초록/요약

The study aims to explore the factors affecting adult North Korean refugees (ANKRs) English learning experience in an alternative school in South Korea. In-depth semi-structured interview was conducted to collect the data regarding their previous life trajectory, and perceptions to English learning experience. The interviews with 6 ANKRs and 2 English teachers were audio-recorded, transcribed, and analyzed utilizing grounded theory as an analytical method. The coded data revealed, ANKRs were experiencing severe distress while they learn English in South Korea. The learning distress, the core phenomenon under the study, seemed to stem from their 1) lack of English and learning skills; 2) lack of achievement; 3) previous Chinese learning experience; 4) needs to integrate with South Korean society; and 5) lack of time for English learning. In addition, lack of learning experience, economic and emotional instability and lack of English program tailored to ANKRs were found to influence ANKRs’ English learning distress. However, among ANKRs, several advantages were ascertained such as the use of Chinese learning strategies, achievement experience and perseverance as an affective strategy, all of which played a role in alleviating their learning distress. ANKRs reacted psychologically to English learning distress with low self-efficacy but also with impatience, ultimately leading to anxiety over their future. More pedagogical implications are discussed.