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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 25, No. 0, pp.367-389
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2025
Received 26 Dec 2024 Revised 24 Jan 2025 Accepted 12 Mar 2025
DOI: https://doi.org/10.15738/kjell.25..202503.367

“I Feel Ashamed For Not Speaking English Well”: Perceptions of English Learning Across Generations

Hyun-hee Kwon ; Sookyung Cho
(first author) Graduate Student, Department of English Linguistics Hankuk University of Foreign Studies 107 Imun-ro, Dongdaemun-gu Seoul, Korea, Tel: 02) 2173-3194 hheekwon@hufs.ac.kr
(corresponding author) Professor, Department of English Linguistics and Language Technology Hankuk University of Foreign Studies 107 Imun-ro, Dongdaemun-gu Seoul, Korea, Tel: 02) 2173-3194 sookyungcho@hufs.ac.kr


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This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

The purpose of this study is to investigate how Koreans of different generations perceive their English education in light of the historical, social, and economic changes that have occurred in South Korea. Most studies exploring learners’ perceptions on English have usually relied on quantitative measures, such as surveys or questionnaires. The few studies that have adopted a mixed-method approach have not adequately considered the context within which people learn English. To investigate learners’ perceptions in the given context, this study conducted interviews with 20 participants from five different cohorts—four participants from each age group: 20s, 30s, 40s, 50s, and 60s—and analyzed the data using thematic analysis. Several key themes emerged from the data regarding their English education. This paper focuses on two common themes identified across all the generations, highlighting both similarities and differences: emotions related to English education and the role of English in Korea. Participants’ feelings toward English education seemed to deepen over time, shifting from regret to confidence. This shift occurred despite the limited practical use of English in Korean society, where it primarily functions as a significant screening tool during critical moments in their lives. These findings highlight the importance of raising awareness among learners and stakeholders about the role of English in society and its impact on English education.

Keywords:

Korean learners of English, English education, perceptions, generations

Acknowledgments

This work was supported by Hankuk University of Foreign Studies Research Fund of 2024.

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