• English Language & Literature Teaching
• /
• v.17 no.4
• /
• pp.157-175
• /
• 2011

The purpose of this study is to compare learners' view on Korean and native teachers of English with regard to competence of teaching skills. A total of 166 high school students attending the same high school in Korea participated in a questionnaire survey. The students were asked a series of questions about their five Korean teachers of English and three natives. The analysis of the results indicates that the learners believed Korean English teachers would be better in teaching vocabulary, grammar and reading than native English teachers. The learners answered native English teachers would be better in teaching speaking, listening, and writing. In the areas of the accuracy of classroom language, the level of teacher-centeredness, and the amount of cultural information given in a classroom, there were no significant differences in the learners' responses between Korea and native teacher of English. By recognizing the differences of the learners' views on two different types of ELT teachers, we suggest that it would be beneficial for learners if we would utilize their views in designing and administrating a team-teaching program.

• International Journal of Contents
• /
• v.18 no.3
• /
• pp.1-10
• /
• 2022

The advancement of Internet technologies has provided a new and effective way to cultivate international talents. To investigate the effect of native English teachers' online synchronous classes on Chinese primary school students' oral English improvement, an 18-month quasi-experimental study was conducted on 300 primary school students in China. The experiment and control groups were provided biweekly synchronous online classes with native and non-native English teachers. SPSS was used to conduct Paired Sample T-Tests and analyze performance differentials. The results showed that online classes taught by native English teachers perform better than non-native English teachers in three areas: vocabulary accuracy, average sentence length, and phonological intonation.

• English Language & Literature Teaching
• /
• v.12 no.3
• /
• pp.51-78
• /
• 2006

This research conducted between March and December of 2005 has focused on analyzing a diverse range of educational services provided by English native-speaking instructors teaching in Korea. This study includes quantitative research findings from 238 university students. This dual-semester research study focuses on our most recent Korean EFL (English as a Foreign Language) programs provided for university students who wish to improve their English ability. Many students hope to partake in lectures taught by Native English Speaking teachers (hereafter NS teachers), and many universities are also willing to open additional courses for these students. However, in order for lectures to be most effective, NS instructors need to be appropriately trained or qualified teachers in order to successfully educate their students. Furthermore, NS teachers need to constantly review their teaching styles and strategies to allow for professional development and to ensure an improvement in their teaching methodology. Overall, this research provides whole English lecture views of NS teachers that is data-driven regarding designing, implementing, evaluating, and reforming the education of English taught by NS teachers working in Korea.

• English Language & Literature Teaching
• /
• v.18 no.1
• /
• pp.133-151
• /
• 2012

This study investigates Korean university students' perception of TOEIC courses taught by Korean and native English teachers and test results in an effort to identify better methodologies to teach TOEIC. To find out the student's perceptions of TOEIC classes, a survey was conducted. The one hundred sixty students who attended the TOEIC courses participated in a questionnaire survey at the end of the semester. Based on a survey of students' assumptions toward TOEIC classes and teachers, this paper discusses the skills students feel important to improve their TOEIC scores and what their actual scores show. The research questions were: 1) what are some of the benefits of having a Korean or native English teacher for TOEIC courses? 2) what are some of the drawbacks of having a Korean or native English teacher for TOEIC courses? The results indicated that Korean and native English teachers have an equal chance to become successful teachers, but the methods used by the two groups are not the same in the context of teaching TOEIC courses; in the short term, direct test preparation, dictation and repetition by Korean or native teachers might be good methods for TOEIC courses, however, in the long term, conversation and discussion performed by native teachers may affect scores in a positive way.

• English Language & Literature Teaching
• /
• v.17 no.3
• /
• pp.255-272
• /
• 2011

As the demand of English education is increasing, the demand for Native English speaking teachers (NEST) is rising, especially in Asian countries. However, due to the low number of NEST, the Korean government is suggesting that Filipino Women be used as English teachers as an alternative. This study aims to answer three questions: (1) are Filipino women in Korea qualified to teach English based on the error analysis of their written essays? (2) what are the linguistic features found in their diagnostic essays? and (3) is their written English better than Korean college students' written English based on the comparison of the two groups? The findings from the Filipino participants show the most frequently occurring errors are related to punctuation usage (commas and hyphens), vocabulary (word choice), verb usage, redundancy, and even as basic as capitalization usage. The results from the comparison of the two groups show that the percentage of the Filipino participants' written error was 14% while the percentage of the Korean participants was 17%. The findings would give us some ideas on the qualification of Filipino women in Korea as English teachers.

• English Language & Literature Teaching
• /
• v.17 no.2
• /
• pp.59-77
• /
• 2011

In recent years, as many native English speakers are working in Asia to as English teachers, team teaching with local teachers has been commonly implemented within the Korean EFL classroom. Using qualitative case studies, this paper aims to explore native English-speaking teachers' (NESTs) perceptions of team teaching and their challenges at different secondary Korean schools. The study documents the challenges faced by three foreign teachers embedded in intercultural teaching teams. The data shows that common challenges include vague role distribution among teachers, problems presented by mixed levels of students, large classes, and students' low valuation during foreign teacher's classes, which go ungraded. The study calls for serious governmental efforts to change these fundamental problems and closely examine local factors that strongly affect team teaching practices before initiating a system of importing foreign teachers without proper preparation.

• English Language & Literature Teaching
• /
• v.13 no.3
• /
• pp.177-201
• /
• 2007

The purpose of this study is to create step by step guidelines for effective team teaching between Korean teachers of English and native English teachers in Korea. Although team teaching has been used from 1995 in the teaching of English in Korea, the effectiveness of team teaching has not been as high as we have hoped. An important reason for this failure is the lack of communication between the Korean teachers of English and the native English teachers. More specifically, the failure has resulted from not only a lack of opportunities for these teachers to communicate but also a lack of guidelines and strategies for improved intercultural communication between teachers from different cultural backgrounds. This study provides step by step guidelines for how to set up communication time, what to share, and how to set up effective team teaching in English education.

• The Journal of the Korea Contents Association
• /
• v.13 no.10
• /
• pp.615-623
• /
• 2013

The study is conducted as basic research to verify professional expertise and abilities of native English teachers who are teaching in Korea in objective and scientific ways. It aims to introduce a qualification certificate system which seeks to measure qualification by abilities, and to boost professionalism and morale, and finally, contributes to reinforcement of public English education in Korea. Therefore, this basic study is on the 'Practical use of native English teachers and general analysis.' The study seeks to evaluate the management system of English native teachers and find ways to improve it. Also, it is expected that this research would practically contribute to the development of Korean English education.

• Journal of Digital Contents Society
• /
• v.11 no.2
• /
• pp.161-168
• /
• 2010

In the past, Korean English language learners focused on knowledge of grammatical structures. Thus Korean trained instructors, who focused on explaining the grammar structures, were seen as being preferable for teaching in EFL (English as a foreign language) classrooms. However, with the focus changed to speaking capability Koreans now desire 'fluent' English more than 'accuracy' seeing if possible (Mottos, 1997). Current study has been concerned about the issue of how non-native learners of English perceive the difference between native teachers (NTs) and non-native teachers (non-NTs) of English in the context of ELT classroom. The study explores the issues and problems the followed and how non-NTs can enhance teaching practice of speaking and listening lessons through multimedia application.

• English Language & Literature Teaching
• /
• v.17 no.3
• /
• pp.237-254
• /
• 2011

This study investigated Korean university students' perceptions of NESTs (Native English Speaking Teachers) and NNESTs (Non-native English Speaking Teachers) in TEE (Teaching English through English) courses to examine strengths and weaknesses of NESTs and NNESTs. 100 university students who had an experience in taking TEE courses with both NESTs and NNESTs answered the questionnaire in which they were asked to answer questions of general area, language skills, affective areas, and teaching behaviors. 20 students out of them were also interviewed to consolidate the data. The results revealed that except for speaking ability, students did not express a strong preference for NESTs and they did have a preference in learning some specific skills. In terms of affective areas, students had a preference for NNESTs. In addition, there were differences in teaching behaviors of NESTs and NNESTs. These findings have valuable implications for NNESTs to improve their speaking proficiency: analyzing and participating in discourses, and monitoring teaching practice through videotaping.