North Korean Defector University Students’ Experiences and Perceptions of an English Tutoring Program

Abstract

Drawing upon the data from a case study, this article examines the benefits and problematic issues when an English tutoring program, designed for university-level North Korean defectors (NKDs), was implemented. In particular, this study focuses on describing the participants’ experiences and perceptions of the program. According to the interviews with the participants and the reflective journals written by the tutors, findings show that the participants were by and large satisfied with the program due to a curriculum that was relevant to their interests and prior knowledge, and the comfortable English learning environment in which they felt safe to participate. Despite their overall satisfaction, several problematic issues were reported that seemed to hinder their attendance to the program (e.g., out-of-school learning channels). Based on the findings, this study provides some suggestions regarding the factors to be considered when creating an English program for NKDs so as to assist their English learning in more meaningful and effective ways.