education in America. Most of this research study’s interviewees enjoyed
being fully exposed to the English speaking environment throughout UNK and the city of
Kearney. Furthermore, these Korean interviewees thought that taking UNK courses and
meeting various ethnic groups of people from all around the world were the most
valuable experiences while they attend UNK. Because of the positive feedback from the
30
Korean interviewees, the average score of English education in America was 8.36 out
of 10. As a result, the 30 Korean interviewees rated the English educational environment
in America much higher than in Korea.
By analyzing the results between Byun et al.’s (2011) findings and this research
study’s findings, the researcher indicated that South Korean students extensively study
English from elementary educational system to higher educational system in Korea.
However, Byun et al.’s previous findings and this research study’s findings showed that
the entire English educational environment in Korea has not been
effective or efficient
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because South Koreans poorly rated English education in Korea. In other words, even
though South Korean students have focused on improving English proficiency for over
10 years, they are not able to follow English-medium courses at Korean colleges and
universities because of the improper English learning environment in Korea. Through
Byun et al.’s findings, surprisingly, it was ineffective and ineffective for Korean faculty
members who graduated and received their doctoral degrees from well-known American
colleges and universities to teach English-medium courses at their colleges or universities
in Korea because of the lack of their English proficiency.
Through the above results, the
researcher determined that it would be seriously challenging for most South Korean
students to follow English-medium courses if untrained Korean faculty members teach
those courses. There would be no difference between English courses which they
normally took through public schools and private institutes and English-medium courses
at colleges and universities in Korea. Therefore, many South
Korean students would like
to come to America to be fully exposed to an English speaking environment and improve
their English competency.
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