Learning English at Home: Young Children’s Use of English Educational Media in South Korea

Abstract

In recent years, interest in parent-guided English education for young children has been steadily rising in South Korea. The use of various types of media as a tool for English education at home has also been attracting increased notice. Based on past research findings regarding the impact of socioeconomic variables on the overall attainment of English education, the present study examined the use of English educational media at home by family capital in South Korea. A total of 1,802 cases from the third wave data of the Panel Study on Korean Children (PSKC) were used for analysis. The average age of the children was 26.25 months. Descriptive statistical analysis and logistic regression analysis were conducted. For financial capital, monthly income level did not have a significant effect on the use of English educational media at home. For human capital, mother's education level and age significantly affected the use of English educational media such as books and audio & CDs; father's education level and age had an effect on the use of video & DVDs for English education. For social capital, the rate of using English books and audio & CDs at home was higher in suburban regions than in urban regions. This study is meaningful in that it examines the use of English educational media at home among young children, which has been rarely studied.

A Qualitative Exploration of Game-Based Activities in Picture Book Reading: Voices and Practices from Bilingual Kindergartens in China

“…As bilingual kindergartens in China navigate a dual linguistic and cultural landscape, the game-based approaches might also cater to cultural nuances, providing students with a richer, more contextual learning experience. Lastly, while Kang et al [14] highlighted the prevalence of English educational media in South Korean homes, the present study underscores the pedagogical implications of such media when incorporated into the classroom environment. This comparative angle is essential, as it nudges towards understanding the impact of game-based and media approaches across different Asian contexts.…”

“…This shift in focus can potentially unravel new dynamics and pedagogical nuances, enriching the discourse on classroom-based EFL learning environments. Additionally, in a world where cultural representation, as noted by Birketveit [9], and the utility of educational media, as observed by Kang et al [14], become increasingly pivotal, the setting of Chinese bilingual kindergartens in this study becomes even more relevant, potentially offering crosscultural insights and best practices.…”

“…A closer look at more Asian localized settings, such as South Korea, revealed intriguing findings. Kang et al [14] highlighted the widespread use of English educational media in South Korean homes, underscoring the need to assess its efficacy on young learners.…”

Mothers’ Educational Beliefs and Preschoolers’ English Learning Attitudes: The Mediating Role of English Experiences at Home

“…Mother's choice was shown as the primary factor leading to English education for young children, followed by the influence of media or advertising, and finally the child's choice. In other cases, however, mothers were in favor of English education at home and were actively involved in helping children with learning English (Kim, 2009) or using English media such as CDs, and videos, and digital pens (Choi et al, 2020;Kang et al, 2019;Yook, 2004). Some mothers also strove to provide additive ESL experiences such as taking their children to English villages or finding other opportunities for their children to converse with native English speakers.…”

Children’s Interest in Learning English Through Picture Books in an EFL Context: The Effects of Parent–Child Interaction and Digital Pen Use

“…Along with the increased educational levels of parents, the Internet has also made it easier than ever to obtain resources for English education for young children [9][10][11][12]. Kang and colleagues [10] reported that younger mothers with higher levels of educational attainment were more likely to use English picture books at home with their children. These mothers were interested in creating an English educational environment at home to provide more opportunities for their children to be exposed to English in an EFL context.…”