Teachers’ Perceptions of MA TESOL Programs in Korea
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Since 1999, Korean universities have patterned their Masters of Arts in Teaching English to Speakers of Other Languages (MA TESOL) after American models. However, surveying the research literature of the past twenty years, there has been yet to be any Korean research studies that have clearly demonstrated that this pattern is actually effective in preparing English as Foreign Language (EFL) educators for teaching in Korea. The purpose of this study was to begin to fill in this research gap by surveying current teachers’ perceptions of the effectiveness of MA TESOL training programs in Korea. 21 MA TESOL graduates and 83 non-TESOL trained teachers currently teaching in a variety of Korean educational settings. In terms of perceived teaching needs, other notable results include: (1) MA TESOL graduates reported more confidence in teaching English than non-TESOL teachers, (2) Computer-Assisted Language Learning (CALL) and writing were two areas that respondents reported having the most difficulty teaching, Based on these findings this researcher suggests the ways the current MA TESOL model used in Korea can be improved to better prepare future EFL teachers.
Abstract
Since 1999, Korean universities have patterned their Masters of Arts in Teaching English to Speakers of Other Languages (MA TESOL) after American models. However, surveying the research literature of the past twenty years, there has been yet to be any Korean research studies that have clearly demonstrated that this pattern is actually effective in preparing English as Foreign Language (EFL) educators for teaching in Korea. The purpose of this study was to begin to fill in this research gap by surveying current teachers’ perceptions of the effectiveness of MA TESOL training programs in Korea. 21 MA TESOL graduates and 83 non-TESOL trained teachers currently teaching in a variety of Korean educational settings. In terms of perceived teaching needs, other notable results include: (1) MA TESOL graduates reported more confidence in teaching English than non-TESOL teachers, (2) Computer-Assisted Language Learning (CALL) and writing were two areas that respondents reported having the most difficulty teaching, Based on these findings this researcher suggests the ways the current MA TESOL model used in Korea can be improved to better prepare future EFL teachers.
참고문헌 (17)
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