Korean Parents’ Perceptions on Elementary School English Education

Kyung-Ae Jin, Suh Keong Kwon

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The purpose of this study is to investigate the parents’ perceptions on elementary school English education and draw some implications for the policies of elementary school English education. A total of 1,666 parents of elementary school students participated in the study. According to the parents, the most problematic issues in the elementary English classrooms are the ability gap among students and the excessive number of students per teacher. In addition, parents did not have positive perceptions with regard to the improvement of their children’s English ability through school education. With this regards, the parents demanded the increment of the number of English classes per week, and more native speaker teachers in classrooms. However, these perceptions of parents on elementary English education differ across regions and types of school, and therefore, cautions are required to interpret them. This study suggests some policies for elementary English education such as increment of differentiated curriculum, two teachers per one English classroom and supporting schools in small towns with more resources and facilities for English education.
Translated title of the contributionKorean Parents’ Perceptions on Elementary School English Education
Original languageOther
Pages (from-to)239-260
Number of pages22
JournalStudies in English Education
Issue number3
Publication statusPublished - Sep 2015


  • elementary school
  • English education
  • perception study
  • English Curriculum

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