Developing a Chunk-Based Learning Model to Improve Korean Speaking Skills for Beginner Learners

Abstract

This study examines the effectiveness of chunk-based learning in improving the speaking skills of beginner learners of Korean as a foreign language. Using a mixed-method quasi-experimental design with a one-group pretest–posttest model, the study involved ten beginner-level students at Jakarta Indonesia Korean School (JIKS). The instructional treatment emphasized the use of fixed and semi-fixed chunks commonly found in everyday Korean communication. Quantitative data were collected through speaking tests assessing fluency, accuracy, and naturalness, as well as a Likert-scale questionnaire measuring students’ perceptions. Qualitative data were obtained through classroom observations. The findings indicate that chunk-based learning led to notable improvements in speaking performance, particularly in fluency and naturalness, while gains in accuracy were comparatively modest. Students also perceived the approach as helpful in reducing confusion, improving recall of expressions, and increasing speaking confidence. Overall, the study concludes that chunk-based learning is an effective and communicative approach for teaching speaking skills to beginner Korean learners, especially in small-class contexts.