Journal of Convergence for Information Technology e-ISSN 2586-4440 Vol. 11. No. 3, pp. 159-166, 2021 DOI : https://doi.org/10.22156/CS4SMB.2021.11.03.159

Investigation of English Program in Korea: Focusing on the possibility of VR use in orientation and training programs

Seong-Man Park, Hee-Joo Im* Professors, of Liberal Arts, Dankook

EPIK프로그램 분석: 오리엔테이션 및 교육 프로그램에 VR 활용방안의 가능성을 중점으로

박성만, 임희주 단국대학교 자유교양대학 교수

Abstract The introduction of the communicative approach in the English brings in a Korean the English Program in Korea (EPIK), which is a Korean government sponsored program established 1995. by the Korean Ministry of Education improve Korean students’ and ’ communicative competency in English within the public school system in Korea. For this goal, EPIK invites English speakers from 7 major English-speaking countries. However, the effectiveness of this program has been questioned in Korea. Thus, the objective of this paper is to explore the current status, problems, and the directions for the program to be aimed at, and for the effectiveness of EPIK through investigation of the program. Then this paper presents some possible solutions and suggestions including the possibility of VR use in orientation and training programs in order to empower both Korean teachers of English and English native teachers in Korea.

Key Words : English program in Korea, English education, Education policy, Native English speaker, VR

요 약 영어 교육에서 의사소통적 접근 방식을 채택함에 따라 한국 학생과 교사의 의사소통 능력을 향상시키기 위해 1995 년 교육부는 영어 원어민 화자를 모집하여 영어 교사로 활용하는 한국 영어 프로그램(EPIK)을 도입하 였다. 이 프로그램을 통하여 영어를 모국어로 사용하는 7개 나라에서 모집된 영어 원어민 교사들은 한국의 공립학 교에서 한국인 영어교사와 함께 영어를 가르치고 있다. 하지만 이 프로그램의 효율성에 대해 많은 의문이 제기되 어 왔다. 따라서 이 논문을 통해 EPIK 프로그램에 대한 조사를 통해 EPIK의 효과와 목표로 하는 프로그램의 현재 상태, 문제점 및 방향을 탐색하고자 한다. 끝으로 본 논문은 EPIK프로그램의 활용성을 높이기 위해 오리엔테 이션 및 교육훈련 프로그램에서 VR 사용가능성을 포함한 몇 가지 가능한 대책과 제안을 제시하고자 한다.

주제어 : 영어프로그램, 영어교육, 교육정책, 영어 원어민, 가상현실

1. Introduction of Education[1]. This was a major shift from previous English curricula which mainly The communicative approach in English- emphasized “the audio-lingual method and the language education has been mandated in the grammar-translation method”[2, p. 682] in public school system since 1992 by the Ministry secondary schools in Korea. Since then,

*Corresponding Author : Hee-Joo Im([email protected]) Received December 6, 2020 Revised January 20, 2021 Accepted March 20, 2021 Published March 28, 2021 160 융합정보논문지 제11권 제3호 research has examined the shift in focus of of orientation programs for foreign teachers, in these English-language education programs in that it proposes the possibility of utilizing VR Korea to shed light on the effectiveness of the technology for strengthening online pre- shift as well as to learn about the students’ and orientation and main-orientation in EPIK. their teachers’ needs[3]. Research has also been conducted to identify the most beneficial 1.1 Policy Changes in Korean English Education approaches to teaching English[4]. The first official introduction of English The introduction of the communicative language to Korea was made in 1883 and the approach in English-language education in Grammar Translation method had been Korea brought in two principal movements in considered a major way of English education the field of English language teaching and until the 1990s[5]. After that, Korean learning. The first one was the adoption of government recognized that a high level of teaching English through English, which means English oral proficiency should be achieved in that the main language of instruction in English order for Koreans to survive in this global language classes should only be English. The competition[5,6]. This recognition, in fact, second movement, which is the major focus of greatly influenced the introduction of the this investigation, was the introduction of communicative approach in English language English native speakers through the EPIK (i.e., education to a great extent through the 6th English program in Korea, henceforth EPIK) and 7th National Curricula in English[2]. which aimed at the enhancement of the Korean Furthermore, the revised National English students’ communicative abilities in their Curricula in 2015 also put emphasis on the English education. Therefore, the current status, Korean students’ improvement of problems, the directions for the program to be communicative competency to become aimed at, and suggestions for the effectiveness competent in the global world especially[6]. of EPIK are investigated in this paper for the students and teachers in Korea to find ways to 1.2 English Program in Korea (EPIK) improve their communicative competence in EPIK was started in 1996 and invited native English. For the effectiveness of EPIK, this English speakers from 7 major English-speaking program is compared with one similar program, countries[7]. The native English speakers taught JET(Japan exchange and teaching program) in English with Korean teachers of English as Japan. In this paper, the desirable ways to co-teachers or assistant teachers in the same improve the strengths of Korean teachers of classroom(i.e., Team Teaching)[8]. English and recognize their duty as non-native In 1996, the first year of EPIK, the program English speaking teachers are sought. In employed 660 native English speakers[5]. With accordance with empowering Korean teachers the introduction of this program, the private of English, recommendations for empowering sectors such as private educational institutes English native speakers in this program as started hiring native English speakers as teachers of English in partnership with English teachers. The number of these native teachers teachers in Korea, schools, and Korean of English came up to almost 7,000 in 1997[5]. government are made. This study is different In 1997, Korea encountered an economic crisis from previous studies, which focus on the lack called the IMF crisis, which caused the Investigation of English Program in Korea: Focusing on the possibility of VR use in orientation and training programs 161 devaluation of the Korean won and the The EPIK official website still uses the term, cancellation of native English speaking native English speakers instead of native teachers in EPIK. As a result of this economic English speaking teachers[8]. If there is no clear crisis, the number of native English speaking understanding of native English speakers in teachers dropped drastically to only 262 in EPIK, they cannot be efficiently served as 1999[5]. As a result of this situation, the main teachers for the effective development of role of native English speakerss in EPIK Korean students’ communicative competency changed from Team Teaching in the classroom in English. In this respect, the definition of to assisting or training Korean teachers of native English speakers should be clearly English. Since then, the number of English examined. speaking teachers had been gradually increased to 8,520 as of 2012. This number, however, 2.2 Quality of native English speakers as dropped drastically to 4,962 as of 2016[9]. professional teachers in EPIK Concerning the reasons for the sudden drop The biggest cause of EPIK’s failure is the of the number of native English teachers, Lee lack of qualification of English speakers as points out the following reasons: their lack of teachers (see Table 1 for Eligibility for qualification as teachers, Korean parents’ application in EPIK). preferences of Korean teachers of English, and policy changes of the government[9]. Table 1. Eligibility for Application in EPIK (EPIK, 2021) Now EPIK does not draw qualified native Eligibility English speaking teachers’ attention because of Citizens of one of the 7 countries where the major lots of problems, such as the lack of language is English (i.e., United Kingdom, United States of 1 America, Canada, Australia, Ireland, New Zealand, and understanding of native speakers of English, South Africa) and the cultural conflicts with English teachers Minimum of a Bachelor’s degree A 100 hour or more TEFL/TESOL/CELTA/etc. certificate and students in Korea. However, the main for those who do not have teaching license, B.Ed., Med., 2 reason of the ineffectiveness of this program or who has a Teaching major, TESOL, Second Language Acquisition studies, or any other of Education-focused should be attributed to the mismanagement of major native teachers of English and Korean teachers 3 Being physically and mentally healthy of English as fundamental educational 4 Having a good command of English Having the capability and willingness to be accustomed to resources in this program. In this respect, 5 Korean life, language, and culture desirable solutions and recommendations should be provided and made in order to In terms of academic qualifications, a empower both Korean English teachers and bachelor’s degree is the only qualification to native English-speaking teachers. The detailed become English teachers in EPIK regardless of problems of EPIK are examined more in detail their majors[5]. In addition, qualified native in the following section. English speaking instructors are heading to private sectors and leaving EPIK owing to the 2. Problems of EPIK better financial rewards, and they also prefer 2.1 The lack of understanding of native the JET program in Japan because of the higher English speakers salary than that of EPIK[10]. With regard to the difference of eligibility 162 융합정보논문지 제11권 제3호 between EPIK and JET, the eligibility criteria to idea about ‘Team Teaching’. With the failure of apply for the JET programme are very detailed Team Teaching, their roles are shifted from and specified since the JET programme Team Teaching to training or materials requires applicants to meet 18 criteria development. The Ministry of Education should compared to EPIK which requires only 5 have investigated Team Teaching very carefully criteria as shown above[11]. and have trained Korean teachers of English to In EPIK, there are three levels in native work well with native English-speaking English speakers’ qualifications and different teachers in advance[8]. wages per level. However, these levels and wage differences per level may not make any 2.4 The short-term training programs for differences in their teaching in EPIK, since all native English speakers to deal with the native English speakers do the exactly same job cultural conflicts in their teaching in EPIK without any consideration of their EPIK provides a 30 to 45 hour orientation levels. In fact, all native English speakers are program for recruited native English speakers called EPIK teachers compared to the JET when they arrive in Korea along with a 15 hour program which has three types of positions: on-line pre-orientation before arriving[7]. Assistant Language Teachers, Coordinators for Precisely speaking, this orientation program of International Relations, and Sports Exchange 60 hours in total is provided for recruited Advisors[11]. In addition, the applicants for the native English speakers to be ready to serve as JET program who have teaching experience or teachers in Korea[5,8]. However, the qualification in the field of language education orientation program of 60 hours may not be or general education can have additional sufficient to prepare for the native speakers to consideration. However, more than 75% of adapt themselves to the totally different recruited native English speakers in EPIK are classroom settings compared to the classroom third level teachers who are in their twenties of their own countries. and do not have any experience in teaching In the real classroom, native English speakers English as a foreign and second language[8]. usually meet two main problems. The first problem is the cultural conflicts between native 2.3 Lack of preparation for EPIK English speakers and Korean students. It is argued that EPIK was adopted without a With regard to the cultural conflicts in the full investigation. According to Choi[8], first, classroom, these conflicts are mostly caused by the Ministry of Education in Korea did not the native English speakers’ short of consider financial problems in EPIK, and this understanding of culture in Korea. The caused the influx of unqualified native English influence of Confucian culture is strong in speakers as teachers in EPIK. Second, they did Korea, and thus no one can deny the fact that not consider the specific roles of native English the Confucianism has considerably affected speakers in the English language classroom. culture in Korea[12]. As the influence of Native English speakers are assigned to schools Confucian culture, Korean students have been to teach English in the formation of Team used to the traditional format and Teaching together with Korean teachers of circumstance of the classroom style[13] which English, but both kinds of teachers have no stresses a their passive style of learning. Investigation of English Program in Korea: Focusing on the possibility of VR use in orientation and training programs 163

Students are used to attending the class without teachers that have at least a master’s degree in active participation[3,12]. With regard to their English language or language education, so inactive participation, it also could be they can train for Korean teachers of English. explained that their silence is considered an Second, EPIK should utilize the recruited proper response and this mentality is widely qualified native teachers as English education and preferably allowed in Korean culture[3,13]. material developers and English program and For this reason, it might be very difficult for curriculum developers. Through this change of English native speakers to make their students their roles in EPIK, native English speakers will active participants in the class, and thus they be empowered as professionals in English feel isolated in the classroom[13]. education in Korea. The second problem is the lack of proficiency in the Korean language. In the 3.2 Reinforcement of Pre-service and Korean situation, native English-speaking In-service Education teachers are required to handle monolingual It is argued that “current pre-service and mono-cultural classrooms. In this situation, education curricula in Korea are not adequate the lack of the Korean language can make for producing capable teachers of English” native English-speaking teachers be isolated (p.68)[5] because of literature based curricula. from the classroom and cannot draw students’ In this respect, EPIK should consider the attraction. When it comes to native English placement of qualified native teachers into speaking teachers’ language competence of the pre-service education so that prospective host country, the JET programme requires a teachers can enhance their communicative functional command of the Japanese language proficiency in English before they become depending on the positions they apply to[11]. teachers. In accordance with the reinforcement of 3. SUGGESTIONS FOR THE EFFECTIVENESS pre-service education, the in-service education OF EPIK also should be emphasized in order to empower Korean teachers of English in their 3.1 The change of roles of native English English teaching. Thus, it would be useful for speaking teachers in EPIK EPIK teachers can be assigned to continuous First, the main role of native English “in-service teacher education programs” speaking teachers in EPIK should be shifted (p.697)[2]. from Team Teaching in the classroom to training Korean teachers of English through 3.3 Use of Virtual Reality technology for EPIK in-service training. It would be hard to expect As mentioned above, a maximum of 60 hour for English native speakers to become English online pre-orientation and main-orientation native speaking teachers in a short period of are not enough for native English speakers to time (i.e., total 60 hours maximum) and just a become native English speaking teachers. 15 hour on-line In-service training[8]. Instead Nowadays, smart devices and computer assisted of recruiting lots of native English speakers, tools are widely used in language learning. In EPIK should recruit only a small number of particular, Virtual Reality (VR) technology is professionally qualified English native speaking used in a variety of fields[14] as shown below 164 융합정보논문지 제11권 제3호

(see Figure 1). technology use are limited to preliminary levels only in the contexts of pedagogy. Thus, the suggestions of this study are aimed to propose the actural use of the VR technology in orientation programs for EPIK teachers[17]. Overall, this pre- and continuous orientation and training service programs can provide native English speakers to be prepared for their teaching and adaptation to the Korean culture and language even before they come to Korea for teaching. Source:Dolgunsoz, Yildirim, & Yildirim, 2018, p. 279 Fig. 1. VR fields of Use

In particular, VR technology is most often used in a variety of fields of Education. With regard to the use of VR in the field of education, Lan[15] points that the use of VR technology can provide limitless provision of learning opportunities regardless of time and space, provision of meaningful activities in 3D virtual environments, and enhancement of participants’ performances. In a similar vein, Fig. 2 Use of VR in EPIK Swier and Peterson[16] claim the usefulness of 3D digital games and virtual space for learning. 4. Conclusions They maintain that the development of technology on the provision of virtual space for With the introduction of English native learning and mobile devices can provide speakers as teachers of English through EPIK, learners with "mixed reality, where virtual both Korean teachers of English and Korean reality is combined with the real world” (p. students began to become aware of the 235). significance of communicative proficiency in Thus, in the on-line orientation and training English[5]. However, EPIK has still some services for native English speakers, the virtual problems to be solved for the effective educational environments can provide them development of Korean students’ communicative with diverse chances to experience the actual competency in English. Along with the effective teaching of English in real-life contexts within development of this program, Korean teachers the Korean context with stress-free and of English should change their attitudes toward enjoyable learning contexts, which eventually English education. They should be linguistically leads to their understanding of Korean culture, and pedagogically well prepared[5] for the teaching culture, Korean language, real-like communicative approach in their English interactions with Korean teachers and students. teaching. If teachers keep trying to develop However, previous studies on the VR their communicative abilities in English, Investigation of English Program in Korea: Focusing on the possibility of VR use in orientation and training programs 165

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박 성 만(Seong-Man Park) [정회원]

․ 2005년 2월: McGill University, Second Language Education (문학석사) ․ 2010년 2월: McGill University, Second Language Education (문학박사)

․ 2013년 3월 ~ 현재 : 단국대학교 자유교양대학 조교수 ․ 관심분야 : 멀티미디어 영어교육, 다중언어, 다문화 ․ E-Mail : [email protected]

임 희 주(Hee-Joo Im) [정회원]

․ 2005년 8월 : 숙명여자대학교 영 어교육학과(영어교육학 석사) ․ 2011년 2월 : 중앙대학교 영어교 육학과(영어교육학 박사) ․ 2011년 9월 ~ 현재 : 단국대학교 자유교양대학 조교수

․ 관심분야 : 과업중심 커리큘럼개발, 멀티미디어 영어교육 ․ E-Mail : [email protected]