‘TaLK 국내대학 장학생(Korean TaLK Scholars)’의 인식을 통해서 본 TaLK 영어수업 성과 연구
A Study on the Effectiveness of TaLK Program for the Korean TaLK Scholars
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The purpose of this study is to analyze English language acquisition and achievement earned by Korean TaLK (Teach and Learn in Korea) Scholars in order to further upscale the program and satisfy Korean TaLK Scholars' expectations. To this end, questionnaires were distributed to 33 Korean TaLK scholars who participated in the K province of Korea from September 2012 to August 2013, and collected for the analysis. The result of this study shows that Korean TaLK scholars oft-mentioned positive changes and advancement have been made regarding their English communication skills, cross-cultural understandings, as well as their English teaching and learning abilities after participating in the TaLK Program. Due to participating in the TaLK Program as Korean TaLK Scholars, and thereby gaining valuable time and access to native English speakers, the Korean TaLK Scholars were able to improve their teaching, cultural, and learning abilities teaching English. In conclusion, TaLK program can greatly assist the English communication gaps by region, improve cross-cultural understandings, and increase interest for English learning in elementary schools inside South Korea. Yet needs more time for practical orientation examples and possibly, further time in training for the TaLK Program to continue to improve, building upon its current success, and grow. In particular, prospective teachers amongst the Korean TaLK scholars expressed their gratitude in that they were given many opportunities for improving their English teaching skills, along with an improved sense of cultural understanding resulting from assisting TaLK native scholars teaching English classes. This study is expected to illuminate the process of selection and importance of Korean TaLK Scholars; more extensive analysis in terms of the overall research is required in order for the TaLK Program to reach a higher standard of success.
Abstract
The purpose of this study is to analyze English language acquisition and achievement earned by Korean TaLK (Teach and Learn in Korea) Scholars in order to further upscale the program and satisfy Korean TaLK Scholars' expectations. To this end, questionnaires were distributed to 33 Korean TaLK scholars who participated in the K province of Korea from September 2012 to August 2013, and collected for the analysis. The result of this study shows that Korean TaLK scholars oft-mentioned positive changes and advancement have been made regarding their English communication skills, cross-cultural understandings, as well as their English teaching and learning abilities after participating in the TaLK Program. Due to participating in the TaLK Program as Korean TaLK Scholars, and thereby gaining valuable time and access to native English speakers, the Korean TaLK Scholars were able to improve their teaching, cultural, and learning abilities teaching English. In conclusion, TaLK program can greatly assist the English communication gaps by region, improve cross-cultural understandings, and increase interest for English learning in elementary schools inside South Korea. Yet needs more time for practical orientation examples and possibly, further time in training for the TaLK Program to continue to improve, building upon its current success, and grow. In particular, prospective teachers amongst the Korean TaLK scholars expressed their gratitude in that they were given many opportunities for improving their English teaching skills, along with an improved sense of cultural understanding resulting from assisting TaLK native scholars teaching English classes. This study is expected to illuminate the process of selection and importance of Korean TaLK Scholars; more extensive analysis in terms of the overall research is required in order for the TaLK Program to reach a higher standard of success.
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