Abstract
The integration of synchronous and asynchronous modalities within flexible learning policies has significantly transformed second language instruction, including the teaching of Hangul in higher education. While online learning environments have expanded access and promoted learner autonomy, there remains a limited understanding of students’ lived experiences across these modalities. This descriptive phenomenological study explored the experiences of Bachelor of Arts in English Language students learning Hangul through both synchronous and asynchronous online instruction. Employing total population sampling, all enrolled students in the course participated, with data gathered through in-depth interviews and analyzed using a phenomenological approach to capture the essence of their learning experiences. Findings revealed two primary experiential categories: asynchronous learning through electronic modules and synchronous learning via videoconferencing. Asynchronous instruction was characterized by the absence of a More Knowledgeable Other (MKO), limited comprehensible input, increased reliance on self-directed learning, and heightened interest driven by novelty. In contrast, synchronous instruction, despite challenges such as connectivity disruptions, facilitated communicative interaction, clarification, and negotiation of meaning, and procedural scaffolding, leading to deeper learner engagement. These findings highlight the continued pedagogical importance of real-time interaction in online language acquisition and emphasize the need to enhance interactive and scaffolded components in virtual Hangul instruction.
