English Education Program for North Korean Refugee College Students: Evaluations Based on Socio-educational Model

Abstract

This study was designed to expand our understanding about the ways in which North Korean Refugee College Students (NKRCS) acquire English as their second language in their newly adapted South Korean society. Using a socio-educational model, we paid close attention to their perception toward English, which includes their openness and identification with the target language community and their culture. By examining the six-month English education program for NKRCS, we analyze factors that hinder NKRCS from success in English learning in relation to their motivations. Despite the instrumental goal of the English education program to improve English test scores, most of the participants were not ready to take the test but wished to learn more about basic and conversational knowledge of English, which reflected integrative motivation. Results suggest that this motivational discrepancy may demotivate the participants and lead to low attendance and low performance on the test.