Teachers’ and Students’ Perceptions on L1 and L2 Use in Korean High School English Classrooms
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This study investigated high school teachers’ and students’ perceptions about the instructional language, either Korean (L1) or English (L2), in order to provide insights for using English in Korean highschool context. 13 highschool English teachers and 367 high school students participated in this study. Adopted by Bateman’s (2008) study, surveys and open-ended questionnaire were conducted to teachers. Regarding teachers’ use of English in the class, survey items to students were adopted by Liu, Ahn,Baek, and Han’s (2004) study. The study also compared the teachers’actual uses of English and ideal uses of English in the class, based on functions of English use. The result showed that the teachers thought that they used less English than their ideal use in the survey. Moreover, they expressed some worries about the English-only or the maximum use of English in the class. Most students understood their teachers’ English in the class, but they did not show a strong preference to Korean or English as the instructional language. Suggestions such as developing various English programs for both teachers and students in order for them to enhance English were aroused.
Abstract
This study investigated high school teachers’ and students’ perceptions about the instructional language, either Korean (L1) or English (L2), in order to provide insights for using English in Korean highschool context. 13 highschool English teachers and 367 high school students participated in this study. Adopted by Bateman’s (2008) study, surveys and open-ended questionnaire were conducted to teachers. Regarding teachers’ use of English in the class, survey items to students were adopted by Liu, Ahn,Baek, and Han’s (2004) study. The study also compared the teachers’actual uses of English and ideal uses of English in the class, based on functions of English use. The result showed that the teachers thought that they used less English than their ideal use in the survey. Moreover, they expressed some worries about the English-only or the maximum use of English in the class. Most students understood their teachers’ English in the class, but they did not show a strong preference to Korean or English as the instructional language. Suggestions such as developing various English programs for both teachers and students in order for them to enhance English were aroused.
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