This presentation examines the role of passive learners in online foreign language education, particularly in the context of an advanced Korean language course. Often misunderstood as disengagement, passive learning can serve as a foundation for reflective and autonomous learning. Through the adaptation of Literature Circles, this study explores how structured, role-based tasks can transition passive learners into active participants. In a 19-week online Korean course, five students were assigned specific roles such as Summarizer and Questioner, tailored to their individual learning styles. These roles facilitated passive engagement through pre-recorded voice tasks, preparing students for live interactive discussions of the Korean short story "That Woman’s House". The study demonstrates that passive learners, when given structured opportunities for reflective engagement, can successfully transition to active participation, contributing to critical discussions and literary analysis. This approach highlights the importance of passive learning as a precursor to active engagement, especially in foreign language education. By fostering both reflective and interactive learning, the method provides a pathway for developing critical thinking and deeper comprehension in foreign language classrooms. This study underscores the potential of integrating structured, reflective tasks into language instruction to support diverse learner needs and enhance applied linguistics practices in online education.

Authors:
SooJin Jung, Defense Language Institute Foreign Language Center, United States

About the Presenter(s)
Dr. SooJin Jung is a Defense Language Institute Foreign Language Center professor, serving under the Language, Regional Expertise and Culture(LREC) in Hawaii LTD.

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