Korean EFL Teachers’ Beliefs of English-only Instruction
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초록
The purpose of this study was to explore Korean EFL teachers’ beliefs of English-only instruction (EOI) with respect to four domains: teachers’ understanding of EOI concepts, teachers’ views of implementing EOI, teachers’ frequency of English use, and the practical reasons teachers choose or avoid EOI. The data for this study was collected through a questionnaire completed by 346 English teachers and was analyzed quantitatively and qualitatively. The overall findings of the survey showed that despite a comparatively high understanding of EOI concepts, many teachers, according to the teaching levels, retain some mixed views about adopting EOI in classroom practice and have an extremely low tendency to use English during class time. It was also revealed that the biggest reasons they avoid EOI can be attributed to teachers’ perceived lack of English proficiency and limited knowledge about its implementation. This result suggests that teachers’ conceptual understanding of EOI does not necessarily guarantee its actual implementation in the classroom. In light of this, some pedagogical implications are proposed based on research findings in order to help teachers and educators to implement EOI more successfully.
Abstract
The purpose of this study was to explore Korean EFL teachers’ beliefs of English-only instruction (EOI) with respect to four domains: teachers’ understanding of EOI concepts, teachers’ views of implementing EOI, teachers’ frequency of English use, and the practical reasons teachers choose or avoid EOI. The data for this study was collected through a questionnaire completed by 346 English teachers and was analyzed quantitatively and qualitatively. The overall findings of the survey showed that despite a comparatively high understanding of EOI concepts, many teachers, according to the teaching levels, retain some mixed views about adopting EOI in classroom practice and have an extremely low tendency to use English during class time. It was also revealed that the biggest reasons they avoid EOI can be attributed to teachers’ perceived lack of English proficiency and limited knowledge about its implementation. This result suggests that teachers’ conceptual understanding of EOI does not necessarily guarantee its actual implementation in the classroom. In light of this, some pedagogical implications are proposed based on research findings in order to help teachers and educators to implement EOI more successfully.
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