A Pilot Study on Computer-Assisted Language Learning-Based Instruction of Korean Idioms

This pilot study investigates the effectiveness of computer-assisted language learning (CALL) in teaching Korean idioms to learners of Korean as a foreign language. Due to their figurative meanings and strong cultural grounding, Korean idiomatic expressions often pose considerable challenges for language learners, particularly in terms of accurate comprehension and appropriate use in context.
Traditional instructional approaches may be limited in addressing these difficulties, which highlights the need for innovative teaching methods. To respond to this pedagogical challenge, a CALL-based instructional approach was specifically designed and implemented in this study. The participants consisted of twelve intermediate-level learners of Korean who participated in CALL-mediated idiom learning activities over a short instructional period. The instructional design incorporated multimodal input, interactive exercises, and self-paced learning components intended to facilitate deeper understanding and retention of idiomatic expressions.
Data were collected through pre- and postinstruction assessment tasks, analysis of learners’ responses during instructional activities, and a post-study questionnaire examining learners’ perceptions of the CALL-based learning experience. The analysis focused on changes in learners’ comprehension and production of Korean idioms, as well as their attitudes toward CALL as an instructional tool. 
The findings indicate that the CALL-based instructional approach had a positive effect on learners’ understanding and use of Korean idioms. Participants demonstrated improved performance in post-instruction tasks and reported increased engagement and confidence in idiom learning. Learners also expressed favorable perceptions of the multimodal, interactive, and self-paced features of the CALL environment. However, given the small sample size and exploratory nature of this pilot study, the results should be interpreted with caution.
Overall, this study suggests that CALL has considerable potential as an effective supplementary tool for teaching Korean idioms and offers pedagogical implications for future large-scale and experimental research on technology-assisted idiom instruction.