This paper examines how Korean Hak-won teaching methodologies—traditionally criticised for fostering excessive competition—can effectively support underrepresented students in British university language education when thoughtfully adapted. Implemented at York St John University, a teaching-focused institution where 80% of students come from backgrounds underrepresented in higher education, three Hak-won-inspired techniques addressed specific challenges: low academic confidence, limited study skills, and unfamiliarity with higher education expectations. The techniques included explicit grammar instruction with systematic linguistic analysis, weekly formative quizzes with individualised performance tracking and visualisation, and supplementary YouTube video resources for self-paced revision. Student feedback and mid-module survey data demonstrated significant improvements in confidence, self-trust in language abilities, and metacognitive awareness. This practice report suggests that systematic, structured pedagogical approaches—when divorced from competitive ranking pressures—provide essential scaffolding for students requiring enhanced academic support whilst developing autonomous learning capabilities.