In this blog post, I’ll outline the common sections of the personal statement required for applying to the Department of Korean Language Education at Gwangju National University of Education (academic efforts, campus activities, and examples of consideration and cooperation).
Writing About Academic Experiences and Reflections
Could English ever become as easy as my native language? English, which felt even more difficult precisely because it was a foreign language, was my weakest subject in high school. Since I needed to improve my grades, I thought deeply about why I struggled with English and sought to identify the root cause of why my grades were low in English—a “language”—despite my strong performance in Korean.
Upon analysis, I realized that when solving English problems, I focused too much on interpreting individual words rather than understanding the flow of the context, and my limited vocabulary compared to others was also an issue. So, I set a goal to memorize 500 words a week, and when solving problems, I tried to grasp the context just as I would with Korean language problems. Instead of getting bogged down by individual word meanings, I focused on understanding the overall content of the English text and inferred the meanings of unknown words from the context to solve the problems.
Rather than trying to analyze it like I did in math, I studied by understanding sentences and grasping context—just as I did in Korean, which I’m good at—and as I consistently practiced memorizing English vocabulary, my grades improved dramatically. I realized that English is also a country’s “national language” and a means of communication, and I learned that there is always a reason behind any shortcomings, so I must address that root cause.
I gained the confidence that even if my grades dropped, I could identify the cause and overcome it, and I came to believe that the better I understand my native language, the better I can perform in English. I gained the confidence that if I can understand my native language and analyze sentences well, I can quickly master not only English but also other foreign languages.
Description of Major School Activities and Reflections
I am a member of the school’s sign language club. I was initially intrigued by the idea of expressing myself with my hands rather than words, and I believed that learning sign language would not only help people who cannot speak but also broaden the value of communication. I developed my sign language skills with the belief that speaking with our hands can become just as natural as speaking with our mouths.
Our club has engaged in a variety of activities beyond simply learning sign language, including sign-language-based plays, storytelling, stage performances, and volunteer work at local community welfare centers. In particular, staging performances using sign language served as an opportunity to demonstrate that sign language is not merely a set of gestures but can function as a language in its own right, while also showcasing its beauty. It was deeply rewarding to see people who, after watching our performances, asked to learn sign language or expressed surprise that sign language could be a language in its own right.
Above all, I believe these activities helped many people realize that using sign language to accommodate those who cannot speak is a practical way to respect human dignity. This experience taught me that campus activities can transcend mere hobbies and take on social significance.
Examples of Consideration, Sharing, and Cooperation, and My Reflections
In conjunction with our sign language club activities and with support from the school, we consistently volunteered our skills at a local children’s center. In particular, I have taught children who had to communicate through sign language or in writing. These children were fully capable of receiving the same education and studying just like anyone else; they simply could not speak.
I taught these classes by adapting to the children’s level—using lip-reading, sign language, and writing on the blackboard—and I poured my passion into their education. I was deeply moved by the children’s determination to learn—it seemed as though their disabilities were no obstacle at all—and it made me reflect on how complacently I had been living my own life. While teaching them, I, too, learned passion and perseverance for life, and this experience became the driving force that propelled me toward my life goals with the mindset that “nothing is impossible.”
Another experience of collaboration was a talchum dance choreography assignment during my freshman year of high school. We worked in groups to create original choreography and select music for a performance project, and the best works were given the opportunity to perform on stage at the school festival. Our group set the goal of winning an award and performing on stage, but it wasn’t easy from the start due to frequent disagreements.
As the group leader, I first listened to everyone’s opinions and mediated to decide on the choreography and music as efficiently as possible. However, it was difficult to satisfy everyone, and one classmate even shed tears out of disappointment. I pointed out bluntly that if everyone insisted on their own way, the entire group could fail, and my classmates agreed, deciding to respect and accommodate the direction chosen by the majority.
Although we were short on time to synthesize our ideas and reach a consensus, my friends—each with strong personalities—sacrificed even their sleep to complete the choreography and music, and we ultimately achieved excellent results, earning a spot on the festival stage. Through this experience, I was able to develop leadership skills in managing conflict, coordinating diverse opinions, and fostering collaboration.
