Oral Communication Skills And Experience In Learning The Korean Language By Filipino Learners

Abstract

Filipino Korean language learners face challenges to master oral communication skills. This study employed an explanatory sequential mixed method to explore the oral communication skills and the experience of Filipino Korean language learners. It investigated specifically the teaching strategies implemented, learning strategies used, learning attitudes, and learning environment. Stratified random sampling was used to determine 141 second-year college student participants. Pearson’s Correlation and Regression analysis were used to test the influence of the four predictors of oral communication. Seventeen (17) participants were involved in the qualitative phase. The response during the interview was processed using QDA Miner Lite Software. Findings revealed that teaching and learning strategies, learning attitudes, and learning environment significantly impact the oral communication skills of the participants involved. The themes determined through qualitative analysis are (1) L2 is both instrumental and interfering with learning, (2) challenged by classmate’s progress, (3) opportunity for practice, (4) multiple means of engagement, and (5) input plus variety as a strategy. Lack of time and exposure to the language causes speech anxiety and a restricted vocabulary among Korean learners. Students view studying Korean language (KL) as a mere requirement. More so, they appreciate instructor’s suggestions and efforts to make KL learning more fun and successful. Keywords: Korean as a Foreign Language (KFL); Oral communications skills; Communicative Learning Teaching (CLT); Explanatory Sequential Mixed Method