INFLUENCES, LEARNING STYLES AND LEARNING PREFERENCES OF

LEARNERS IN SPECIAL PROGRAM IN FOREIGN LANGUAGE

IN KOREAN

A completed basic research presented to the Department of

Education Division Research Committee
Division of Malaybalay City

EL CHAMBERLAIN Q. ABELLANA¹ and LOSEL MAE S. ABELLANA²

1 Teacher-II, Bukidnon National High School
2 Teacher-II, Bukidnon National High School

i
 Republic of the Philippines
Department of Education
REGION X- NORTHERN MINDANAO
DIVISION OF MALAYBALAY CITY

APPROVAL SHEET

This research entitled “Influences, Learning Styles and Learning Preferences of Learners in
Special Program in Foreign Language in Korean”, was prepared and submitted to the research
committee by EL CHAMBERLAIN Q. ABELLANA (Teacher II), LOSEL MAE S. ABELLANA
(Teacher II) of Bukidnon National High School has been reviewed and examined by the District
Research Committee.

NOEL A. TAN NERY

Public Schools District Supervisor

DIVISION RESEARCH COMMITTEE

This is to certify that this completed research has been evaluated by the Division of
Malaybalay City Research Committee and approved for implementation provided that the indicated
recommendations will be incorporated in the study hence we affix our signature.

RIA K. ALCUIZAR LORENZO O. CAPACIO

Member Member

RALPH T. QUIROG ALIENA S. DAJAY, PhD, CESE Member/

CID Representative Chairman

Approved:

VICTORIA V. GAZO, PhD CESO V

Schools Division Superintendent

ii
 DEPARTMENT OF EDUCATION
REGION X
DIVISION OF MALAYBALAY CITY

APPROVAL SHEET

This Research entitled “Influences, Learning Styles and Learning

Preferences of Learners in Special Program in Foreign Language in Korean”, was prepared
and submitted by EL CHAMBERLAIN Q. ABELLANA (Teacher II), LOSEL MAE S.
ABELLANA (Teacher II) of BNHS to the District Research Panel.

NIŇO RICHARD R. SALINGAY

Research Coordinator/T-III

DISTRICT RESEARCH COMMITTEE

This is to certify that this completed research is approved by the District Research
Committee hence we affix our signature.

JEFFREY ABROGAR AIRES JEAN E. DUAVE

Statistician/T-I Secretariat/T-II

MARY JEAN S. PARAISO KATHERINE A. VILLAR

Member/T-III Member/T-III

EMELIE JOY P. IDULSA BARBRA JOEY P. MORENO

Member/MT-II Member/MT-I

NIŇO RICHARD R. SALINGAY

Research Coordinator/T-III
Chairman

SUSAN S. OLANA, PhD

Secondary School Principal IV

NOEL A. TAN NERY

Public Schools District Supervisor
District III

iii
 DEPARTMENT OF EDUCATION
REGION X
DIVISION OF MALAYBALAY CITY

APPROVAL SHEET

This Research entitled “Influences, Learning Styles and Learning

Preferences of Learners in Special Program in Foreign Language in Korean” was prepared
and submitted by EL CHAMBERLAIN Q. ABELLANA (Teacher II), LOSEL MAE S.
ABELLANA (Teacher II) of BNHS to the District Research Panel.

NIŇO RICHARD R. SALINGAY

Research Coordinator/T-III

SCHOOL RESEARCH COMMITTEE/CARE CIRCLE

This is to certify that this completed research is approved by the School Research
Committee hence we affix our signature.

JEFFREY ABROGAR AIRES JEAN E. DUAVE

Statistician/T-I Secretariat/T-II

MARY JEAN S. PARAISO KATHERINE A. VILLAR

Member/T-III Member/T-III

EMELIE JOY P. IDULSA BARBRA JOEY P. MORENO

Member/MT-II Member/MT-I

NIŇO RICHARD R. SALINGAY

Research Coordinator
Chairman

SUSAN S. OLANA, PhD

Secondary School Principal IV

iv
 PROFORMA FOR RESEARCH ENTRY
INFLUENCES, LEARNING STYLES AND LEARNING PREFERENCES OF LEARNERS IN
SPECIAL PROGRAM IN FOREIGN LANGUAGE
IN KOREAN

Research Type: ______________ Action Research

______________ Basic Research
______________ CI Based Research
Research Proponent: El Chamberlain Q. Abellana¹,
Losel Mae S. Abellana2
Position: 1Teacher-II, 2 Teacher-II
Division/District: Division of Malaybalay City
Category: __________ Elementary
__________ Junior High School
__________ Senior High School
Oral Presentation: Kindly check (/)
Theme 1: Teaching and Learning
English
Mathematics
Science
Filipino
Araling Panlipunan
MAPEH
EsP
TLE/TVL
Inclusive Education
ALS
SPED
ALIVE
IPEd
ADM
Theme 2: Child Protection

Theme 3: Human Resource Development

Theme 4: Governance

Poster Presentation: Kindly check (/)

Theme 1: Teaching and Learning

Theme 2: Child Protection

Theme 3: Human Resource Development

Theme 4: Governance

v
A. RESEARCH INFORMATION

RESEARCH TITLE:
Influence, Learning Styles and Learning Preferences of Learners in Special
Program in Foreign Language
in Korean
SHORT DESCRIPTION OF THE RESEARCH:
This research will determine the learning preferences of Grade 7 Special
Program in Foreign Language – Korean learners in learning Korean language and
Culture using VARK model and modified research tool adapted from Ancho (2019) in
Bukidnon National High School, Division of Malaybalay City during the second
semester of the school year 2021-2022.
RESEARCH CATEGORY RESEARCH AGENDA CATEGORY
(check only one) (check only one main research theme)
Teaching and Learning
National Child Protection
Region Human Resource Development
Schools Division Governance
School DRRM
(check only one) Gender and Development
Inclusive Education
Action Research Others: (Please Specify:
Basic Research _________________)
FUND SOURCE (e.g. AMOUNT
BERF, SEF, others)*

PERSONAL FUNDS P3,060.00

TOTAL AMOUNT P3,060.00

A. PROPONENT INFORMATION

LAST NAME: ABELLANA FIRST NAME: MIDDLE NAME: QUIAPO

EL CHAMBERLAIN

BIRTHDATE(MM/DD/YYYY): SEX: MALE POSITION/DESIGNATION:

07/14/1990 TEACHER II

REGION/DIVISION/SCHOOL (whichever is applicable): MALAYBALAY CITY

SCHOOL/OFFICE ADDRESS:
BUKIDNON NATIONAL HIGH SCHOOL, FORTICH STREET, BARANGAY 3,
MALAYBALAY CITY, BUKIDNON 8700
CONTACT NUMBER: 09569359370 EMAIL ADDRESS:
[email protected]
EDUCATIONAL ATTAINMENT TITLE OF THESIS/RELATED RESEARCH
BSED - English PROJECT

SIGNATURE OF PROPONENT:
vi
PROPONENT 2

LAST NAME: ABELLANA FIRST NAME: LOSEL MIDDLE NAME: SARAUSA

MAE

BIRTHDATE(MM/DD/YYYY): SEX: FEMALE POSITION/DESIGNATION:

07/15/1992 TEACHER II

REGION/DIVISION/SCHOOL (whichever is applicable):

MALAYBALAY CITY
SCHOOL/OFFICE ADDRESS:
BUKIDNON NATIONAL HIGH SCHOOL, FORTICH STREET, BARANGAY 3,
MALAYBALAY CITY, BUKIDNON 8700
CONTACT NUMBER: 09274911655 EMAIL ADDRESS:
[email protected]

EDUCATIONAL ATTAINMENT TITLE OF THESIS/RELATED RESEARCH

PROJECT
Master of Arts in Language FLUENCY DEVELOPMENT APPROACH ON
Education- English STUDENTS’ READING ACCURACY AND
COMPREHENSION LEVEL
BSED - English

SIGNATURE OF PROPONENT:

IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research. I certify that the proponent/s has/have the
capacity to implement a research study without compromising his/her office functions.

SUSAN S. OLANA, PhD

Secondary School Principal IV
May 19, 2022

DECLARATION OF ANTI-PLAGIARISM

vii
1. We, EL CHAMBERLAIN Q. ABELLANA, LOSEL MAE S. ABELLANA understand
that plagiarism is the act of taking and using another’s ideas and works and passing
them off as one’s own. This includes explicitly copying the whole work of another
person and/or using some parts of their work without proper acknowledgment and
referencing.

2. We hereby attest to the originality of this research and have cited properly all the
references used. We further commit that all deliverables and the final research study
emanating from this shall be of original content. we shall use appropriate citations in
referencing other works from various sources.

3. We understand that violation of this declaration and commitment shall be subject to

consequences and shall be dealt with accordingly by the Department of Education
and BERF.

PROPONENTS: EL CHAMBERLAIN Q. ABELLANA

SIGNATURE: ________________________

LOSEL MAE S. ABELLANA

SIGNATURE: ________________________

DATE: MAY 19, 2022

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

viii
 1. We, EL CHAMBERLAIN Q. ABELLANA, LOSEL MAE S. ABELLANA
understand that conflict of interest refers to situations in which financial or other
personal considerations may compromise our judgment in evaluating,
conducting, or reporting research.1

2. We hereby declare that we do not have any personal conflict of interest that may
arise from our application and submission of our research. We understand that
our research proposal may be returned to us if found out that there are conflicts
of interest during the initial screening as per (insert RMG provision).

3. Further, in case of any form of conflict of interest (possible or actual) which may
inadvertently emerge during the conduct of our research, we will duly report it to
the research committee for immediate action.

4. We understand that we may be held accountable by the Department of Education

and BERF for any conflict of interest which we have intentionally concealed.

PROPONENTS: EL CHAMBERLAIN Q. ABELLANA

SIGNATURE: ________________________

LOSEL MAE S. ABELLANA

SIGNATURE: ________________________

DATE: MAY 19, 2022

1 Office of Ethics and Compliance, University of California, San Francisco, retrieved from http://coi.ucsf.edu/

Acknowledgement

ix
 The researchers would like to thank the people who made this research endeavor

possible. Specifically, they felt indebted to:

GOD, the Almighty, for making them strong and giving them the strength, they

needed at times especially when they felt soft and down.

Mr. Nino Richard R. Salingay, the schools research coordinator for the assistance

and kind support in clarifications and polishing of their study.

Dr. Susan S. Olana, the ever-active school principal for her valuable support in

making this endeavor possible.

Their co-workers and friends, for their unbilled comfort, encouragement, and fun

memories shared with them; and

Their parents, for giving the unending love, patience, care, encouragement in fulfilling

their professional growth.

EL CHAMBERLAIN Q. ABELLANA

LOSEL MAE S. ABELLANA

TABLE OF CONTENTS

x
 Page

I. Introduction of Research 1

II. Literature Review 2

III. Research Questions 7

IV. Scope and Limitation 8

V. Research Methodology 8
a. Sampling 8
b. Data Collection 9
c. Data Analysis 10
VI. Discussion of Results and Reflection 10
-Recommendation 16
VII. Dissemination and Advocacy Plan 18

VIII. References 19

IX. Financial Report 21

X. Appendices 22
a. Letter to the Principal 23
b. Letter to Parents 24
c. VARK Questionnaire 25
d. Survey Questionnaire 27

Abstract

xi
 This research entitled “Influences, Learning Styles and Learning Preferences of

Learners in Special Program in Foreign Language in Korean” by EL CHAMBERLAIN Q.

ABELLANA (T-II) and LOSEL MAE S. ABELLANA (T-II) of Bukidnon National High School.

Students’ learning styles, factors that influence learning Korean, and the preferred
learning activity and media play a significant role in designing, developing, and crafting
instructional materials. With a one-group descriptive research design using the total
population of 80 Grade 7 students who were enrolled in the Korean language program in
Bukidnon National High School, it determined the learning preferences of the respondents.
The instruments used were Flemings VARK model and a 20-item research instrument
adapted from Ancho (2019). Using frequency, percentage and mean, the results show that
most of the respondents were found to be visual learners, they preferred reading and writing
dialogues along with the use of comic strips as activity material favorable in acquiring and
learning the language. The findings of the study give significant input into the development of
instructional materials, activity sheets, and efficient and effective approaches to a Korean
language learning for the students.

Keywords: Korean language, learning styles, learning preferences, language learning, the
form of media

xii
 1

INFLUENCES, LEARNING STYLES AND LEARNING PREFERENCES OF LEARNERS IN

SPECIAL PROGRAM IN FOREIGN LANGUAGE
IN KOREAN

INTRODUCTION OF THE RESEARCH

The Korean language has been bold to Filipinos. Korean pop culture has spread out

and continues to capture Filipino hearts. There are more than 640 Korean language

departments at universities worldwide, and there are 2,100 schools globally that teach

Hangeul, or written Korean, half of them in the United States (Kim, 2009). In an exclusive

interview with the Philippines News Agency, Korean Cultural Center in the Philippines

(KCC), Director Lee Jincheol said what is distinct about Korean culture is its candidness,

seen in K-dramas. Lee said K-dramas always deal with the everyday lives of ordinary people

so that the viewers can relate. As for Lee, what makes K-pop unique is its non-exclusiveness

since it embraces other cultures (Arayata, 2018).

Ancho (2019) pointed out that the trendy works contributing to the spread of the

Korean Wave are entertainment-oriented genres, such as Korean dramas, K-pops, and

Korean films. Korean dramas, films, songs, and even outfit styles are considered trends

nowadays. It resulted in Korean influence on the world. As a representative content, K-pop is

understood as a part of a global trend prevalent among youth (Jang et al., 2012).

As early as the school year 2009-2010, the Department of Education has already

recognized the need to develop the foreign language skills of learners amid the increasing

impact of globalization. SPFL is one of the six special programs offered by the Department

to cater to learners' multiple intelligences. Moreover, help equip them with the necessary

skills to meaningfully engage in a linguistically and culturally diverse world (Department of

Education, 2018). DepEd's SPFL was formalized in June 2017 under a memorandum of

agreement (MOA) between the Philippines and South Korea to open Korean as a foreign

language in some schools. Every year, KCC holds the Philippines-Korea Cultural Festival in

Manila and conducts the Korean cultural caravan in selected schools that hold Korean

classes and those that offer Korean language classes.

 2

Thus, Bukidnon National High School opens the door to its second foreign language

offering, the Korean language. Based on the survey conducted on incoming Grade 7

students for 2021-2022, 80 students wanted to enroll in the Korean language program. This

made the basis for the school to open another language for the program.

Hence, the Korean language is in its pilot year, the teacher had trouble delivering the

Korean lessons in the present classroom situation since the program still lacks modules,

strategic material, and other learning resources materials for students. Since the pandemic

is still ongoing, this study seeks students' learning styles to help construct self-learning

modules and other learning materials that will best fit their learning needs following the given

competencies in MELCs while maintaining the highest possible quality of content delivery.

This issue led to the learning gap that kept the researcher's primary concern in

conducting this study. Thus, this study will be the basis for future strategic materials and

activity sheets for Korean language learning. To help bridge this gap in delivering Korean

language lessons, this study was formulated.

LITERATURE REVIEW

Related Reviews and Literature

  Neil Fleming's VARK model is a learning style inventory designed by Neil Fleming in

1987. In this model, Fleming developed a way to help students learn more about their

preferences. It was designed to help students and others learn their individual learning

preferences. VARK's learning styles are visual, auditory, read/write, and kinesthetic. VARK

tells you something about yourself that you may or may not know. It can be used to

understand your boss, your colleagues, your parents, your workmates, your partner, your

customers, your teacher, your relatives, your clients, and yourself. It is a short, simple

inventory that has been well-received because its dimensions are intuitively understood, and

its applications are practical. It has helped people understand each other and assisted them

to learn more effectively in many situations.

 3

Learning styles are essential elements in the process of language learning. In fact,

"when students embark on the study of an L2, they are not merely 'empty vessels' that will

need to be filled by the wise words of the teacher; instead, they carry a considerable

'personal baggage' to the language course that will have a significant bearing on how

learning proceeds" (Cohen, 2009: 161). Further, "styles influence how students learn, how

teachers teach, and how the two interact" (Vaishnav, 2013: 1). Being aware of the students'

learning styles and making the learners discover and recognize their styles is essential.

Teachers and students can understand what works best for them and what could bring them

better performance and success in their academic ambition (De Vita, 2001; Felder, 2005).

Since students are individuals with different capabilities, strengths, needs, and

preferences, a diverse and inclusive teaching method seems required to meet each

student's necessities and predilections, thus making the language course more practical for

a broader range, if not for the totality, of the students. If only one teaching method is used,

the students whose learning preference is opposed to that may very likely be discouraged in

their learning and too uncomfortable to learn effectively (Ibidem). In fact, "in many cases

what is being taught has a less impact on learners' achievement than the way materials are

presented" (Abidin et al., 2011), showing that learning styles are an essential component in

the learning environment.

Additionally, Wong (2015) asserted that learning difficulties could be addressed by

understanding students' learning styles. Once the foreign language classroom becomes an

environment where students' needs are being determined and addressed, achievement in

terms of the skills involved in learning may also increase. Favorable academic outcomes for

students are showcased when teachers' and students' behavior are in harmony towards

realizing intended learning outcomes.

Researchers have explored various learning styles of individuals over time. Bada and

Okan (2000) noted that learner skills and assumptions are central to effective teaching and

learning. A typical language classroom entails numerous opportunities for students to display

their interest in the language being learned. At the same time, their teacher creates an
 4

atmosphere of collaboration, cooperation, patience, and other aspects related to successful

language learning. It is also imperative that teachers recognize varying student needs and

learning styles in the classroom, as it eventually leads to student achievement.

Therefore, understanding learners as visual, auditory, reading/writing, and kinesthetic

learners and aligning the overall curriculum with these learning styles will benefit the entire

classroom. By understanding the learning style of our learners, we can gain a better

perspective on how to implement these learning styles into our lesson and study techniques.

The teacher's teaching strategies and approaches must be compatible with the learning

styles of the students. A learning style diagnosis will be given at the beginning of each class.

Related Studies

Some studies focus on the learning styles of students concerning achievement and

other variables. For instance, the study by Cabual (2021) entitled "Learning Styles and

Preferred Learning Modalities in the New Normal" examined the different learning styles

(visual, auditory, read/write, & kinesthetic) and second-year college students' preferred

learning modalities. The study relied on Neil Fleming's VARK model of learning. A test of

difference using Chi-square was used to determine if there is a significant difference

between the learning styles when grouped based on sex and their preferred learning

modalities, with 199 students serving as respondents to the survey. The results show that a

vast majority are "visual and read/write." The self-learning package (hardcopy of modules)

and the teachers' PowerPoint presentations are the chosen learning modalities. Students'

learning styles and preferred learning modalities are closely linked, but no substantial

differences are classified by sex and area or major of specialization.

A study on learning Korean as a foreign language has been examined by Ancho

(2019) is entitled, "Learning Korean as a Foreign Language: The Case of a Teacher

Education Institution in the Philippines." The participants of this study were 30 graduate

students in a teacher education institution in Manila, Philippines. The study employed a

qualitative research design through content analysis with a 10-item instrument focused on
 5

Korean language satisfaction and preferences. The study results revealed that while most

respondents preferred group activities and a positive attitude toward doing homework,

listening and speaking were also the two primary skills seen as favorable to acquiring the

language. The study's findings give significant input into developing instructional materials,

overall classroom management strategies, and efficient and effective approaches toward

foreign language learning for graduate students. The popularity of Korean culture could also

be tapped because learning Korean culture, history, and society can also contribute to the

success in learning the Korean language.

Moreover, in a study entitled 'Learning Styles and Students' Achievement in Science,'

what is being taught has less impact on learners' achievement than how materials are

presented. In other words, learning styles make an essential component of how the teacher

will demonstrate the knowledge for the students to understand what is being taught easily.

(Busilaoco et al., 2014). In another study, Rezaeinejad (2015) evaluated the Learning Styles

and Their Relationship with Educational Achievement among Iranian High School Students.

He found out that knowing the students' learning styles will help the teacher deliver the

lesson so that students can cope easily, make diverse teaching strategies, and lead to their

educational achievement.

Bada and Okan (2000) study on "Students' Language Preference" surveyed 23

teachers working in the same Department with 230 ELT students who were also asked to

express their views regarding the extent of their awareness of their students' learning

preferences. The data for this study were collected through a 13-item questionnaire adapted

from Brindley (1984). The questionnaire had two versions; Version 1 was designed for

students, and Version 2 was for teachers. Data were analyzed through a chi-square

frequency analysis to define the significance of the gathered results. A t-test was also

conducted to observe a correlation between teachers' and students' responses. The findings

revealed significant results suggesting a need for closer cooperation between students and

teachers regarding how learning activities should be arranged and implemented in the
 6

classroom. Furthermore, students expressed their views in favor of more outside classroom

activities that will help them gain proficiency.

Additionally, a study entitled "The Influences of K-POP Fandom on Increasing

Cultural Contact" by Jand and Song (2017) assessed the meanings of fan activities

promoting K-pop and Korean culture based on local cultural spirit, tolerance, and reciprocity

in the Philippines. The study aims to emphasize K-pop fans' participatory behaviors to

rethink the Korean Wave's value and increase cultural contacts. This research uses the

Focus Group Discussion (FGD) method with exploratory and open-ended questions, face-to-

face interviews, and three rounds of email interviews. The FGD was conducted in Manila,

Philippines, in February 2015, and the six participants of the FGD research were in the ages

of 20s. Each local partner recruited the FGD research participants without any condition. The

in-depth interview was conducted with the three administrators of the PKCI and the one

active K-pop fan in its partner organization. Then, the two times of email interviews were

followed with the interviewees.

Based on the analysis of the results, the Philippine Kpop Convention, Inc. (PKCI)

showed the positive possibilities of participatory fan cultures. The PKCI acts as a cultural

mediator for voluntarily introducing the Korean Wave and Korean culture to local people. The

activities are not simply responses to the support from its partner organization, the Korean

Cultural Center. These activities are caused by the K-pop fans' interest in exploring K-pop,

Korean values, and Korean culture. The PKCI fandom is representative of bottom-up fan

activism and keeps bridging social capitals through various activities. The PKCI fandom has

also been contributing to increasing cultural contacts in Korea. Out of all, K-pop fandom

must be a voluntary act for developing the familiarity and favorability of the K-pop, Korean

Wave, and Korean culture. The interest in K-pop often encourages K-pop fans actively to

participate and invite their friends and family members to encounter Korean culture.

Moreover, Wiseman (2012) conducted a case study on literacy instruction due to low

reading skills. Understanding this statement and seeking to teach in a manner with which all

students can be successful, active participants in lessons, Wiseman identified interactive

 7

read-aloud to be an effective strategy that increases student engagement and literacy skills.

Interactive read-aloud provides all students with the opportunity to be challenged and to

extend their thinking and understanding of reading. During his nine-month qualitative study,

data were collected during morning meetings, read-aloud, and writing times. Field notes

focused on teacher instruction, student interaction, and responses to read-aloud by a

student participant. Wiseman used the case study data to determine that read-aloud is an

effective teaching strategy to increase student understanding and engagement in literacy.

Thus, the study's outcome can help anchor and create activities where students can

learn at their preference. This also can give positive actions to have meaningful and need-

based activity materials available for the curriculum. So, to create such material and other

related activities for Korean language learning, factors that influence learning the language

and students' preferences should be investigated.

Research Questions

This study was formed to assess the learning preferences of Grade 7 Special

Program of Foreign Language students of Bukidnon National High School in learning the

Korean language for the school year 2021-2022.

The following questions formed the basis of this study:

1. What are the factors that influence the students to take Korean language studies?

2. What is the learning style of the students?

3. What is the most preferred way of learning the Korean language and culture in the

new normal setting?

4. What are the most preferred learning activity and forms of media in learning the

Korean language in the new normal setting?

 8

SCOPE and LIMITATION

This study was conducted to determine the factors and learning preferences of the

Grade 7 Special Program in Foreign Language – Korean. The data collection was conducted

on 100% of the total population of the SPFL- Korean enrollees of Bukidnon National High

School, for the school year 2021-2022.

The conduct of the study commenced within the third grading period. The study was

done through the utilization of questionnaires to the students as a survey and reference. This

study focuses only on the factors that influence them enrolling in the program, a way of

learning, preferred media usage, and learning activity.

Also, the study does not cover other factors that are not considered and relevant to

the factors that influence their enrolling in the program and the preferred learning avenue.

Another possible limitation was the inevitable presence of bias and reluctance on the part of

the respondents in answering the questionnaire. Although the researchers assured

confidentiality of the data, it was observed that some of the respondents did not answer

truthfully all the questions presented. Consequently, it could affect the result of the

intervention.

Research Methodology

This chapter presents the sampling, research design, and data collection of the
study.

Sampling

A purposive sampling procedure was used in selecting the respondents in this study.

According to Lee (2011), purposive sampling is an acceptable kind of sampling for special

situations. It uses the judgment of an expert in selecting cases, or it selects cases with a

specific purpose in mind. Purposive sampling is used most often when a difficult-to-reach

population needs to be measured, and this suffices the gathering of sample data since we
 9

are not delivering face-to-face classes. Thus, this technique was employed to ensure the

accuracy and reliability of the variables for the study. The school has 34 Grade 7 sections;

however, the researchers focus only on the two (2) SPFL- Korean classes with a total of 80

students who were used as respondents of the study.

Data Collection

A formal communication procedure was done before the conduct of the study. A

permission letter to the school principal and a letter of consent to the student-respondents of

Bukidnon National High School was given to the persons involved. The study covered the

scope within the second semester of the school year 2021-2022.

The study employed a one-group descriptive research design to cater to the four

research questions that determined the factors and learning preferences of Grade 7 Special

Program of Foreign Language students in learning the Korean language. Numerical data

with frequency, percentage and mean were used to analyze the results. This design also

helped the researchers to identify the learning preferences that will be the basis for

constructing the learning materials for the Korean language as one of the main goals and

visions of this study.

Fleming’s VARK model consisting of 16-item questions was adopted and used for

testing the participants’ learning styles. A 7-item instrument highlighted the factors that

influence the participants in enrolling in the program, and a 20- item instrument also dealt

with the preferred way and media of learning Korean as a foreign language was adapted

from Ancho (2019). (See Appendix D)

The instrument was structured in a modified Likert scale. A 5-point scale, ranging

from “very much interested,” through “somewhat interested,” “neutral,” to “not very

interested” to “not at all interested.” Participants were instructed to respond to their degree of

agreement with the statements contained in the instrument.

 10

The research instrument was given to the respondents in the schedule of their

module distribution and was returned on the following schedule of the retrieval. The

questionnaires were collected, and all responses were recorded accordingly.

To maintain confidentiality and anonymity, informed consent was given to the

participants. The information sheet includes the research title, author’s names and

designation, a brief introduction, aims, participant selection, and voluntary participation in the

study. It is indicated that they can choose to participate or not; and that the data from their

participation were kept with the utmost confidentiality. The respondents reflected their

signature on the agreement to the provisions.

Data Analysis

The data were gathered systematically. The results of the learning style assessment

were collected and tabled according to the frequency of choices. The data gathered from the

research instrument were also collected and computed as to the selected variables.

Fleming's VARK model scoring chart was used in analyzing the learning style of

students. On the other hand, in getting the factors that influence the students to take the

Korean language, data were collected through the checklist and were analyzed through

frequency and mean. Qualitative descriptions of means were interpreted as shown in Table

1. The scale ranges from 1 to 5 which describes from not preferred to highly preferred.

Table 1.
Level of Preference Scale (Bringula, 2012)
Scale Mean Range Qualitative Interpretation
5 4.51 – 5.00 Highly Preferred
4 3.51 – 4.50 Preferred
3 2.51 – 3.50 Moderately Preferred
2 1.51 – 2.50 Slightly Preferred
1 1.00 – 1.50 Not Preferred

Discussion of Results and Reflection

 11

This chapter deals with the presentation and discussion of the data gathered from the

respondents of the study. The discussions are presented based on the sequence of the

research problems.

Table 2 shows the list of factors that influence the students in taking Korean

language studies.

Table 2.
Factors that influence the students in taking Korean language.
Factors that influence students in taking Korean language f Percentage
studies
I am interested to learn Korean Language and Culture. 59 73.75
I want to learn the language for future employment. 31 38.75
It is my parents’ decision to enroll me in a Korean class. 18 22.5
I am a fan of Korean Drama and Korean pop culture. 56 70.00
I enrolled because my friend is in the same class. 28 35.00
I want to watch K-drama without subtitles. 42 52.5
I enrolled in a Korean class for academic purposes (Exchange 18 22.5
student, Specialization)

It is shown in the table 2 that 59 (73.75%) out of 80 respondents chose that they

were interested to learn Korean Language and Culture which led to being the highest factor

that influenced them in enrolling in the language.

This was followed by being a fan of Korean drama and Korean Pop culture as a

factor with 56 (70.00%), wanted to watch K-drama without subtitles with 42 (52.5%), and

learning the language for future employment with 31 (38.75%), enrolling because of a friend

in the same class with 28 (35.00%), parents’ decision to enroll in a Korean class and

enrolling Korean class for academic purposes with 18 (22.5%) respondents.

The results display a big interest in learning the Korean language since most of the

respondents were also a fan of Korean drama and culture. The invasion of the Korean

entertainment industry contributed to this factor. Vividly, it could be seen in particular how
 12

Korean entertainment nowadays gains fame among Filipino people. Their culture and

entertainment choices have been loved by many.

Further, the study conforms to the finding of Sornsuwannasri (2020) showing that the

motivation affecting Korean language learning is their interest and self-motivation; secondly,

the most expectation after graduation from institutes is the ability to understand Korean

songs/series/variety programs; and gender from the Korean-wave pop culture affects

motivation to learn Korean language.

Figure 1 presents the total percentage of learning styles of the respondents. The four

learning styles were taken from the VARK model.

Learning Style
100% 92%
89%
90%
80%
70%
60%
50% 47%
38%
40%
30%
20%
10%
0%
Aural Read/Write Visual Kinesthetic

Percentage

Figure 1. Learning Styles

The results show in figure 1 that majority of the respondents are visual learners with

73 (92%), read and write 71 (89%), kinesthetic 38 (47%), and there are 30 (38%) who are

aural learners.

The study’s findings reveal that the students’ group was mostly "visual", and the rest

are distributed to the other three learning styles. Felder & Solomon (2007) explained that

visual learners remember best what they see pictures, diagrams, flow charts, timelines,

films, and demonstrations. They tend to find diagrams, sketches, schematics, photographs,
 13

flow charts, or any other visual representation of course material that is primarily verbal very

useful to learn. They use concept maps listing key points, enclosing them in boxes or circles,

and drawing lines between concepts to show connections.

Thus, learning styles make an essential component of how the teacher will

demonstrate the knowledge for the students to understand what is being taught easily.

(Busilaoco et al., 2014). Similarly, the study is in accord with the findings of Rezaeinejad

(2015) as he evaluated the Learning Styles and Its Relationship with Educational

Achievement among Iranian High School Students. He found out that knowing the students'

learning styles will help the teacher deliver the lesson so that students can cope easily,

make diverse teaching strategies, and lead to their educational achievement.

Significantly, teachers must cater to the needs of visual students by creating

appropriate instructional materials, as they learn best when they can see what they are

studying. The teacher's teaching strategies and approaches must be compatible with the

learning styles of the students. When students read, they can see and visualize the

characters which could help them memorize and master the language.

Table 3 presents preferences of learning in terms of macro skills in a language class.

It shows the variables, the mean, the standard deviation, and its interpretation.

Table 3
Preferred Way of Learning
Preference M SD Description
Reading 4.52 0.80 Highly Preferred
Writing 4.03 1.15 Preferred
Speaking 3.23 1.57 Moderately Preferred
Listening 2.71 1.758838 Moderately Preferred

The result in the table 3 shows most of the respondents highly preferred reading

which has a mean of 4.52. On the other hand, the skill of listening resulted with a mean of

2.71 and speaking for 3.23 which describe as moderately preferred by the respondents.

The result of the study conveys a reason which probably the respondents take that

reading and writing are the first step skills to master a language before being able to speak

the language spontaneously. The need to master first the basics resulted in their choice of
 14

the preferred way of Korean language learning. Given this statistic, it would be helpful to

design activities that highlight these skills in the classroom. When planning activities are

related to these, practical applications might also be considered.

The result of the present study agrees with the study of Wiseman (2012) showing

that after the nine-month qualitative study the data were collected during morning meetings,

read-aloud, and writing times. Field notes focused on teacher instruction, student interaction,

and responses to read-aloud by a student participant. Wiseman used the case study data to

determine that read-aloud is an effective teaching strategy to increase student

understanding and engagement in literacy.

It suggests that reading as language practice and learning plays a vital role to keep

the learning as easy to master along with understanding. In reading characters and words, it

walks not only speaking aloud the content but also filling in the understanding and mastery

of language learning. Thus, in reading, one can speak, remember, and comprehend.

Table 4 presents specific preferences of the respondents when it comes to studying

and learning the Korean language and culture in the new normal setting. It shows the

variables, the mean, the standard deviation, and its interpretation.

Table 4.1
Preferred Learning Activity
Preference M SD Description
Games 4.75 0.56 Highly Preferred
Role Play 4.61 0.68 Highly Preferred
Conversation with other 4.18 1.00 Preferred
classmates
Reading and Writing Dialogue 4.9 0.38 Highly Preferred
Writing Diary 3.6 1.04 Preferred
Songs 3.73 0.92 Preferred
Poetry 2.81 1.19 Moderately Preferred
Monologue 3.48 1.11 Moderately Preferred

The result shows in table 4.1 that the respondents highly preferred learning activities

are reading and writing dialogue with a mean of 4.9, followed by games with 4.75 and role

play for 4.61. Additionally, conversation with other classmates, writing diary and songs were

still on the list of preference. In contrast, respondents find poetry and monologue as the least

preferred among the list of preferred learning activity.

 15

The result implies that respondents were most interested and found to be motivated

to learn the language if the activities are more on reading and writing dialogues. This skill

can help them build their speaking skills and understanding of Korean when they can

practice and master reading and writing.

This result conforms to the findings of Ancho (2019) showing that vocabulary learning

is also believed to be effective when done by writing or saying new words repeatedly. The

findings of the study give significant input into the development of instructional materials,

overall classroom management strategies, and efficient and effective approaches toward

foreign language learning which favor reading and writing activities.

Table 4.2
Preferred Media in Learning Korean Language
Preference M SD Description
TV/ Video/ Films 3.73 1.27 Preferred
Radio/ Audio 2.07 1.29 Slightly Preferred
Comic Strips 4.58 0.77 Highly Preferred
Pictures/ Posters/ Flash cards 3.68 1.00 Preferred
Books 3.76 0.93 Preferred
Slides/ PPT 3.05 1.11 Moderately Preferred
Mobile App 3.41 1.30 Moderately Preferred
Self-learning Modules 4.12 0.95 Preferred

The table 4.2 shows the preferred media in learning the Korean language. Thus, the

results reveal the majority of the respondents highly preferred comic strips with a mean of

4.58. Furthermore, among the listed media in learning Korean, radio, or audio media with a

mean of 2.07 were found to be the least preferred by the respondents.

This result means that most of the students are likely to learn and understand the

language if there are some pictures and words that they can see. Since it was found that

most of the respondents were visual learners, it is significantly clear that they prefer media

that contains characters and pictures for easy and guided learning.

The results confirm that most students chose the hard copy of the materials and

activity sheets in learning Korean language in the new normal setting. It is suggested that

they will be able to learn at their speed and in their own time with the materials provided by

their respective teachers. Since the majority of them and visual learners, they wanted to
 16

have materials with pictures or visuals on them. On the contrary, they are more likely to

avoid participating in virtual/online classes due to their lack of access to the technology, such

as a laptop/desktop, smartphone, or Android phone.

The findings of this study oppose the result of the study of Ancho (2019) entitled

“Learning Korean as a Foreign Language: The case of a Teacher Education Institution in the

Philippines” where he found out that audio and video materials were still preferred in class.

TV/video/films with Korean-related content topped the preferences. The most preferred

content included Korean pop culture icons and topics that could surely capture students'

interests since they are also exposed to these even outside the classroom. He also pointed

out that there are many materials online related to the Korean language, ranging from

movies, songs, and TV shows which could be utilized in class. While using these resources

would require great preparation and time management for the foreign language teacher to

compile and present in class, the impact could be favorable once it captures students' level

of interest and suitability for the lesson.

RECOMMENDATION

Based on the findings of the study, the following conclusions and recommendations

were formulated: First, the interest in learning the Korean language and culture is seen to be

the highest factor as listed. The popularity and invasion of Korean drama, songs, etc., push

the respondents to enroll and learn the language for reasons.

Determining the learning styles offered great help in crafting materials to suffice the

learning needs of the students. Since it resulted that most of the respondents were visual

learners, teachers should adhere to the need and select or create materials and activity

sheets that would help the students learn the language at their best pace. Teachers must

cater to visual students' needs by creating suitable instructional materials since learning is

best attained when they see what they are studying. Other learning styles must also be

addressed. The auditory, read/write, and kinesthetic students must also be given due

importance. The teachers also need to have a variety of activities to respond to their
 17

student's specific needs. There should be equity and equality in attending to the interests,

conditions, and levels of abilities, particularly during this time of the pandemic. Moreover,

there is a strong relationship between the learning styles and the student's preferred learning

modalities, as revealed in the results.

Furthermore, the study found that reading is the highly preferred way of the

respondents in learning the Korean language and culture. The results suggest that designing

instructional materials should reflect relevance to the topic and opportunities for everyday

applications. Once students can realize how each topic could be concretized, this would help

them appreciate the discussion and develop a grasp of the topic.

Lastly, this study revealed that reading and writing dialogue together with comic

strips were seen to be the most preferred learning activity and form of media in the

classroom. However, games and student-to-student interaction can also provide an

opportunity to add to regular classroom activities. A Korean language class can be seen as a

window to break the traditional approach to learning. By integrating essential activities out of

students' needs, learning could be facilitated toward the desired achievement goal.

Moreover, this study has provided a vital contribution to planning, designing, and

implementing Korean language and culture activity materials, particularly in the context of a

special program in foreign language education at Bukidnon National High School. In the

future, researchers could focus on the development of appropriate materials to be used in

the classroom. The findings provide valuable inputs to guide the researchers and the

teachers in the making of effective teaching and learning materials that best fit the need of

the students in learning the language while bridging the gaps that have been experienced in

the curriculum.
 18

Dissemination and Advocacy Plan

Objectives Key Activity Task Resources Time Success Means of
Implementatio Human Budget & Physical Indicator Verification
n Strategies Source of
Fund
Pre-Implementation Phase
Bridge the Develop Suppleme -Gather learning Resear BERF Korean 2022- Crafted More
gap and supplementary ntary competencies as the basis chers language 2023 supplement activities
improve the learning learning for crafting learning students ary and
language materials to materials material. materials worksheets
learning help students depending - Tap a cartoonist to help are
learn the on the design the images for the presented
language in a result of comic book in the
creative and the study - Look for Korean experts material
interesting way or accredited Korean
training centers for quality
assurance.
Implementation Phase
Support Distribute the Reading Completing conversation Resear BERF Korean 2022- Determine Data from
language crafted and from scenarios chers language 2023 areas and the
learning on supplementary writing students topics to conducted
activity- materials to dialogues improve the material
based the students Listening material
material Speaking
Post Implementation Phase
Determine if Conduct a Evaluation Conduct assessment to Resear BERF Korean 2022- Assessment Gather data
the learning post- survey test if the learning material chers language 2023 results for revision
material is evaluation for Post- is effective and can help students from the
effective the assessme the students learn the parts that
effectiveness nt language easily. need
of the material. improveme
nt.
 19

References

Abdullah, & Singh (2011). Learning Styles and Overall Academic Achievement in a Specific

Educational System. International Journal of Humanities and Social Science. 1(10),

143-152.

Ancho, I. (2019). Learning Korean as a Foreign Language: The Case of a Teacher

Education Institution in the Philippines. Human Behavior Development and Society.

02, (2).

Arayata, C. (2018, November 18). Korean pop culture continues to capture Filipinos’ hearts.

Philippine News Agency.

Bada, E. & Okan, Z. (2000). Students’ language learning preferences. Teaching English as

a Second or Foreign Language. 4(3), 1–15. http://www.tesl-ej.org/ej15/a1.html

Bringula, R.P. (2012). Influence of proximity to and accessibility of school on school choice

of information technology students. SIGITE '12.

Busilaoco, F.C. & Lao, S.R. (2014). Learning Style and Students’ Achievement in Science.

IAMURE International Journal of Multidisciplinary Research, 7

Cabual, R.A. (2021). Learning Styles and Preferred Learning Modalities in the New

Normal. Open Access Library Journal, 8, 1-14. DOI: 10.4236/oalib.1107305).

Cohen, A. (2003). The learner's side of foreign language learning: Where do styles,

strategies, and tasks meet? International Review of Applied Linguistics, 41(4), 279–

291, DOI: 10.1515/iral.2003.013

Department of Education (2018). Policy Guidelines on the Implementation of the Special

Curricular Programs at the Secondary Level. (DepEd Order No. 46, series of 2012).

https://www.deped.gov.ph/2012/06/11/do-46-s-2012-policy-guidelines-on-the-

implementation-of-the-special-curricular-programs-at-the-secondary-level/

Fleming, N., & Baume, D. (2006). Learning styles again: VARKing up the right tree!

Educational Developments, SEDA Ltd, Issue 7(4), 4–7. https://semcme.org/wp-

content/uploads/Flora-Educational-Developments.pdf
 20

Jang, W., & Song, J.E. (2017). The Influences of K-pop Fandom on Increasing Cultural

Contact: With the Case of Philippine Kpop Convention, Inc.

Rezaeinejad, M., Azizifar, A. & Gowhary, H. (2015). The Study of Learning Styles and Its

Relationship with Educational Achievement among Iranian High School Students.

Procedia—Social and Behavioral Sciences, 199, 218-224.

Sornsuwannasri, S. (2020). Motivation Factors Affecting Korean Language Learning in

Secondary Schools and Universities in the Upper Northern Region of

Thailand. Journal of Human Sciences, 21(3), 152–176.

https://so03.tci-thaijo.org/index.php/JHUMANS/article/view/243331

Unnahasuttiyanon, Nantiya. (2017). Investigation of Language Learning Style Preferences of

Thai Airline Business Students.

Wiseman, A. M. (2012). Resistance, engagement, and understanding: A profile of a

struggling emergent reader responding to read-alouds in a kindergarten classroom.

Reading and Writing Quarterly: Overcoming Learning Difficulties, 23(3), 255-278.

doi:10.1080/10573569.2012.676407

Wong, W. (2015). A study of language learning style and teaching style preferences of Hong

Kong Community College students and teachers in English for academic purposes

(EAP) contexts (Doctoral dissertation). The University of Canterbury.

 21

Financial Report

Particulars Quantity Price Total

Bond Paper (A4) 3 reams P220 P660.00.

Ink 4 bottles P250 P1000

Ring Bind 5 sets P180 P900

Internet Load 10Gb P500 P500

TOTAL P3,060.00
 22

APPENDICES

Appendix A. Letter to the Principal

 23

Republic of the Philippines

Region X-Northern Mindanao
Department of Education
DIVISION OF MALAYBALAY CITY
BUKIDNON NATIONAL HIGH SCHOOL
Malaybalay City

SUSAN S. OLANA, Ph.D.

Secondary School Principal IV
Bukidnon National High School
Malaybalay City, Bukidnon

Madame:

Greetings of peace!

We, El Chamberlain Q. Abellana and Losel Mae S. Abellana will conduct our research study
entitled " INFLUENCES, LEARNING STYLES AND LEARNING PREFERENCES OF
LEARNERS IN SPECIAL PROGRAM IN FOREIGN LANGUAGE IN KOREAN.”

This study aims to seek the learning style, factors of enrolling in the program, and learning
preferences of Grade 7 students under the Special Program in Foreign Language - Korean.

The data collection will be conducted on 100% of the total population of the SPFL- Korean
enrollees of Bukidnon National High School, for the school year 2021-2022.

Furthermore, this study will be our stepping stone to creating further self-learning materials
for the pilot implementation of the program.

In this connection, we would like to ask permission from your good office to gather data and
conduct our research.

We gladly hope that this request merits your approval. Thank you.

Respectfully yours,

EL CHAMBERLAIN Q. ABELLANA
Researcher Approved:

LOSEL MAE S. ABELLANA SUSAN S. OLANA, PhD.

Researcher Secondary School Principal IV
Appendix B. Letter to the Parents

LETTER OF CONSENT TO PARENTS

 24

Dear ___________________:

Greetings!

We, the researchers, are asking for your consent to allow your son/ daughter to participate in
our research study entitled, “INFLUENCES, LEARNING STYLES AND LEARNING
PREFERENCES OF LEARNERS IN SPECIAL PROGRAM IN FOREIGN LANGUAGE IN
KOREAN.”

This study aims to seek the learning style, factors of enrolling in the program, and learning
preferences of Grade 7 students under the Special Program in Foreign Language - Korean.

All information collected during the research will be treated with confidentiality and coded to
remain anonymous. The information will be presented in a written report, in which your
identity will not be revealed.

Your son/daughter’s participation in this research is entirely voluntary. If you agree to

participate in this study, please sign below.

Thank you.

Truly yours,

EL CHAMBERLAIN Q. ABELLANA
Researcher

LOSEL MAE S. ABELLANA

Researcher

Conforme:
_______________________ ___________________
Participant’s signature date

Appendix C. VARK Questionnaire

25
 26

Appendix D. Survey Questionnaire

 27

INFLUENCES, LEARNING STYLES AND LEARNING PREFERENCES OF LEARNERS IN

SPECIAL PROGRAM IN FOREIGN LANGUAGE
IN KOREAN

Thank you for responding to our research study. Your honest answers will help
create innovative material for Korean classes in the next school year.
We would appreciate it if you could complete the following table. Any information
obtained in connection with this study will remain confidential.

Name: _______________________________ (Optional)

I. Instructions. Kindly put a checkmark (√) on the list of factors that influence you in enrolling
in the Korean language.
No. Factors (√)
1 I am interested to learn Korean Language and Culture.
2 I want to learn the language for future employment.
3 It is my parents' decision to enroll me in a Korean class.
4 I am a fan of Korean Drama and Korean pop culture.
5 I enrolled because my friend is in the same class.
6 I want to watch K-drama without subtitles.
7. I enrolled in a Korean class for academic purposes (Exchange student,
Specialization)

II. Instructions: Kindly put a checkmark (√) on the boxes that correspond to the degree of
your choice.
Very Much Somewhat Neutral (3) Not Very Not Interested
Interested (5) Interested (4) Interested (2) at All (1)

No. Preferences 5 4 3 2 1
A Preferred Way of learning the Korean language
Reading
Writing
Speaking
Listening
B Preferred Learning Activity
Games
Role Play
Conversation with other classmates
Reading and writing dialogue
Writing diary
Songs
Poetry
Monologue
C Preferred Media in Korean Language Learning
 28

TV/ Video/ Films

Radio/ audio
Comic Strips
Pictures/ Posters/ Flash cards
Books (Novels, Fiction, Non-fiction)
Slides (PPT, Canva, Prezi)
Mobile App (Lingodeer, Doulingo, Memrize)
Self-Learning Modules
29