Does early start matter? Converging achievement trajectories of early and late English learners in Korea

This study examined whether early English education prior to Grade 3 leads to long-term achievement advantages in the Korean EFL context. Ninety-three Korean high school students were divided into early starters (English instruction before Grade 3) and public-school starters (English beginning in Grade 3). Of the 104 students who initially responded to the questionnaire, 93 were included in the final analysis based on predefined inclusion criteria. Achievement was measured using nationwide standardized assessments at Grade 10 and Grade 12. Independent-samples t-tests revealed early starters significantly outperformed public-school starters at Grade 10 (t(91) = −3.38, p = .001, d = 0.71) but not at Grade 12 (t(91) = −1.09, p = .279, d = 0.23). Mixed-design ANOVA showed a significant Group × Time interaction: early starters’ achievement declined while public-school starters’ increased, narrowing the gap substantially. Findings suggest early English education provides initial advantages but not sustained superiority.