Asia Pacific Education Review Copyright 2006 by Education Research Institute

2006, Vol. 7, No. 2, 152-161.

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

1
Introduction variables include poor English and critical thinking skills,
failure to participate in the collaborative learning mode (for
International education has become a worldwide example group discussions), differences in cultural
phenomenon. Universities around the world, for instance, communication, academic literacy styles and expectation of
continue to enroll a considerable number of foreign students rote learning resulting in lack of independent learning
in both the baccalaureate and graduate programs. In the initiatives (Hellsten & Prescott, 2004), among others.
United States, a large percentage of international students are While pursuing education abroad is a promising
Asian in origin (Yen & Stevens, 2004). As shown in previous endeavor, adjustment and survival have always been
studies, it is quite difficult for foreign students to adjust to a prevailing problems. One of the major persistent difficulties
new environment due to several variables. These contextual 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;
Allan B. de Guzman, Director, University of Santo Tomas Center Norris-Holt, 2001) cross-cultural understanding (Kim &
for Educational Research and Development and Professor UST Margolis, 2000) and sociolinguistic competence (Holmes &
College of Education and Graduate School; Emmanuel Jeric A. Brown as cited by Kim & Margolis, 2000).
Albela, Deborah Rosalind D. Nieto, John Bernard F. Ferrer, and
In the Philippines, the phenomenal growth in the number
Rior N. Santos, junior researchers of the UST Center for Educational
of foreign students has been noted during the last three
Research and Development.
decades, with Middle Eastern students dominating the early
Correspondence concerning this article should be addressed to Allan
B. de Guzman, UST Center for Educational Research and Development 1980s. The Koreans had their turn in the early 1990s to the
Room 201 Thomas Aquinas Research Complex, Espaa, Manila present. Like other foreign students, the Korean students have
Philippines (1015). email: [email protected] had very little English listening and speaking experience

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throughout their lives, despite having had six or more years of university comprised 18% (49 out of 273) of the student
instruction in the English language (Kim & Margolis, 2000). population.
Finch (2001) cited the difficulties of Korean students in
speaking the English language due to lack of confidence and Subjects
lack of effort. Motivation is a factor that explores why they
lack confidence in speaking the language. Most of the Thirteen (13) Korean undergraduates representing
students go to language institutes to learn more and to various colleges and faculties of the University of X were
enhance their vocabulary. In his research, Shigematsu (2002) purposively selected as subjects for this study. Of this number,
analyzed the problems of Korean students studying in foreign 5 subjects are aged 16-18 yrs old, and the number of male and
countries. Brislin (as cited by Shigematsu, 2002), identified female students are almost equal, being 7 and 6, respectively.
cultural differences generating different expectations in Four of them had been in the Philippines for almost 2 years.
Korean students which led to problems in human relations. The most common reason of the subjects in choosing to
He also cited the difficulties encountered by Korean students migrate to the country is to finish their studies. However,
studying in the United States in regard to culture, experiences when they are at home, here in the Philippines, most of them
and ethnocentrism. prefer to speak the Korean language instead of English.
To date, little is known of the status of the language While almost all the subjects are now learning both English
learning difficulties of Koreans studying in developing and Filipino, six are studying other foreign languages. In
countries such as the Philippines. It is thus, the aim of this regard to their proficiency in the English language, compared
qualitative study to analyze why and how such learning to other students, 7 of them reported that they are fair in
difficulty is experienced by Koreans, besides the influence of rating. When it comes to participation in learning activities in
both contextual and cultural variables. Specifically, this their class, 5 responded that they only participate sometimes,
research involves Korean students studying in a just 4 of them reported that they always participate in their
multidisciplinary university where the number of these class activities.
students has increasingly multiplied through the years.
Data Collection Procedure

Method A robotfoto (a Dutch term which means a cartographic

sketch for the subjects), purposively prepared by the
Study Site researchers for this study, was used to gather information on
the subjects demographic profile.
As of School Year 2003-2004, Statistics of the The Korean students English language learning
Commission on Higher Education indicates that among the difficulties were explored by conducting semi-structured
2161 foreign students enrolled in the Philippines, 726 or 34% interviews with English as the medium. Interview questions
(CHED HESB, 2004) are Koreans, making them the largest were semi-structured which enabled the subjects to speak
group among the various nationalities. The paucity of freely about their ideas, views and experiences in the use of
extensive research conducted on foreign students and the the English language. However, although the majority of the
increasing number of Korean students enrolled in Philippine subjects of this research admitted their lack of English
higher education institutions need greater attention to respond proficiency, efforts are being made to gradually learn the
to their needs and elicit a more responsive curricular structure. language. While the aide memoir (see Appendix) covers
In a multidisciplinary university, a myriad of opportunities highlighted issues in the study, it served only as a basic
for research and study exists with the influx of diverse checklist. The session itself was held in a comfortable
languages, cultures, experiences and expertise. The University atmosphere, thus eliciting natural responses from the subjects.
of X, a multidisciplinary university, is one of the four major Interview sessions were pursued at a time and place
universities in the Philippines. It is listed in the Asiaweek convenient to the Korean subjects and varied in length from
Survey of Top 50 universities and one of the top 500 thirty (30) to forty (40) minutes. They were audio-taped with
universities in the Times Higher Education Supplement- the consent of the subjects, and later transcribed and analyzed.
Quacquarelli Symonds (THES-QS) World University Subsequent discussions focused on sociolinguistic
Rankings. In School Year 2004-2005, Koreans enrolled in the competence, motivation and cultural factors affecting

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Allan B. de Guzman, Emmanuel Jeric A. Albela, Deborah Rosalind D. Nieto, John Bernard F. Ferrer, Rior N. Santos

language learning resulting in difficulties in learning the learned all the aspects, listening, reading, speaking,
English language. writing, its really, really different.

Data Analysis In regard to communicating with teachers and other

students in the university, the majority of the Korean subjects
For depth of understanding of the findings of the admitted that they encounter difficulties. Table 1 indicates the
interview sessions, transcriptions of interview results were reasons of the subjects for these difficulties.
carefully analyzed, categorized and thematised according to In general, the answers of the subjects showed speech
saliency, meaning and homogeneity (Patton, 1990). The focus difficulties such as different pronunciation, poor voice
was on answers common among the subjects, which projection and different accent to difficulties in the use of the
identified the difficulties of Korean undergraduates in English second language such as lack of fluency in English and code-
language learning. switching. In their conversation with Filipino students, either
the Korean subjects or the Filipinos possess the identified
entry points considered as limitations. The following
Findings statements are some of the Koreans reasons for the
difficulties encountered in their conversation with other
Sociolinguistic Competence and Cultural Factors students:

The responses of a majority of the subjects revealed that Uh sometimes difficult because uh sometimes they
while they never had the opportunity to use the English cannot understand what Im saying and uh still in line of
language in Korea, they use it almost everywhere in the vocabulariesuh Im saying it is uh mostly in
Philippines. Hence, there is a great difference between their pronouncing..pronunciation coz Im still uh..im uh still
English language learning in Korea and the learning of that on the process of learning English, so my English is not
language in the Philippines, as indicated in the following complete.
statements:
I need uh more deep words, but I dont know the
I have more opportunity to speak English than uh deep words very difficult to explain my feelings and
compared to Korea, uh I already told you even English thinkingMost of my classmates dont use English in
class, I couldnt speak English. But here, I have many class classroom they only use Tagalog..
chance.
actually even in English for me is not that hard to
when I was in Korea, when I learned English I communicate with others but when they cannot speak
just only learned grammar not the speaking nor the English fluently like they cannot speak well then it is
listening, vocabulariesonly grammar. But here, I hard for me to talk with them like Im trying to speak

Table 1. Why Conversation with Teachers and Other Students is Difficult

Subjects Entry Points Filipino Students Entry Points Teachers Entry Points Other Factors

Different pronunciation Code-switching Different pronunciation Cultural differences

Inability to understand what he says Lack of fluency in English Use of difficult words during
conversations
Limited vocabulary Different pronunciation Code-switching

Errors in formulating sentences Errors in formulating sentences Different accent

Trouble expressing oneself Pacing during conversations, too fast

Poor voice projection

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 English Language Learning Difficulty

Taglish and then but it is hard. flaws that their teachers exhibit and have to work on, but also
the very methodologies the latter employ in the classroom
On the other hand, most of the reasons given for the which complicate the subjects understanding of the lessons.
difficulty experienced by the Korean students in conversing
with teachers are within the teachers limitations. Failure of teachers cant fully use the English and
the subjects to understand the lesson is attributed to the sometimes they sometimes speak English, sometimes
teachers unfamiliar pronunciation, use of difficult words, speak Tagalog..ahh..they speak mix the language so,
code-switching, and a fast rate of speach. yeah, it makes me uhunderstand hardit makes me
hard to understand.
Most of (the) professors use English, they speak in
English only one or two professor(s) speak in Tagalog in usually they teaches in Taglish..yeah when they
the classroom. Im really (having a) very very super speak Tagalog I really get dont understandwhen ahh
duper hard time with the subject because I already have inside the class usually your professor dont speak
a lot of difficulties in English, how can I understand the fluently in English.( I also dont understand the lesson)
teacher who speak in Tagalog. when they are talk about their religion Catholic, actually
Im not Catholic, I am a Baptist.
teacher accent orsometimes you know I feel
like uhmits like I dont I dont uh listen, I dont uh If she doesnt write the lecture on the board only
study or something like this oneif uhthe teacher uh shespeak! She use Taglish and faster!
speaks in English like differently with compared to other
professor uhm like like uh likedifferent accents, usually On the whole, the subjects gave several factors
uh I mean difficult for me to, you know, understand, you contributing to their difficulties in conversing with Filipino
know. No maybe, uhlack of vocabulary. students and teachers and understanding teachers discussions.
Among these given factors, four (4) answers were most
Moreover, factors related to culture contribute to the frequent, namely: code-switching, fluency, pronunciation and
subjects problems; for example, the Korean and Filipino vocabulary.
students translations of words are mutually difficult for each However, despite the difficulties encountered by all the
other to comprehend. However, they unanimously shared the Korean subjects, they still manage to participate in class
view that no specific elements of Korean culture or traditions discussion. Three (3) of them were motivated by the
affect their English proficiency level. advantages which class participation brings to their academic
Although not all the Korean students agreed that standing, while two subjects shared the view that developing
communicating with their teachers is difficult, every one their use of the English language was their key reason for
intimated that they found it difficult to understand their participating. On the other hand, what is surprising are the
teachers discussion of their lessons. An overview of their factors given by eleven (11) Koreans which inhibit them from
reasons for giving such answers are presented in Table 2. joining other students in class activities. Apparently, these
Not only were the Korean subjects able to point out the obstacles are brought about by their own limitations as

Table 2. Reasons Why Teachers Discussions Are Difficult to Understand

Teachers Own Entry Points Teachers Methodologies
Code-switching No handouts
Use of difficult words in discussions Group activities
Inaccurate pronunciation Purely lecture based learning
Lack of fluency in English
Pacing during discussions; talks to fast
Use of topics Koreans cannot relate to

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Allan B. de Guzman, Emmanuel Jeric A. Albela, Deborah Rosalind D. Nieto, John Bernard F. Ferrer, Rior N. Santos

English language speakers as reflected by these comments: Subject: uh usually I dont

Interviewer: Uh, for example, the teacher asks some
although I know the answeryou know question and anybody can answer, but you
something like..i find it difficultbecause its hard..its dont want to answerWhat are your reasons
hard you know..for me to expresswhat I thoughtyou for not answering in class? What keeps you
know from reciting?
Subject: Others I cannot answer.uh actually e-even
Some subjects expressed, through these statements, the I know the answer, never answer. (laughs)
difficulty they experience when they cannot relate to the Interviewer: Why?
topics being discussed in class or when their classmates and Subject: Because if answer something uh if if I read
teachers communicate in Filipino: something in the class, theymy classmates,
they focus?
If the topic is local one, you know, Im the Korean, Interviewer: Come again? They would?
I dont know your culture yet. Yeah, I try to understand Subject: uh, focus to me.
your culture but everything is strange to me. Interviewer: ah, they would likeuh all eyes would be
on you?
Actually, I dont want to join the discussion coz Subject: yeah, yeah.
they use Tagalog in their discussion so I usually dont Interviewer: okay.
join them. Subject: Even uh they uh sleeping...they suddenly wake
up and watch me.
..the class activities are mainly group activities Interviewer: Okay. Why is that? Why do they always
and the group mates are communicating in Filipino watch you?
which is their language and well, Im not good in Subject: I think uh they see if I make uh mistakes.
Tagalog. I have so hard time (with) that. Interviewer: ah, okay..so theyre really watching, so that
is the reason why you dont want to recite
Surprisingly, even the behavior of the subjects sometimes?
classmates is a hurdle in their participation in class: Subject: ah, yeah.

When Im asking, although some words I dont Motivation

know though its difficult and thenwhen they laugh like
when Im asking when some classmates laughing When asked about what motivates them to speak the
because Im not good English.. yeah, it makes me shy. English language, six (6) of the subjects expressed their
perception on their use of the language in terms of a career
The following is a partial transcription of an actual advantage, while five (5) of them shared the view that it is
interview relative to the restrictions that one of the subjects their only medium of communication with the Filipinos.
needs to deal with when participating in class: Table 3 records the factors motivating the Korean subjects in
the use of the English language.
Interviewer: What limits you, what keeps you from Each of the subjects identified their fundamental reasons
reciting in class? Why dont you like reciting for speaking the English language. Categorizing the subjects
in class? responses led to two (2) themes, namely:

Table 3. Motivating Factors That Make Koreans Speak English language

Conduit to the Filipino community Passport to greener pastures
To communicate with friends Get better job
For survival Run ones own business
English is the international language

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 English Language Learning Difficulty

1) Conduit to the Filipino community - Out of the language instruction in their home country (Kim & Margolis,
thirteen (13) subjects, five (5) attributed their primary 2000). Regardless of how long the subjects have been using
motivation in learning the English language to the reason the English language or have been staying in the Philippines,
that it is their basic medium of communication with it is imperative that they learn how to use the English
Filipinos. language in a social context (Kim & Margolis, 2000). This
brings about the concept of sociolinguistic competence which
I have to speak English because they dont understand requires foreign language learners to develop mastery of a
Korean here in the Philippines new set of social norms, attitudes, and mannerisms, such as
I cant survive without speaking English where else I norms for appropriate conversational feedback. Holmes and
have to speak Tagalog but it is easier for me to speak in Brown (as cited in Kim & Margolis, 2000), for their part,
English posit that to become a successful foreign language speaker,
besides learning the linguistic rules of a language (i.e., the
2) Passport to greener pastures- Six (6) of the Koreans, semantic, grammatical, syntactic rules-descriptive-structural
on the other hand, have their basic motivation founded linguistics), there is need for the learner to experience the
on the financial and economic rewards they can gain socialization process through efforts such as understanding
from the use of the English language. Nonetheless, all the social norms, attitudes and mannerisms of the people
the subjects unanimously intimated that there is a greater speaking the target language. Sociolinguistic competence
propensity for them to land good jobs or excel in the requires the ability to communicate in the target language.
international arena if they have a good command of the Adding to the Koreans difficulty in learning the English
English language. language is their exposure to Filipino students who speak in
their native tongue (or Tagalog) in their presence. As
When I graduate I want to go to another country for I practiced by almost all Filipino students, speaking the English
want to run my own business language takes place in relatively few instances, that is, when
for a better job, my future career reciting in class or when required inside the classroom.
English is big opportunity for me to go everywhere in Based on the Korean subjects experiences, during group
the world and I can easily get a job discussions, and more importantly, in everyday conversations,
Filipino students talk in Filipino, thus isolating them.
Besides sharing their difficulties in the functional use of
Discussion the English language, the Korean subjects point out several
factors which contribute to these difficulties. From this array
This study indicates that Korean students who study in of factors, four (4) sub-delineated factors emerged. These are
the Philippines experience difficulties in their English language alternation, fluency, vocabulary and pronunciation.
language learning. Difficulties lie in their use of the English Besides the experience of the Korean subjects with
language both in daily conversations and in academic settings. Filipino students conversing in Filipino in front of them, there
Interestingly, and consistent with previous studies, it indicates are instances when Filipinos commit language alternation.
the extent to which language learning difficulty is shaped by Language alternation, considered as a commonly observed
the triadic interplay of sociolinguistic competence, motivation phenomenon with bilingual speakers, is characterized by
and cultural factors. shifts to another language within or across sentence
boundaries (Poplack as cited in Brice, n.d.). This tendency is
Sociolinguistic Competence classified into two types, namely: intersentential code-
switching and code mixing (Boztepe, 2003; Brice, n.d.), both
All the subjects shared the view that compared to Korea, of which are common among Filipinos. While the former
where they never had the opportunity to practice using the refers to language alternation across sentence boundaries, the
English language, their exposure to a new setting required the latter, also called intersentential alternation, refers to
regular use of the language almost anywhere. This language alternation within a sentence. Although regarded as
observation can be attributed to the fact that Korean students a normal and common aspect of bilingualism (Brice, n.d.;
have had very little English listening and speaking exposure Skiba, 1997), it creates a barrier when an interlocutor
throughout their lives, despite six or more, years of English switches to a language foreign to the other party, as in the

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Allan B. de Guzman, Emmanuel Jeric A. Albela, Deborah Rosalind D. Nieto, John Bernard F. Ferrer, Rior N. Santos

case of the Filipinos when they code-switch or code mix subjects who are hardly understood by Filipino students and
when talking with or in front of Koreans. teachers because of their different pronunciation.
Second, fluency is a language performance phenomenon
integral to effective communication (Wood, 2004) which was Cultural Factors
also identified by the subjects as one of the factors
contributing to their difficulties in comprehending Filipino One of the motivating factors in learning a second
students and teachers. While the term fluency, has been used language is culture (Kim & Margolis, 2000). Cultural
to refer to a spate of various skills and speech characteristics differences, specifically differences in expectations concerning
and to describe written performance (Cucchiarini, Strik, & how acquaintances and friends behave, are the sources of
Boves, 2000), in this study, the use of the term is restricted to human relations problems between foreign students and
oral modality. Various researches show that fluency focus as natives (Brislin as cited in Shigematsu, 2002). Considering
mainly on temporal variables of speech such as speed, repairs, the countrys exposure to American colonizers for almost
location of pauses and length of runs of fluent speech fifty (50) years, there is no doubt that American individualistic
between pauses (Wood, 2004). One characteristic of fluent attitudes (Hofstede as cited in Yang & Choi, 2001) have truly
speech is automatization of elements of language (Wood, influenced the Filipinos sense of autonomy, individual
2004). Automatic processing, as defined by Schmidt (as cited identity, and emotional independence that gives rise to such
in Wood, 2004), means that when communicating, the cultural emphasis on self actualization or self realization and
speaker is fast and efficient, effortless, not limited by short- the expression of ones unique configuration or needs, rights
term memory, not under voluntary control, inflexible, and and capacities (Triandis & Singelis as cited in Yang & Choi,
inaccessible to introspection. 2001). This is the same reason why Filipino teachers
Third, the Koreans also cited their lack of vocabulary as generally prefer a student-centered approach to teaching, and
one of the factors leading to their difficulties in understanding Filipino students actively participate in class discussions,
their Filipino peers and teachers. Although the Koreans compared to their Korean counterparts. Korean culture plays
admit their vocabulary deficiency, it is significant to note that a vital role in the difficulty of Korean students in making
they often find their teachers making use of complex constructive criticisms and participating in open class
expressions or difficult words which they do not understand. discussions in the class (Ae-Han, 2002) which are practiced
Cho (1998) disclosed that one of the major complexities in Filipino classrooms. Additionally, the Korean students
students encounter while studying abroad is the way language neo-Confucian ideology (Walraven as cited in Armitage,
is used in the academic context. It may be that besides the 1999), which suggests a hierarchically structured relationship
fact that Filipino students and teachers make use of words characterized by acceptance of the views and opinions of the
foreign to the Koreans, the way lessons are taught by teachers teacher blindly (Armitage, 1999) is still evident. Finally, the
in the Philippines is different from that in Korea. thrust in every language, that there is a gap between what is
Finally, as shown in this study, pronunciation played a literally being said and what is meant (Crozet & Liddiacoat
role in the difficulties encountered by the Korean subjects in as cited in Kim, 2002) is even more complex in the case of
conversing with Filipino students and teachers and cross-cultural communication. Despite the fact that two
understanding class discussions. Entry points relative to people engaged in a conversation are both competent English
pronunciation lie on the subjects, the Filipino students and users, language barriers cannot be fully avoided with the
their teachers speaking in the native language. Most existence of cross-cultural differences that cannot be
educational systems concentrate on the science rather than the reconciled (Kim, 2002). This truism generally applies to the
art of speaking, meaning they tend to favor fluency over subjects of this study.
accuracy (Yeon, n.d.), thus taking pronunciation for granted.
However, pronunciation is a key element in the learning of Motivation
oral skills in a second language (Macdonald, 2002) with
several communication problems resulting from second Motivation, a vital factor in the success of second
language pronunciation errors (Yeon, n.d.). Since most language learning (Norris-Holt, 2001; Kim & Margolis,
teachers and Filipino students pronounce words in a different 2000), is the learners orientation in regard to the goal of
way, the Koreans experience difficulties in comprehending learning the target language. Besides the English language
what they mean. The same is true on the part of Korean being their basic link to the Filipino people, the Koreans also

158
 English Language Learning Difficulty

intimated that their desire to be successful in the future is multidisciplinary university. Answers relative to their
their major motivation for learning English. The former, sociolinguistic competence in the Philippine context,
considered as the first type of motivation, wherein the second motivation in using the English language, and cultural factors
language learner attributes his desire to learn the language to affecting these complexities are highlighted in the study.
become familiar with or integrate into the target language While the subjects have barely had the opportunity to
community, is referred to as integrative motivation. The use the English language in Korea, they have to use it in the
latter, on the other hand, which refers to the learner being Philippine context. Yet, barriers in the subjects communication
motivated by economic or social rewards attainable through with Filipinos and comprehension of their teachers lessons
learning the target language, is called instrumental motivation. hinder the development of their sociolinguistic skills. All of
Not only did more Korean subjects attribute their these obstacles are attributed to the Koreans and the
motivation to the instrumental type, but almost all of them Filipinos differing entry points in the use of the English
expressed their perception that learning the English language language.
is a good opportunity for them to be more successful in the Differences between Korean and the Filipino cultures
future. Niederhauser (1997), for his part, claims that while account for the subjects difficulties, as translation of the
many researchers acknowledged instrumental motivation as Filipino language to the English language is not fully
an important factor in second language learning, integrative comprehended by Koreans and vice versa. Yet the Koreans
motivation has been linked to its success. never attributed any Korean cultural norms or traditions as
One primary reason for Koreans being more contributing to the obstacles they encounter.
instrumentally motivated is the fact that the Philippines Interestingly, in regard to integrative and instrumental
cannot be fully considered as a target language community, motivation in language learning, the latter explains why the
since Filipinos, as aforementioned, use the Filipino language Korean subjects place a great deal of emphasis on the role of
more frequently than English. Hence, communities which use language advancing their careers.
the English language as their first language are considered as This research involved only a limited number of Korean
the target language community. Moreover, the lack of subjects, but it yielded data that provided valid and valuable
positive role models is one factor producing a negative effect descriptions of how language learning is experienced by
on student motivation (Neiderhauser, 1997). Two of the foreign students in an environment permeated by bilingualism.
subjects even shared the view that upon their arrival in the By implication, such descriptions and disclosures invite
Philippines, they had high hopes that their use of the English institutions of higher learning to rethink their current
language will improve, yet after encountering their Filipino academic platforms in order and provide better support
peers and teachers constant use of the Filipino language in structures to students needing improvement in their language
front of them, and the frequency of language alternations, competence. Finally, this study can be expected to pave the
their initial optimism dwindled. Research indicates that way for other exploratory studies on foreign students success
language learners are most successful when they firmly stories relative to their language learning.
believe in their own capability of reaching a high level of
performance (Norris-Holt, 2001). However, in the case of the
Koreans, their hopes partly depend on the Filipino References
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 English Language Learning Difficulty

Appendix
Aide Memoir

A. Sociolinguistic Competence
1. In Korea, when and where do you speak the English language?
2. Here in the Philippines, when and where do use the English language?
3. How difficult is communicating with other students?
4. What makes your conversation with them difficult?
5. How difficult is communicating with your teachers?
6. What makes your conversation with them difficult?
7. How difficult is understanding your teachers discussions of lessons?
8. What makes their discussions difficult to understand?
9. What motivates you to participate in class discussions?
10. What limits you from participating in class activities?
11. What signals (verbal and non-verbal) do you use to communicate your needs and concerns to your teachers?
12. How do you rate your proficiency in the English language, compared with other students in your class?

B. Motivation
1. What makes you speak the English language?
2. How do you think can speaking the English language benefit you?
3. How important is it for you to become proficient in the English language?
4. How important is the English language to the Korean people?
5. How eager are you in learning the English language?
6. What do you do to practice your skills in using the English language?
7. What support or assistance do you get from the people around you in learning the English language?
8. What are your frustrations in using the English language?

C. Cultural Factors
1. What traditions in the Korean culture affect the way you develop your English language proficiency?
2. How does your learning of the English language here in the Philippines differ from that when you were in Korea?
3. What are your observations when Koreans use the English language?
4. What are your observations when Filipinos use the English language?

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