Most East Asian students, including Koreans, rely on and expect teacher centered, book centered, and rote learning of the syllabus. In some cases, this has resulted in a narrow style of learning, which does not articulate well with the discovery learning of contemporary western education. However, there are some benefits to the characteristic styles of learning, seen in Korean classrooms, upon which the hagwon teacher can capitalize. This includes a dedication to actual learning of materials, commitment to study over extended periods of time and a motivation for doing well in class. In addition, the ability to analyze grammar and the conventions of language can be positively utilized.
To engage the Korean student in more experiential learning demands a commitment by the teacher to changing the style of delivery to the students, within an encouraging environment. The CEC English program requires extensive student participation, especially in speaking and using the English language, which means the teacher needs to be cognizant of the best way in which this can be achieved through the set lesson content and strategy. CEC English Program lessons and modules have been specifically written with this in mind. The communicative language teaching methodology, used in the core English component of the CEC English Program, will not come easily to some Korean students but the teacher will enjoy great rewards when the students begin to appreciate the lesson style and the active participation.
Korean students are traditionally reserved in the classroom. Harshbarger el al (1986), state that
The hagwon teacher must be aware of these behaviors and accommodate them respectfully. Well entrenched tradition, cultural mores and the influence of Confucianism ensure that the Korean student is mindful of what they say, when they say it and to whom. In addition, they are often indirect in dialog.
Korean students may find the openness of contemporary western teaching difficult to work within. Again, the teacher should find ways to accommodate, at least initially. Hagwon teachers can expect that the student will rely on them to set rules, to be decisive and authoritarian. Harshbarger at al (1986) found that 'Korean students insist that the teacher be the authority and are disturbed if this does not happen.'
Generally, Korean students will not 'speak out' or query the teacher when they do not understand. They prefer to know the answer and be correct. This has ramifications for the teacher of the CEC English Program as they will have to constantly encourage the students to 'try' and to take risks in speech production, particularly.
Korean students are visual learners. Zhenhui (2001) found that Korean students like to
Again, this means awareness, on the part of the teacher, is essential in teaching in the hagwon.
Clearly, these assertions are generalized to some extent but researchers (Worthey,1987, Reid, 1987, Melton,1990) agree that every culture will manifest a common paradigm of learning. The existence of these patterns of learning does not mean that the Korean students cannot change their learning style because they can, but only within the confines of an informed classroom, which encourages and consolidates content and teaching strategies persistently. When the hagwon teacher is armed with this knowledge they are better able to meet the needs of their Korean students within the syllabus parameters. Reid (1987:100) says that learning styles are
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Harshbarger, B., Ross, T., Tafoya, S & Via, J. 1986. Dealing with multiple learning styles in the ESL classroom. Symposium presented at the Annual Meeting of Teachers of English to Speakers of Other Languages, San Francisco, CA.
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Liu, N. F. and Littlewood, W. 1997. Why do many students appear reluctant to participate in classroom learning discourse? System, 25/3, 371-384.
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Melton, C.D. 199O. Bridging the cultural gap: A study of Chinese students' learning style preferences. RELC Journal, 21/1, 29-47.
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Reid, J. 1987. The learning style preferences of ESL students. TESOL Quarterly, 21/1, 87-111.
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Worthey, K. M. 1987. Learning style factors of field dependence/independence and problem-solving strategies of Hmong refugee students. Unpublished master' thesis. University of Wisconsin, Stout, WI.
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Zhenhui, Rao (2001) "Matching Teaching Styles with Learning Styles in East Asian Contexts", in The Internet TESL Journal, Vol, V11, No. 7, July 2001, http://iteslj.org/.
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