Influences of a Native English Teacher and Roles of a Co-teacher on L2 Learners' Learning Styles
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The purpose of this study is to analyze English learning styles of Korean high school students participating in a native English teacher’s class, and to discuss the roles of a co-teacher in improving the effectiveness of a native English teacher’s class. In this study, the learning styles of students were verified through a confirmatory factor analysis based on a structural equation model (SEM). The students who participated in the native teacher’s class showed four learning styles: active participation, goal orientation, systematic control, and sustainable interaction. Considering these four styles, the co-teacher should continuously provide feedback to the native English teacher’s lesson plan and materials so as to make students’ desire of the class properly sustained and improve the effectiveness of English learning. In addition, a co-teacher should discuss classroom English convincingly with a native English teacher. It improves a students’ understanding of a native English teacher’s speaking, while encouraging students to share the goals of class with him or her, overcome cultural differences and internalize a positive emotional bond in the class.
Abstract
The purpose of this study is to analyze English learning styles of Korean high school students participating in a native English teacher’s class, and to discuss the roles of a co-teacher in improving the effectiveness of a native English teacher’s class. In this study, the learning styles of students were verified through a confirmatory factor analysis based on a structural equation model (SEM). The students who participated in the native teacher’s class showed four learning styles: active participation, goal orientation, systematic control, and sustainable interaction. Considering these four styles, the co-teacher should continuously provide feedback to the native English teacher’s lesson plan and materials so as to make students’ desire of the class properly sustained and improve the effectiveness of English learning. In addition, a co-teacher should discuss classroom English convincingly with a native English teacher. It improves a students’ understanding of a native English teacher’s speaking, while encouraging students to share the goals of class with him or her, overcome cultural differences and internalize a positive emotional bond in the class.
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