Effectively Organizing Self-Study Activities in Korean Language Instruction with the Credit Module System

Abstract

This research thesis aims to investigate the potential benefits and challenges of incorporating a credit module system into the administration of self-study activities in Korean language instruction. The traditional approach to language learning often emphasizes classroom-based instruction, but the changing dynamics of education call for more student-centered and self-directed learning approaches. The credit module system offers a structured framework to support and assess self-study activities, ensuring their effectiveness and promoting learner autonomy. This study explores the potential impact of implementing such a system within the context of Korean language instruction.