Abstract

This study examined the opportunities and challenges faced by Filipino learners in the newly introduced Korean language course within the Special Program in Foreign Language (SPFL) and its relationship to their proficiency. Using an explanatory sequential method, the research was conducted in three phases. In Phase 1, 32 students took the Test of Proficiency in Korean (TOPIK I) and completed a survey. The results indicated that 62.5% passed TOPIK I, suggesting that more than half had a solid grasp of the Korean language. The survey revealed manageable challenges in learning Korean, with a composite mean of 1.85 and a verbal interpretation of “Disagree.” However, thematic analysis in Phase II identified specific challenges, such as difficulties with Korean tenses, particles, vocabulary, and anxiety over making mistakes, which affected students’ comprehension. In contrast, the survey indicated positive opportunities for learning Korean, with a composite mean of 3.57 and a verbal interpretation of “Strongly Agree.” Notable themes included improved college admissions, job prospects, and increased cultural awareness. Data also found no significant relationship between students’ proficiency levels—high or low—and their challenges and opportunities in learning Korean. Based on these findings, an Action Plan was proposed to enhance areas for improvement in Korean language learning for SPFL enrollees, aiming to involve school stakeholders in supporting the development of Korean language skills.