Stories from Teacher Nguyen Thi Thu Huong
글쓴이홍보협력팀
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작성일 2026-08-21
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Stories from Teacher Nguyen Thi Thu Huong
Q. What led you to plan a Business Korean class reflecting Vietnamese learners’ employment-related Korean language needs?
A. At first, many learners studied Korean out of interest in Korean culture, including K-pop, K-dramas, and hansik. However, as they continued learning, their purposes became increasingly diverse and specific, including employment at Korean companies, study abroad, interpretation and translation, and business exchange.
However, it was difficult to adequately practice real workplace situations, such as meetings, presentations, negotiations, and customer service, in conventional textbook-based classes alone. Learners also began asking more questions such as “How should I say this at a company?” and “How should I express my opinion in a meeting?” rather than simply asking, “What does this expression mean?” Seeing these changes, I thought that what learners needed was not merely knowledge of the language, but the ability to use Korean in real situations. That led me to plan a Business Korean class that reflects learners" practical needs.
However, it was difficult to adequately practice real workplace situations, such as meetings, presentations, negotiations, and customer service, in conventional textbook-based classes alone. Learners also began asking more questions such as “How should I say this at a company?” and “How should I express my opinion in a meeting?” rather than simply asking, “What does this expression mean?” Seeing these changes, I thought that what learners needed was not merely knowledge of the language, but the ability to use Korean in real situations. That led me to plan a Business Korean class that reflects learners" practical needs.
Teacher Nguyen Thi Thu Huong taking a commemorative photo with learners in Korean 1A class
Q. Through role-play activities, what changes did you see in learners’ attitudes toward using Korean or in their confidence?
A. Not all learners changed to the same degree after the class, but overall, there were positive changes. At first, many learners relied on scripts or gave short answers because they were worried about making mistakes. However, as they repeated role-play activities, more learners began participating in speaking activities, and some tried to explain their opinions and reasons more fully and specifically rather than fearing mistakes.
In addition, learners improved not only in their ability to listen to others and continue conversations, but also in collaboration skills such as dividing roles among team members and coordinating opinions. Learners’ responses were also positive. One learner said, “It felt like I was actually working at a company,” and another said, “I gained confidence in presenting in Korean.” These responses confirmed that role-play activities reduced learners’ anxiety about using Korean and increased their confidence to speak more actively.
In addition, learners improved not only in their ability to listen to others and continue conversations, but also in collaboration skills such as dividing roles among team members and coordinating opinions. Learners’ responses were also positive. One learner said, “It felt like I was actually working at a company,” and another said, “I gained confidence in presenting in Korean.” These responses confirmed that role-play activities reduced learners’ anxiety about using Korean and increased their confidence to speak more actively.
