(Second of Three Parts)

I’ve realized that getting into K-pop and K-drama has been beneficial for me. It has provided me with valuable insights into the nature and culture of my Korean students even before I taught my first class in their country. Watching the movie “Please Teach Me English” has also been helpful.

The Young-jus and Jang-hyuks

The students in the movie are not regular enrollees in basic education institutions or universities. They are professionals enrolled in what looks like a hagwon (or it could be an adult education center of a university). In reality, classes in hagwons could be a mixture of students and working people.

Through the characters in the romantic-comedy film, I learned in advance about the different types of Korean students and their reasons for learning the language. The students in the movie had to choose English names, like Candy for Young-ju and Elvis for Jang-hyuk. Other students in Catherine’s class had English names like Betty, Julie, Tyson, and Richard, but their real Korean names were not revealed in the movie. I followed Catherine’s example in my classes.   I also had my students adopt English names. Most embraced the idea, but some, like Young-ju, were hesitant. When I asked them to adopt an English name in one of my classes, a student suggested I should also have a Korean name. That student named me Hyeong. When I asked why he chose that name for me, he said the word means “big brother” in English, and that’s how he considered me.

The film emphasizes the reasons why Korean students take English classes. Young-ju was chosen to take the class because the head of the government office where she works made it mandatory. Someone in their office must learn English to effectively deal with foreigners.

Around the time the movie was released, the Korean government began to acknowledge the growing interconnectedness of global economies and cultures. South Koreans are actively engaged in international trade, exporting products as well as pop culture, entertainment, music, TV dramas, and movies. They recognize that success in business and international relations relies on establishing connections with the outside world, which necessitates the ability to communicate in English.

Language experts have identified two types of motivation for learning a language: instrumental and integrative. As contextualized in the movie, instrumental motivation is learning for practical reasons, while integrative motivation is learning to connect with others.

Those who are instrumentally motivated to learn a language, like Young-ju, do so to obtain essential qualifications and to improve career prospects. On the other hand, Jang-hyuk is integratively motivated to learn English. He wants to learn the language because his long-lost English-speaking sister, who cannot speak Korean, is visiting South Korea to meet him and their mother. His intention is to be able to “socialize” with somebody who does not speak his native tongue.

Many of my Korean students, like Young-ju, are instrumentally motivated. They aim to obtain the required scores for their English course or to meet specific academic or job requirements rather than to effectively communicate and engage with people from different cultures who speak a different language.

Like Young-ju, Richard is instrumentally motivated. His new boss is a foreigner who conducts his meetings in English. Thus, he must learn the language, even if it’s difficult given his old age. Julie’s reason is akin to Jang-hyuk’s. She is going to migrate to the  US soon. The film does not have enough information to help determine Betty and Tyson’s motivation for taking the language course. But Betty seems to enjoy attending English classes, for where Catherine teaches is already her nineteenth school.

The movie also reveals specific characteristics of Korean learners when it comes to language learning. There was one instance when Julie and Betty disagreed with Catherine’s teaching style. They demanded that their teacher do away with preliminary activities or introductions and focus on the primary language skills they wanted to acquire. It is hard to determine if this indicates their impatience or desire to learn only the primary language skills they signed up for. This incident may be unfortunate, as it goes against a trait Koreans are known for – respect for elders and persons in authority. However, it reminds me of what every teacher must bear in mind – that students have expectations that must be met.

What The Students Expect

Before embarking on my journey as an English teacher in South Korea, I read a lot about the country’s culture and people. As an English teacher who would soon teach Korean students, I felt it incumbent upon me to study their culture because of some cultural nuances that may affect or influence my communication with them.

I have watched several K-dramas such as Jewel in the Palace, Stairway to Heaven, Lovers in Paris, Winter Sonata, and Baker King. These shows have taught me a great deal about the people of South Korea. The movie “Please Teach Me English” also gave me insights into Korean students. Furthermore, our TESOL supervisor shared tips on effectively working with ESL/EFL students.

It’s not enough to be guided by the apparent truth that students want to learn and expect their teachers to guide them in their learning journey. Yes, I had been a teacher in the Philippines for over two decades before I came to South Korea. However, students in those countries are of a different breed of learners.

The information the film provided about the characteristics of Korean learners is obviously not enough. So, as I taught during the first weeks of my classes, I took the opportunity to observe my students and determine their tendencies and habits, strengths, and weaknesses.

Korean students have a strong foundation in grammar. They pay more attention to the discussion of grammar points than other topics. They expect their teachers to give them grammatical rules, structures, and many grammar exercises. They tend to understand what they are being taught when presented to them in structural form.  This group of learners pays close attention to details and can quickly determine grammar and spelling mistakes. However, they struggle with spoken fluency. As much as they prioritize grammatical accuracy, their speaking proficiency was paid less attention. This makes them feel less confident (or unconfident) in speaking English. My students are aware of this and want me to help them develop confidence in speaking.

Considering that they are from a technologically advanced country, Korean students are highly skilled in using digital tools and accessing online resources for learning. Being so, they expect their teachers to incorporate technology in the classroom; without it, they tend to lose interest. Therefore, I have had to adapt and stay current with the latest educational technologies. For instance, I have transitioned to using Google Forms for assessments instead of traditional paper-based exams. Additionally, I have set up individual Google folders for each student to submit their assignments and other requirements. My presentations need to be visually stimulating as well.

Many of them are highly motivated to excel in English because, as mentioned earlier, they understand its significance in business and international relations. As a result, they persist in their efforts to learn the language and expect to succeed at any cost. Their desire to learn the language sometimes borders on desperation. This is illustrated in a scene in the movie where Young-ju (and another character on a bus) is seen chewing and swallowing pages of a dictionary. It is hard to determine whether that is just a symbolic illustration of their fervent desire to learn the language or if it happened.

I found out that it is true that Korean students, like the rest of their compatriots, demonstrate politeness and respect. In the movie, it may have seemed that Betty and Julie were not polite when arguing with their English teacher. However, Catherine was at fault for repeatedly committing a faux pas by forgetting to include politeness when she talked to her students in Korean. Yes, Catherine is the teacher, but most of her students are adults, and some are even older than she is. This part of the movie may remind foreign teachers that cultural norms regarding social etiquette and English-speaking cultures’ formality levels are different from theirs. Tyson, the most sensible among Catherine’s students, tried to find a way to point this out to their teacher nicely. He advised Catherine to include honorifics if she insists on using Korean when talking to them.

 Catherine followed Tyson’s advice. She started including honorifics whenever she used the Korean language, much to the delight of her students. What she did improved communication between her and the students. Their rapport resulted in Catherine enjoying teaching and the students having fun learning.

Establishing A Good Rapport

 The film “Please Teach Me English” underscored the importance of rapport. Establishing a harmonious relationship with students is essential in Korean ESL/EFL classrooms. Creating a good rapport between me and my students is something I learned as a teacher a long time ago. I have also read many studies that found that students tend to perform better academically when their teachers establish a good rapport with them. It is one of the foundations of effective learning in any subject area, including English.

I always prioritize building a positive relationship with my students regardless of where I teach. As a foreigner in South Korea, this can be more challenging, so I make a conscious effort to earn the trust of my Korean students. I take special care in planning the class orientation to establish a strong partnership with my students. It’s not just a simple introduction to the course but a foundation for a constructive relationship.

In addition to introducing myself and going over the course content and requirements, I need to establish a good rapport with my students, clarify any misconceptions about the classroom and the teacher, debunk any myths about ESL/EFL teaching, and deliver an encouraging speech to motivate them for the upcoming semester. Together, these elements constitute the script I use religiously when meeting my classes for the first time in a semester.

During the initial meeting, my goal would be to achieve one of the most challenging educational tasks: to change the students’ perception of the classroom as a prison cell, with them as inmates and the teachers as harsh prison guards. Traditionally, Korean students hold a high level of respect for teachers, often seeing them as authoritative figures in the classroom. While this is good for maintaining order and discipline in the class, it can have adverse effects as it affects the development of critical thinking and creativity. My students are reluctant to ask questions, thinking that doing so is disrespectful. Rarely did they participate in discussions, even if they knew the answer to my questions. They would not volunteer to answer, so I had to call on them.

Students deferring too much to their teachers kills their creativity and makes instruction teacher-centered instead of student-centered, which reduces their engagement and motivation. They become overly dependent on their teachers.

I ensured the students felt comfortable in my presence at our first meeting. I emphasized that I am not a “sage on the stage” but rather a “guide on the side,” always ready to assist them. I encouraged them to ask questions, seek clarification, and actively participate in discussions.

Like Catherine, the teacher in the movie, I consciously try to build a positive connection with my Korean students. The first day of class is the perfect opportunity to establish this connection, especially as an expat teacher working with students for whom English is a second or foreign language. Through my research, I discovered that students’ speaking ability is influenced by their attitude towards foreign English teachers. This reinforced my belief that students are more motivated to learn when they perceive their teachers as approachable, friendly, and caring. It solidified my determination to deliver course content and prioritize building a rapport with my students. Just like a farmer must prepare the soil before planting seeds, I understand that gaining the trust and confidence of my students is crucial. Teaching students without establishing a positive relationship with them is akin to sowing seeds on unprepared soil.

Like Catherine, ESL/EFL teachers need to be adaptable and open-minded. When she followed Tyson’s advice to behave and speak in a way acceptable to Koreans, her students began to enjoy her class and became more engaged and interactive. This illustrates that foreign teachers, like myself, must consider cultural nuances when interacting with Korean students. We must learn quickly and try to understand their specific communication styles and social norms.

The whole semester is a marathon, and I believe that by first winning my students’ hearts, our journey together in language learning will be as enjoyable and productive as possible. Gaining their trust means that half of the battle is already won.

Establishing rapport with my students is more complicated due to our cultural barrier. Before I can start teaching, I need to put in more effort than my local counterparts. The cultural barrier immediately arose when I entered the classroom during our first meeting. This barrier makes the students anxious, as they don’t know what to expect from me as their English teacher from a foreign land. The student’s level of English proficiency could add to their anxiety. The lower their language ability, the more uncomfortable they would feel dealing with me. Therefore, I must set the right tone during my class orientation, ensuring my students feel comfortable and confident when interacting with me. Achieving this depends on how I present myself to them the first time we meet. Thus, I must make a good account of myself.

I always strive to make the first day of class memorable wherever I teach, and that’s no different here in South Korea. But here, I have added a new task to my routine during class orientations – to destroy a fallacy, which I will explain in the next section. The rest of my introduction is the same as usual; I present the course contents and requirements. The only difference is that I incorporate humor into my presentation. Those who know me say I have a strong sense of humor and a knack for making people laugh. I use humor as a tool in my teaching because I know it effectively captures students’ attention and makes the learning experience more enjoyable.

I create a relaxed and enjoyable atmosphere when introducing myself to my students during our first meeting. As I previously mentioned, one of my immediate objectives as a teacher is to help the students not feel that the classroom is a prison cell and I am a jail guard.  Thus, I would never miss presenting and explaining my educational philosophy to them – “The classroom is my playground. The students are my playmates, and the subject I teach is our toy.” I know it’s unconventional, but I find it to be practical. My students here in South Korea seem to enjoy this approach to teaching as much as my students in the Philippines do.

My self-introduction would always include telling my students the nickname I adopted to elicit laughter whenever I deliver a talk. It’s Tony-Tony-Bo-Bony- Banana-Fanna-Fo-Fony-Fee-Fi-Mo-Mony-Tony. Yes, that’s taken from the song “Name Game” by Laura Branigan.  I say that with the exact tune from the song – twice, sometimes thrice.  Some students would smile. A few would laugh.  I am not sure if that is because of the way I introduce myself or the way I sing.

It is incredible how when I tell my students my long nickname and jokingly threaten them to memorize it, or they will fail in my subject, they try very hard to repeat it after me. If they can’t say it, they laugh at themselves. I always add, “Whoever can say my nickname correctly will get an A+.” Of course, I don’t mean it. Luckily, no one has succeeded in saying it correctly so far. It’s always me who succeeds – in getting their attention.

When I have their attention, that’s the time I would try to debunk a myth.

Please Teacher Me English (1)