This study compares English education policies in South Korea and Singapore, emphasizing reading and speaking skills in historical-political contexts. South Korea’s exam-driven system prioritizes reading and grammar, fostering strong academic proficiency (CALP) but comparatively weaker conversational skills (BICS). Singapore’s communicative immersion approach yields balanced proficiency across all four skills. Data from TOEFL iBT, IELTS, EF EPI, and CEFR show that South Korean students are strong in academic reading, yet lag in speaking (e.g., TOEFL Speaking: 20 vs. 24; IELTS: 5.6 vs. 7.0), while Singapore exhibits higher overall proficiency (EF EPI 2024: Singapore 609/Very High/C1, 3rd globally; South Korea 523/Moderate/B2, 50th globally). Challenges in South Korea include exam focus, limited exposure, and costly private tutoring. The following improvements are suggested: CLT teacher training, oral CSAT elements, expanded elementary speaking, and affordable public programs for holistic development.
Sena Kim (2026) studied this question.