By Maria Lisak
This year, four academic papers significantly deepened my understanding of English language education and its role in South Korea.
The first, English as a Foreign Language Education in East-Asian Early Childhood Education Settings: A Scoping Review by Liang, Chik, and Li, provided valuable insights into trends in policy, technology, teacher education, and pedagogy within early childhood education. It also prompted me to reflect on the sociocultural differences in English language teaching (ELT) across East Asia.
Terasawa’s East Asia and English Language Speakers: A Population Estimation Through Existing Random Sampling Surveys challenged my preconceived notions about Korean shyness in speaking English and their self-perceptions as English speakers. This work offered a fresh perspective on identity and language use in South Korea.
Kim et al.’s “Life Is Better in Another Country”: A Case Study of International Migration of Middle-Aged and Older Adults in South Korea resonated deeply with me as someone who studies older adults. This article helped me reframe my understanding of English as a deeply entrenched aspect of South Korean society, which positions the country as a transnational hub that attracts foreigners.
Finally, Choi’s English as an Important but Unfair Resource: University Students’ Perception of English and English Language Education in South Korea reinforced my observations about my own students. It highlighted the gatekeeping role of English in South Korea and illustrated how students view English not just as a tool for economic empowerment but also as a politically charged learning experience.
These papers, alongside several other thematically related works published this year by KOTESOL – such as those in the Korea TESOL Journal and The English Connection – enriched my practical knowledge by grounding it in current research on English education.
Below, I provide summaries and reflections on these studies, along with recommendations for notable KOTESOL sources from 2024.
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1. Early Childhood English Education: A Scoping Review
Liang, L., Chik, A., & Li, H. (2024). English as a foreign language education in East-Asian early childhood education settings: A scoping review. Early Childhood Education Journal. https://doi.org/10.1007/s10643-
024-01646-4
This scoping review sheds light on the state of early EFL education in East Asia, with a notable focus on Hong Kong, which has the most studies on this topic. It identifies four key research areas – policy, technology, teacher education, and pedagogy – and highlights three recurring themes: teachers’ knowledge and beliefs, implementing EFL programs, and intervention effects.
The authors call for more quantitative studies and exploration of micro-level EFL policies and practices across Asia.
My Reflection
As someone interested in education policy, I found it striking that Hong Kong dominates the research landscape. What systemic factors have made this possible? It’s also worth questioning why there’s such a significant gap in quantitative studies. Could this stem from the complexity of measuring young learners’ outcomes in diverse sociocultural contexts?
Focus: Early childhood EFL education in East Asia.
Michael Duddy – What Makes Young English Language Learners (YELLs) Different? A Korean Perspective. This article directly addresses the unique characteristics of young English learners, providing a Korean context to Liang, Chik, & Li’s exploration of EFL education. (TEC)
Yuko Goto Butler – Promoting Child-Centered Research. This focuses on research methodologies for young learners, which could enrich the discussion of early childhood EFL practices in East Asia. (TEC)
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2. English Proficiency Across East Asia
Terasawa, T. (2024). East Asia and English language speakers: a population estimation through existing random sampling surveys. Asian Englishes, 26(1), 84–105.
This paper uses large-scale surveys to estimate English proficiency across four East Asian countries: China, Japan, South Korea, and Taiwan. The findings reveal that about 20% of South Koreans self-report as proficient English speakers – twice the percentage reported in China and Japan. Generational and educational disparities were evident across all countries.
My Takeaway
South Korea’s higher self-reported proficiency aligns with its heavy investment in English education, but it raises questions about the societal implications. Are these gains equitably distributed, or do they exacerbate existing inequalities, as hinted at in Choi (2024) below?
Focus: English-speaking populations and self-reported proficiency in East Asia.
William Tiley – Standardized Language Tests: An Opportunity for Teacher Development? This connects to how English proficiency is quantified and its impact on education systems, echoing themes of cross-national proficiency disparities. (KoreaTESOL Journal)
Jiseon Ryu and Byungmin Lee – Tracking English Achievement: The Influence of Private Tutoring in Korean Adolescents. This article highlights how private tutoring impacts English achievement in Korea, connecting with themes of proficiency and access to English education in East Asia. (TEC)
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3. Life in South Korea for Older Adults
Kim, J., Lee, K., Min, H. Y., Lee, K. E., & Heo, J. (2024). “Life Is Better in Another Country”: A Case Study of International Migration of Middle Aged and Older Adults in South Korea. Leisure Sciences.
https://doi.org/10.1080/01490400.2024.2337176
Through interviews with nine older foreigners living in South Korea, this study explores the factors shaping their life satisfaction. Participants cited new cultural experiences, social and family connections, and leisure activities as positives but also highlighted uncertainties about their future.
My Reflection
While this paper focuses on foreign older adults, it adds to the larger conversation about Korea’s growing role as a destination for global migration. It also made me think about how South Korea’s emphasis on English proficiency might intersect with life satisfaction for foreigners who choose to retire here.
Focus: Life satisfaction of middle-aged and older adults living in Korea.
Dr. Curtis Kelly – ADHD in the Language Classroom. Although not directly related to older adults, its focus on cognitive factors might provide indirect insights into challenges faced by diverse learners in later life stages. (TEC)
Eun-Young Julia Kim – Current Trends in Native Speaker Requirements in EFL Teacher Recruitment. This study explores native-speakerism and its implications for English-speaking populations in South Korea. For older foreigners, South Korea’s entrenched native-speaker standards may reinforce existing disparities in how English speakers are perceived and valued. Studies like these prompt reflection on how English proficiency – and the biases surrounding it – affect life satisfaction and opportunities for integration in South Korea. (TEC)
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4. English as an Unfair Gatekeeper
Choi, L. J. (2024). English as an important but unfair resource: University students’ perception of English and English language education in South Korea. Teaching in Higher Education, 29(1), 144–158.
This paper examines how university students in South Korea perceive English education under the influence of neoliberal ideologies. While many see English as essential for socioeconomic advancement, they also criticize its role as an unfair gatekeeping mechanism. The findings call for critical approaches to EMI (English medium instruction) policies in higher education.
My Takeaway
This study resonated deeply with my experiences as an educator. The tension between English as a resource and a barrier is palpable in South Korea. This reinforces the need for inclusive language policies that balance global competitiveness with equity.
Focus: English as an unfair gatekeeping tool in South Korea.
Dr. Robert J. Lowe – Native-Speakerism Is an Ideology That Benefits Western ELT Institutions. This article critiques the ideology of native-speakerism, which directly connects with Choi’s focus on English as a gatekeeping mechanism. (TEC)
SuSie Park – Korean Parents’ Perspectives on NESTs and NNESTs. This aligns with Choi by examining societal views on native and non-native teachers, which reflects broader issues of inequity in English education. (TEC)
Dr. Michael Hurt – Epistemic Stunts. This critique of education systems and power dynamics resonates with Choi’s focus on structural inequalities in English learning. (TEC)
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Final Thoughts
These papers offer valuable insights into the multifaceted role of English in South Korea and East Asia. They reveal not only the potential of English as a resource for individuals and societies but also the need for more equitable policies and practices. Whether you’re an
educator, policymaker, or simply someone interested in English education, I hope these summaries spark your curiosity and inspire further reflection.
What are your thoughts on these studies? Have you read any research on similar topics?
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Maria Lisak, EdD, is an experienced educator, writer, and advocate for social justice in education. Based in South Korea, Maria has dedicated over 12 years to teaching English as a foreign language (EFL) to university students, with a focus on welfare administration and critical pedagogy. Dr. Lisak is especially interested in cosmopolitan literacies, transnational education, and creating spaces for reflective practice within the EFL community. Outside of their work with KOTESOL, they enjoy exploring South Korea’s cultural landscapes, reading mysteries, and fostering discussions on the complexities of language, identity, and silence in education.
