Attributes of Quality English Teachers and Teaching Perceived by Academic High School Students in Korea
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This study investigated the attributes of quality English teachers and teaching, which were perceived by 287 Korean academic high school students. A Likert scale questionnaire consisting of six categories and descriptive questions were employed. Data from the former were analyzed by means and standard deviations, with regard to general responses, achievement level and gender, and the latter by content analysis. It was revealed that in general, fairness was the highest concern. Reflecting learning content appropriately in tests and enthusiastic teaching followed this. Meanwhile, students perceived having challenging tasks and participation with presentations as most undesirable. Concerning categories, assessment, and interaction and social skills accounted for the first and second significance, respectively. High achievers valued teachers’ language knowledge, interaction and forming good relationships with teachers slightly more than low achievers. Females emphasized teachers’ English competences and knowledge more and were more sensitive to fairness and managing academic records than males. In the responses on descriptive questions, it was found that students enjoyed comprehensible and interesting lessons while dis-favoring lessons focusing on teaching linguistic knowledge and not meeting learner levels. From these understandings, some practical methods to reflect students’ perceptions into practices or to negotiate with these were suggested with consideration of improvement of professionalism.
Abstract
This study investigated the attributes of quality English teachers and teaching, which were perceived by 287 Korean academic high school students. A Likert scale questionnaire consisting of six categories and descriptive questions were employed. Data from the former were analyzed by means and standard deviations, with regard to general responses, achievement level and gender, and the latter by content analysis. It was revealed that in general, fairness was the highest concern. Reflecting learning content appropriately in tests and enthusiastic teaching followed this. Meanwhile, students perceived having challenging tasks and participation with presentations as most undesirable. Concerning categories, assessment, and interaction and social skills accounted for the first and second significance, respectively. High achievers valued teachers’ language knowledge, interaction and forming good relationships with teachers slightly more than low achievers. Females emphasized teachers’ English competences and knowledge more and were more sensitive to fairness and managing academic records than males. In the responses on descriptive questions, it was found that students enjoyed comprehensible and interesting lessons while dis-favoring lessons focusing on teaching linguistic knowledge and not meeting learner levels. From these understandings, some practical methods to reflect students’ perceptions into practices or to negotiate with these were suggested with consideration of improvement of professionalism.
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