“When I witness the earnestness beyond
the screen, my heart, too, is deeply moved.”
A Conversation with Min Seon-hong,
Teacher at the Online KSI Operated by KSIF

Min Seon-hong, a teacher at the Online King Sejong Institute (Online KSI), continues to teach Korean to learners across the globe. Even in an online environment, she has consistently strived to create heartfelt communication and highly engaging classes. Drawing on her Korean language teaching experiences in diverse regions such as the United Arab Emirates and Kazakhstan, Min Seon-hong has been expanding the potential of digital education through learner-centered classes. We spoke with her to hear about the rewards of being a Korean language educator and her dreams for the future.

Hello, Ms. Min Seon-hong. To begin, could you please introduce yourself?
 

Hello. I taught Korean as a local teacher at KSI Xi’an, China for seven years. Wanting to see a broader world through Korean language education, I applied to become a dispatched teacher and went on to teach at KSI branches in the United Arab Emirates and Kazakhstan. The reason I became a Korean language teacher was because I found unique appeal in communicating with foreigners not in English or Chinese, but in my native language, Korean. I still remember seeing a banner for the opening of a KSI at the school I was attending in China, which led me to write up my resume and apply on the spot. Currently, I teach Korean at a university in Korea, and with a deep affection for KSI learners, I also conduct Korean classes through Online KSI.
 
 

What kind of classes are you currently teaching at Online KSI? What level are they, and what types of learners do you mostly work with?
 

I am currently teaching KSI Korean 3. Since it is an intermediate-level class, it is designed for learners who are able to communicate in Korean, and participants come from a wide range of countries including those in South America, Europe, the Middle East, and Central Asia. Most of the learners in KSI Korean 3 are studying Korean out of an interest in Korean culture or with dreams of studying abroad in Korea.
 
 

How are classes typically conducted at Online KSI? Do you find any advantages in remote learning?
 

At Online KSI, students first study the week’s vocabulary and grammar through online content (VOD lectures) at their own convenience. Then, during the real-time video classes, they review what they have learned and engage in speaking, listening, reading, and writing activities—with a particular focus on speaking. Various speaking topics are introduced using the vocabulary and grammar of the unit, and students are given many opportunities to express themselves freely. We also divide learners into small groups to encourage more in-depth conversations. It’s especially interesting to hear different perspectives, as each country has its own unique culture and ways of thinking. The students also enjoy hearing stories from friends in other countries and participate with great enthusiasm.

Thanks to the diversity of nationalities among the learners at Online KSI, classes become even more enriching and dynamic. The advantages of online education are evident in how it allows learners from many different countries to come together in one space to learn Korean.
 
 

On the other hand, there may also be limitations when it comes to teaching and learning a language remotely. As mentioned earlier, you previously worked as a dispatched teacher for about three years at KSI Korean Cultural Centers in the United Arab Emirates and Kazakhstan, teaching students of various nationalities. Since you’ve experienced both in-person and online teaching, how would you compare the two formats? What do you see as their respective strengths and weaknesses?
 

There’s a clear difference between in-person and online classes, even when covering the same material. In face-to-face classes, the interaction between the teacher and learners is much more direct, which enhances immersion. Teachers can make eye contact with learners, check their reactions instantly, and guide the flow of the class through gestures, facial expressions, and the overall atmosphere. Because it’s easier to build rapport between teacher and learners, instructors need the ability to lead engaging and lively classes, and they can use homework and activities to increase motivation and interest.

In contrast, online classes require more active participation from the learners themselves. Since you’re meeting learners through a screen, nonverbal cues like facial expressions and gestures are limited, and teachers need to assess learners’ understanding and needs through verbal communication. While some learners are very active in participating, others may remain passive behind the screen. In such cases, teachers have to make the effort to call on them by name and create opportunities for engagement. Remote classes do offer the flexibility to meet regardless of time and location thanks to technological advancements, but technical issues like internet connectivity or computer problems can become major variables affecting the lesson.
 
 

As a Korean language teacher at Online KSI, could you share a memorable episode or a moment when you felt especially rewarded?
 

What I remember most from teaching at Online KSI is the learners who, despite difficult circumstances, continue to make every effort to learn Korean. In the previous semester, there was a learner from Cameroon, Africa, who applied for the class but had poor internet access. To reduce data usage, the learner enrolled in a class held during the early morning hours, but even then, the internet kept disconnecting, forcing them to repeatedly exit and rejoin the class. Most people would give up after a couple of tries, but this learner kept reconnecting throughout the class, doing everything they could to stay in. Later, I checked the access log and saw that they had connected 18 times. It was a touching moment that truly showed how desperately they wanted to learn Korean.

There was also an Egyptian learner who couldn’t enroll in the preferred time slot because it filled up quickly, so they registered for a class held at 4 a.m. local time. Since their family was asleep at that hour, they joined the class under a blanket in their room to avoid making noise—I remember laughing a lot during that session. Thankfully, the learner successfully completed the course and was able to advance to the next level. These moments, when Online KSI becomes a stepping stone of hope for someone, are when I feel the proudest and most fulfilled as a Korean language teacher at Online KSI.
 
 

Online KSI is an educational platform that supports various learning goals of international Korean language learners. It offers not only the KSI Korean courses for all levels—from beginner to advanced—but also special programs such as Korean Language for Business and KSI Reading & Writing. Could you offer some advice on how learners can study and take classes more effectively through Online KSI?
 

Online KSI offers a wide range of courses and excellent learning materials for every level, allowing learners to design a study plan that suits their individual needs and circumstances. First, it is important to determine your accurate proficiency level through the Nuri KSI Korean Language Placement Test. Once you understand your level, you can register for the appropriate class. At this stage, combining a purpose-specific course such as Business Korean or KSI Reading & Writing can enhance the practical usefulness of your studies.

It is also crucial to set aside a fixed amount of time every day or week for consistent study. When doing so, plan to practice listening, speaking, reading, and writing in a balanced way. Before joining the real-time class sessions, watch the video lectures in advance, repeat key expressions, and organize the content in your notes. During the real-time video class, be sure to receive feedback from the instructor. After class, review the key expressions the teacher emphasized and record them in a review notebook. Writing a learning journal summarizing the day's lesson—almost like a diary—can help reinforce your memory.

If you have any questions, feel free to post them to the Online KSI website community or email your instructor—these are great resources to actively use. In addition, for more in-depth content, learners can download grammar or vocabulary materials from the KSI Online Resource Library, or review anytime using the Sejong Korean app. To make the most of Online KSI, it is effective to study in a self-directed way, increase opportunities for practical practice, and complement your learning with digital tools.
 
 

Do you have any future goals or plans? Please tell us about the direction you envision as a Korean language educator.
 

As a Korean language teacher, my greatest aspiration is to create classes that are both engaging and enriching. There’s a unique sense of fulfillment and pride when a class feels like play, yet learners walk away having gained so much—that’s the most rewarding part of being a Korean language educator. What I hope to do going forward is actively incorporate a variety of learning materials and the latest in EdTech into my lesson planning in order to discover an optimal teaching model tailored to the online environment. I want to effectively absorb and apply the ever-evolving educational technologies and vast learning resources to create Korean language classes that are more vivid, dynamic, and immersive for learners. In addition, I hope to support Korean learners in difficult circumstances so they can achieve their dreams through Korean. One of my goals is to establish programs or support systems for those who face limitations and barriers to learning due to various challenges.
 
 

Lastly, could you share a message for Online KSI learners?
 

As the saying goes, “Heaven helps those who help themselves.” If you are willing to help yourself by studying Korean, then Online KSI will become your treasure trove. I hope your time with Online KSI will be a wonderful journey of dreaming, achieving, and enjoying those dreams.