Perception-Behavior Differences on Good Teaching and Learning: Korean EFL College Students
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This study examined the perceptions on good teaching and learning held by Korean EFL college students in the four pedagogical areas (i.e., teaching, learning, class dynamics, and educational system) and investigated to what extent survey responses reflected students’ perceptions and their behaviors by analyzing the perception-behavior differences. The self-reported survey was constructed in the way it distinguished students’ responses on the perceptions and their literacy behaviors. The results showed that Korean students, as opposed to commonly-held conceptions of Asian learners (Cortazzi & Jin, 1996, 2002; Hammond & Gao, 2002), possessed fairly well developed perceptions about English learning, suggesting that the perceptions on good teaching and learning shared common ground across different cultural groups. Specifically, good teaching and learning reported by Korean students were ‘learner-centered,’ ‘communicative approach,’ ‘interactive classroom dynamics,’ and ‘cooperative learning.’ However, Korean students described their literacy behaviors as ‘less interactive and social’ and ‘passive recipient of knowledge.’ The significant and positive differences between the perceptions and behaviors demonstrated that although Korean students held perceptions not different from their Western counterparts, their literacy behaviors were often constrained by the traditional classroom. This study argues that narrowing the perception-behavior gap should be taken as an essential part of teaching practices in the Korean EFL college contexts.
Abstract
This study examined the perceptions on good teaching and learning held by Korean EFL college students in the four pedagogical areas (i.e., teaching, learning, class dynamics, and educational system) and investigated to what extent survey responses reflected students’ perceptions and their behaviors by analyzing the perception-behavior differences. The self-reported survey was constructed in the way it distinguished students’ responses on the perceptions and their literacy behaviors. The results showed that Korean students, as opposed to commonly-held conceptions of Asian learners (Cortazzi & Jin, 1996, 2002; Hammond & Gao, 2002), possessed fairly well developed perceptions about English learning, suggesting that the perceptions on good teaching and learning shared common ground across different cultural groups. Specifically, good teaching and learning reported by Korean students were ‘learner-centered,’ ‘communicative approach,’ ‘interactive classroom dynamics,’ and ‘cooperative learning.’ However, Korean students described their literacy behaviors as ‘less interactive and social’ and ‘passive recipient of knowledge.’ The significant and positive differences between the perceptions and behaviors demonstrated that although Korean students held perceptions not different from their Western counterparts, their literacy behaviors were often constrained by the traditional classroom. This study argues that narrowing the perception-behavior gap should be taken as an essential part of teaching practices in the Korean EFL college contexts.
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