Adolescent Korean returnees’ perceptions of the change of language learning contexts as bilingual learners

Abstract

Abstract There are growing populations of Korean children who studied abroad in the English as a second language (ESL) context and had to return to Korea for various reasons before reaching college age. These returnees are concerned about how to maintain (or improve) their English proficiency in the EFL (English as a foreign language) context. The purpose of this qualitative case study was to investigate two Korean-English bilinguals who recently returned to Korea after learning English in the US for more than four years. The research questions were as follows: 1) How do Korean returnees perceive the change of learning status as Korean-English bilinguals in the US and Korea, and 2) What motivated Korean returnees to sustain their English proficiency while acquiring academic literacy in Korean? By using the case study method, an extensive and in-depth description of two Korean returnees’ English language learning experiences was provided. Data were collected through semi-structured interviews and observation. The analysis showed that the switch from ESL to EFL learning environments, which includes the change of language, culture, and social contexts, influenced how Korean returnees maintain/improve their English proficiency, specifically with their language learning strategies (LLS).