Abstract
This study conducted a tutoring program in expansion to a TOPIK preparation course. TOPIK II scores, learner satisfaction, learning effect, and perception of the instructor were examined to determine the effects course-linked tutoring has on learners’ Korean language skills. The results are as follows. First, the course-linked tutoring program had a significant effect on the learners’ Korean language achievement in that it raised their overall TOPIK scores. Second, tutoring showed to have an effect on the learners’ Korean language achievement in areas separate from the TOPIK preparation course. Third, the learners perceived that they experienced greater satisfaction and learning effects through the tutoring program than through the TOPIK preparation course. This study is significant in that it proposed and verified the effectiveness of course-linked tutoring as a teaching-learning method that considers individual learner differences. This can have implications for the development and utilization of tutoring programs in the field of Korean language education.
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