Andragogical Experiences of Filipino Graduate Students in a Korean Language Class

Teaching a foreign language entails strategies that require preparation and effective implementation at the classroom level. The approaches employed by the teacher significantly impact students’ achievement in terms of language proficiency and cultural understanding of the subject being studied. Moreover, andragogy as a concept plays a vital role in the teaching and learning process as captured in this study. Using a qualitative design, this research employed content analysis to fulfill the established research inquiries. Data suggest to revisit strategies and elements that make up the overall instructional functions concerning foreign language teaching and learning. Classroom practices must be subjected to analysis and scrutiny to come up with researchbased and theory-anchored curriculum decisions. This study highlighted how the teacher could maximize the experiences of the adult learners to establish a clear connection with the students in the quest for the desired learning outcomes. It also recognized the contribution of adult learners in the planning, development, and implementation of academic activities in the classroom. The experience of Filipino adult learners in studying Korean as a foreign language presents significant narratives that impact teaching and learning as the experience encompasses the students' culture, study habits, beliefs, and skills. It is recommended that researchers in the field of foreign language teaching to highlight learner roles and contribution towards the success of the learning experiences.