Immersion versus engagement strategies: Examining the effects on conversational competence amongst korean students in an intensive english program

Abstract

This study seeks to examine the effect that immersion versus engagement strategies has on the language growth and efficacy of Korean EFL students learning to speak conversational English in an Intensive English Program (IEP) at an American university. This study utilized quantitative research techniques to answer the various questions that arise in regard to the effectiveness of immersion in an intensive English program. Eight Korean students were selected to partake in the research with four currently attending the IEP program and four having since graduated from the same IEP program. The study was conducted through interviews and questionnaires to examine the effectiveness of immersion strategies within the IEP program. The study found that although some engagement strategies remained somewhat effective for Koreans learning conversational English, the students preferred immersion. The Korean students noted that their interaction with native English speakers in environments where they were immersed in English such as in living situations or extracurricular programs increased their retention of English over activities done in the classroom.