Foreign Voices, Korean Classrooms: A Qualitative Study of Native English Speaking Teachers’ Experiences
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This study examined how native English-speaking teachers (NESTs) experience and interpret their personal and professional lives in Korean higher education. While many studies have focused on NESTs in public schools, their roles in universities—especially in non-tenure-track positions—remain underexplored. Three NESTs teaching English conversation courses participated in this qualitative case study. Data were collected through surveys, interviews, classroom observations, and follow-up emails, and analyzed using the constant comparative method, moving from open coding to the development of themes. Triangulation across multiple data sources enhanced the credibility of the findings. Four themes emerged: teaching as a pathway, cultural and institutional friction, comfort-oriented pedagogy, and emotional landscape. The findings show that what began as temporary employment developed into meaningful careers shaped by professional growth, cultural negotiation, and student-centered teaching practices. The study concludes with implications for mentoring, institutional support, and collaborative practices to better assist NESTs in Korean higher education.
Abstract
This study examined how native English-speaking teachers (NESTs) experience and interpret their personal and professional lives in Korean higher education. While many studies have focused on NESTs in public schools, their roles in universities—especially in non-tenure-track positions—remain underexplored. Three NESTs teaching English conversation courses participated in this qualitative case study. Data were collected through surveys, interviews, classroom observations, and follow-up emails, and analyzed using the constant comparative method, moving from open coding to the development of themes. Triangulation across multiple data sources enhanced the credibility of the findings. Four themes emerged: teaching as a pathway, cultural and institutional friction, comfort-oriented pedagogy, and emotional landscape. The findings show that what began as temporary employment developed into meaningful careers shaped by professional growth, cultural negotiation, and student-centered teaching practices. The study concludes with implications for mentoring, institutional support, and collaborative practices to better assist NESTs in Korean higher education.