Beliefs about English Learning and Teaching: From Teacher Learners’ Perspectives

Jaeyoung Choi 팬코리아영어교육학회(구 영남영어교육학회) 2006 영어교육연구 Vol.18 No.2

  This study investigated beliefs about English learning and teaching held by teacher learners1) who were studying to become secondary school English teachers in Korea. For the purpose, this study interviewed twenty teacher learners enrolled in a graduate program of English teacher education. The interviews were conducted as free conversation with a set of guiding topics and anticipatory questions. The total twenty hours of audio-taped data were produced from the interviews, and the data were made into non-verbatim transcripts. Through the procedure of multiple readings, multiple preliminary theme identifications, and checking subjects’ reactions, the themes emerged. The twenty teacher learners’ beliefs about English learning and teaching appeared to be strongly influenced by their past English learning experiences. At the same time, the beliefs seemed to reflect the subjects’ perception of the social context in which their English learning and teacher learning took place. The study suggests that teacher training programs provide more communication-centered English leaning opportunities for the teacher learners as a way of training them to be pro-communication English learners and teachers who would renovate Korean English education for the better.

문화적/상황적 영향에 의한 학습자와 교사의 신념이 EFL학습전략에 미치는 효과

박휴버트(Pak, Hubert H) 한국영어어문교육학회 2015 영어어문교육 Vol.21 No.4

As learner beliefs derive from a variety of sources, including the learner’s cultural and situational influences, it is essential to understand learner strategies for implementing appropriate language instructions. The present study represents a preliminary effort to empirically examine the effects of learner and teacher beliefs on EFL learning strategies, and then an attempt is made to explore cultural and situational influences on learner and teacher beliefs. A total of 40 students studying intermediate English class at a university participated in this study, and both qualitative and quantitative methods were employed. First, semi-structured interviews were conducted to investigate cultural and situational influences on learner and teacher beliefs, and all collected data were analyzed by NVivo version 10. Then, to examine the effects of learner and teacher beliefs, the participants were divided into two groups and taught with the instructions (designed for this research) on vocabulary acquisition, reading comprehension and writing. The result revealed that both cultural and situational influences have an impact on choosing learning strategies, and when teacher beliefs are matched with that of learner beliefs, students showed a significant improvement on their foreign language learning.

Native and Nonnative English Speaking Teachers’ Feedback Beliefs and Practices

장서현 고려대학교 언어정보연구소 2018 언어정보 Vol.0 No.26

Seohyun Penn. (2018). Native and Nonnative English speaking teachers’ feedback beliefs and practices. Language Information, Volume 26. 51-78. The present study investigates native and nonnative English teachers’ beliefs of teaching writing and giving feedback and how they give feedback to Korean EFL student writing. The data were collected from 74 English teachers (38 NESTs and 36 NNESTs) in order to examine their teaching methods of writing, feedback beliefs and their self-reported feedback practice. The survey responses were analyzed using a structured coding method (Saldana, 2009) and actual feedback points were analyzed using Analytic Model for Teacher Commentary (Ferris, 1995) and Error Categories (Ferris, 2012). The findings indicated that both groups of teachers considered teaching English writing and giving feedback to EFL students an integral part of students’writing and linguistic development. NESTs and NNESTs demonstrated comparable ways of giving feedback to student writing: 70% of their feedback was corrective feedback while 30% consisted of teacher commentaries. While teachers were cautious in giving content feedback avoiding teacher appropriation, they marked every error they saw on the students’ writing. The most salient differences emerged from the amounts of feedback they gave and the time spent on student writing. Based on the results obtained in this study, various instructional insights and implications for EFL teachers were discussed in the areas of teaching and giving more effective feedback. The current study warrants the necessity of implementing teacher training for both NESTs and NNESTs in Korean EFL settings.

Teachers’ Beliefs about Learner Autonomy in EFL Classrooms in Korea

Hyun-Ju Kim 한국중원언어학회 2016 언어학연구 Vol.0 No.38

This study was intended to investigate the beliefs about learner autonomy of English teachers in high schools in Korea. This study drew on the results of the previous research on teachers’ beliefs about learner autonomy in Oman (Borg & Al-Busaidi, 2012) and made an attempt to extend the previous study in two ways. First, this study adds new items to the questionnaire, which asks about the use of new technology for autonomous language learning. Second, this study provides teachers’ perspectives on learner autonomy for successful language learning in general. The survey results taken from 128 English teachers and the interview results from 12 out of the 128 English teachers yielded their beliefs about learner autonomy in general and their readiness to adopt new technology for autonomy. This paper argues that it is necessary to find the extent of teachers’ readiness to adopt the changes in teacher roles which learner autonomy implies. It also discusses the implications of these beliefs for future research and implementation into L2 classrooms.

Teachers’ Beliefs about Learner Autonomyin EFL Classrooms in Korea

김현주 한국중원언어학회 2016 언어학연구 Vol.0 No.38

This study was intended to investigate the beliefs about learner autonomy of English teachers in high schools in Korea. This study drew on the results of the previous research on teachers’ beliefs about learner autonomy in Oman (Borg & Al-Busaidi, 2012) and made an attempt to extend the previous study in two ways. First, this study adds new items to the questionnaire, which asks about the use of new technology for autonomous language learning. Second, this study provides teachers’ perspectives on learner autonomy for successful language learning in general. The survey results taken from 128 English teachers and the interview results from 12 out of the 128 English teachers yielded their beliefs about learner autonomy in general and their readiness to adopt new technology for autonomy. This paper argues that it is necessary to find the extent of teachers’ readiness to adopt the changes in teacher roles which learner autonomy implies. It also discusses the implications of these beliefs for future research and implementation into L2 classrooms.

Teacher-learners’ Beliefs about Proficiency Goals and Teaching Methods for Korean Secondary English Education

최재영 한국영어교육학회 2008 ENGLISH TEACHING(영어교육) Vol.63 No.1

This study aims to explore English teacher-learners’ beliefs about proficiency goals for Korean secondary English education and their intended teaching methods to accomplish the goals. In a qualitative format, with a questionnaire and a question guide, 20 students in a graduate school of education were intervirewed. The interviews were recorded, transcribed, and analyzed for underlying patterns. Finalized patterns underlying the teacher-learners’ goal beliefs and teaching methods are (1) prevalent study perspectives, not use perspectives in identifying the proficiency goals; (2) prioritizing explicit grammar knowledge in proficiency building; (3) preference for a teaching-centered English class regardless of teaching methods; and (4) teacher qualities identified more with text/grammar analysis skills than with English skills. Pro usage and pro teaching are identified as overarching themes in contrast to the prevalent pro use and pro communication of the communicative language teaching principles. The teacher-learners’ lack of consideration of students’ actual English practice/use is noted as well. Based on the findings, the study suggests secondary English curriculum restructuring with consideration of the future teacher candidates’ negative reaction to the current pro-communication policies. Reinforcing English language training for teacher-learners in teacher education programs is also suggested.

Native and Nonnative English Speaking Teachers’ Feedback Beliefs and Practices

Seohyun Penn 고려대학교 언어정보연구소 2018 언어정보 Vol.26 No.-

Seohyun Penn. (2018). Native and Nonnative English speaking teachers’ feedback beliefs and practices. Language Information, Volume 26. 51-78. The present study investigates native and nonnative English teachers’ beliefs of teaching writing and giving feedback and how they give feedback to Korean EFL student writing. The data were collected from 74 English teachers (38 NESTs and 36 NNESTs) in order to examine their teaching methods of writing, feedback beliefs and their self-reported feedback practice. The survey responses were analyzed using a structured coding method (Saldana, 2009) and actual feedback points were analyzed using Analytic Model for Teacher Commentary (Ferris, 1995) and Error Categories (Ferris, 2012). The findings indicated that both groups of teachers considered teaching English writing and giving feedback to EFL students an integral part of students’writing and linguistic development. NESTs and NNESTs demonstrated comparable ways of giving feedback to student writing: 70% of their feedback was corrective feedback while 30% consisted of teacher commentaries. While teachers were cautious in giving content feedback avoiding teacher appropriation, they marked every error they saw on the students’ writing. The most salient differences emerged from the amounts of feedback they gave and the time spent on student writing. Based on the results obtained in this study, various instructional insights and implications for EFL teachers were discussed in the areas of teaching and giving more effective feedback. The current study warrants the necessity of implementing teacher training for both NESTs and NNESTs in Korean EFL settings.

초등 예비교사 영희와 지아의 영어 학습자 자율성에 관한 연구

오마리아 ( Oh Maria ) 대한영어영문학회 2014 영어영문학연구 Vol.40 No.1

The purpose of this present study is to explore how two pre-service primary school teachers develop autonomy in English learning. The informants took a class entitled ‘Advanced English Conversation’ in spring 2013 at a teacher's college. The class was led by three English-native-speaking teachers and one Korean teacher-researcher. One major research method was individual interviews. Furthermore, survey results measuring learner autonomy, learning contracts, learning logs, audio-taped speaking in classes and audio-taped classroom English practice were used to triangulate the interview data. Two findings immerse: (1) Two informants’ initial autonomy levels showed considerable difference, and they believed that teachers motivated them to be active or passive in English learning; and (2) one informant's initially strong autonomy in English learning was well practiced and the other informant's initially low autonomy was developed while they were advised about ways to practice English inside and outside the class for one semester. Based on the study findings, the following suggestions are made to enable the future success of the autonomy development program: The program needs to develop a teacher-education program to raise teachers’ awareness of the importance of learner autonomy in English learning; it should be individually approached to take students’ individual differences into account; teacher roles and councillor roles should be clearly defined and teachers should not be solely in charge. (Jeonju National University of Education)

Student Storytellers` Beliefs and Practices about English Storytelling to Young Learners

( Bong Sun Song ) 글로벌영어교육학회(구 호남영어교육학회) 2015 Studies in English education Vol.20 No.3

This study explores the student storytellers’ beliefs and actual practices regarding English storytelling to young learners. Classes were observed, and 22 student storytellers’ beliefs were compared with 21 in-service elementary or kindergarten teachers using a questionnaire, which includes an open-ended question. The findings showed that although there was little difference between the general beliefs of the student storytellers and those of in-service teachers in terms of the nature of English storytelling, storytelling methods and techniques, and self-efficacy as English storytellers, their perceptions as to the qualifications as a storyteller and their confidence were quite different. Additionally, the student storytellers implemented storytelling mostly by relying on Korean translation apart from their beliefs. The reasons for these discrepancies were discussed, followed by the implications and limitations of this study.

A review of research on teacher efficacy beliefs in the learner-centred pedagogy context: Themes, trends and issues

Wei Ching Lee,Victor Der-Thanq Chen,Li-Yi Wang 서울대학교 교육연구소 2017 Asia Pacific Education Review Vol.18 No.4

Accompanying the trend of schools moving from teacher-centred to learner-centred pedagogy (LCP) practices, researchers have argued that teachers switching from the one to the other may as a result make changes in their personal judgement of their own teaching competency. This review aims to provide a comprehensive overview of recent studies of teacher efficacy beliefs (TEB) in relation to the LCP context. We have adopted a grounded approach to review 34 published papers between January 2009 and April 2016. Six themes were identified from our analysis of the findings of these studies to delineate how TEB has been studied in the LCP context. By a comparison with other two influential reviews on TEB research, we have also identified three trends and five issues in TEB research in LCP context. Future research directions are proposed with the intent to engage researchers sharing the same interest in this field.