Native English-speaking teachers’ perspectives on Korean university students’ learning of English as a foreign language

Doctorate other than PhD


Shin, Christian Youngwan. 2014. Native English-speaking teachers’ perspectives on Korean university students’ learning of English as a foreign language . Doctorate other than PhD Doctor of Education. University of Southern Queensland.
Title

Native English-speaking teachers’ perspectives on Korean university students’ learning of English as a foreign language

TypeDoctorate other than PhD
Authors
AuthorShin, Christian Youngwan
SupervisorSon, Jeong-Bae
Institution of OriginUniversity of Southern Queensland
Qualification NameDoctor of Education
Number of Pages180
Year2014
Abstract

It is widely recognized among English language teaching scholars that there is a pedagogical gap between English as a foreign language (EFL) students and native English-speaking teachers (NESTs). However, little research has attempted to identify contributing factors and elucidate them from an NEST perspective in the Korean higher education context. This study explored NESTs’ perspectives on Korean university students’ EFL learning in an effort to bridge the gap. Attention was also drawn to NESTs’ pedagogical approaches and methods in the course of ascertaining their perspectives on the students’ learning. The study was carried out through a mixed methods approach encompassing a questionnaire survey, in-depth interviews, classroom observations, and field notes. Fifty-four NESTs completed questionnaires, and a subsample of six teachers further participated in naturalistic inquiry. The study shed light on what attributed to the effectiveness of students’ EFL learning through exploration of the following from the teachers’ perspectives: learner motivation; knowledge base; language skills; needs and expectations; in-class behaviors; study habits; learning strategies; and prior learning experience. The teachers acknowledged that the students could not take full advantage of the services rendered by NESTs while EFL classes taught by NESTs were deemed apposite, necessary, and beneficial. The teachers were consulted about ways of narrowing the gap to improve the effectiveness of EFL learning and teaching. Based on the findings, recommendations are made to close the gap and improve the quality of EFL education.

KeywordsEnglish, teaching, pedagogical gap, foreign language, education, NESTs, Korean, Korea, EFL, teachers
ANZSRC Field of Research 2020399999. Other education not elsewhere classified
470306. English as a second language
Byline AffiliationsSchool of Linguistics, Adult and Specialist Education
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