Native English-speaking Teachers and Korean English Teachers: A Qualitative Analysis of Korean University Students’ Beliefs
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Previous studies on the topic of native English-speaking teachers (NESTs) and non-native English-speaking teachers (non-NESTs) were primarily analyzed quantitatively with little emphasis on the qualitative aspect. Thus, through the qualitative analysis of 139 students’ open- ended responses, this study aimed to provide various in-depth perspectives regarding NESTs and Korean non-NESTs. Findings showed that NESTs’ fluent and natural feel for the language in addition to their open and free classroom teaching styles were perceived to be positive facets of these teachers. However, student respondents criticized NESTs’ lack of knowledge of the host country’s language, people, and culture as well as their lack of enthusiasm and responsibility in teaching. On the other hand, Korean English teachers were valued by their abilities to provide detailed and step-by-step instructions in regards to English knowledge, particularly in explaining grammatical rules. However, their teaching styles, which the students perceived as strict and rigid due to the teacher’s excessive emphasis on grammar instruction as well as too much use of Korean in the classroom, were perceived to be the negative aspects of these teachers. The students, based on their beliefs, provided suggestions for both groups of teachers in terms of linguistic, pedagogical, sociocultural, and emotional aspects of their in-class performance and their attributes.
Abstract
Previous studies on the topic of native English-speaking teachers (NESTs) and non-native English-speaking teachers (non-NESTs) were primarily analyzed quantitatively with little emphasis on the qualitative aspect. Thus, through the qualitative analysis of 139 students’ open- ended responses, this study aimed to provide various in-depth perspectives regarding NESTs and Korean non-NESTs. Findings showed that NESTs’ fluent and natural feel for the language in addition to their open and free classroom teaching styles were perceived to be positive facets of these teachers. However, student respondents criticized NESTs’ lack of knowledge of the host country’s language, people, and culture as well as their lack of enthusiasm and responsibility in teaching. On the other hand, Korean English teachers were valued by their abilities to provide detailed and step-by-step instructions in regards to English knowledge, particularly in explaining grammatical rules. However, their teaching styles, which the students perceived as strict and rigid due to the teacher’s excessive emphasis on grammar instruction as well as too much use of Korean in the classroom, were perceived to be the negative aspects of these teachers. The students, based on their beliefs, provided suggestions for both groups of teachers in terms of linguistic, pedagogical, sociocultural, and emotional aspects of their in-class performance and their attributes.
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