The Factors Affecting University Teachers’ Perceptions of the EFL Industry
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
A recent trend in second language teaching has highlighted the importance of language instructors’ emotional health and identifying the limits of professional stress (Fan & Wang, 2022; Heydarnejad et al., 2021; Shen, 2022). The topic of well-being has been connected to teacher commitments and an assumption that happy EFL teachers are more likely to flourish in the classroom (Fan & Wang, 2022). This paper explores the well-being of 103 EFL instructors in South Korean universities to understand the factors affecting their perceptions of the EFL industry. Using a mixed-method approach, the researchers discovered that EFL teachers between 35 to 45 had a higher rate of pessimism about their careers. Additional data analysis also revealed a positive correlation between extensive professional development and academic research with optimism in the EFL industry. The subsequent qualitative analysis highlights the feelings of homesickness, often including detailed plans of career transitions in response to the uncertainties of an EFL career in South Korea. A key contribution of this study is in providing qualitative evidence of the shifting perceptions of the EFL industry. In this regard, the participants mentioned low wages, COVID-19, and Korea’s shrinking domestic population as the main points of interest.
Abstract
A recent trend in second language teaching has highlighted the importance of language instructors’ emotional health and identifying the limits of professional stress (Fan & Wang, 2022; Heydarnejad et al., 2021; Shen, 2022). The topic of well-being has been connected to teacher commitments and an assumption that happy EFL teachers are more likely to flourish in the classroom (Fan & Wang, 2022). This paper explores the well-being of 103 EFL instructors in South Korean universities to understand the factors affecting their perceptions of the EFL industry. Using a mixed-method approach, the researchers discovered that EFL teachers between 35 to 45 had a higher rate of pessimism about their careers. Additional data analysis also revealed a positive correlation between extensive professional development and academic research with optimism in the EFL industry. The subsequent qualitative analysis highlights the feelings of homesickness, often including detailed plans of career transitions in response to the uncertainties of an EFL career in South Korea. A key contribution of this study is in providing qualitative evidence of the shifting perceptions of the EFL industry. In this regard, the participants mentioned low wages, COVID-19, and Korea’s shrinking domestic population as the main points of interest.
참고문헌 (28)
- Blake, C. E., "Research on language teachers’ emotion labour and emotional well-being. A critical analysis and suggestions for further research", The European Educational Researcher, 6(1), pp.43~59 (2023)[DOI]
- 존 버렐, "The Effects of Emergency Remote Teaching on Native English Instructors in a Korean University", 교원교육, 37(4), pp.371~389 (2021), 교육연구원
- Byun, K., "English-medium teaching in Korean higher education : Policy debates and reality", Higher Education, 62, pp.431~449 (2011)[DOI]
- Janet Sudango Casta, "Teacher Anxiety during the COVID-19 Pandemic", Journal of Asia TEFL, 18(3), pp.932~940 (2021), 아시아테플
- Chang, H., "Stress and burnout in EFL teachers: The mediator role of self-efficacy", Frontiers in Psychology, 13 (2022)
- 장이분, "Teacher Reflection on Emergency Remote Teaching (ERT) during the Coronavirus Pandemic in a Multicultural EAP Classroom in South Korea", 멀티미디어 언어교육, 23(3), pp.235~257 (2020), 한국멀티미디어언어교육학회[DOI]
- Creswell, J. W., "Qualitative inquiry and research design: Choosing among five approaches" (2007), Sage Publications, Inc
- Dewaele, J. M., "The flowering of positive psychology in foreign language teaching and acquisition research", Frontiers in Psycholology, 10 (2019)
- Fan, J., "English as a foreign language teachers’ professional success in the Chinese context : The effects of well-being and emotion regulation", Frontiers in Psychology, 13 (2022)
- Heydarnejad, T., "Measuring language teacher emotion regulation : Development and validation of the Language Teacher Emotion Regulation Inventory at Workplace LTERI)", Frontiers in Psychology, 12 (2021)
- Howard, N., "Constructing professional identities : Native English-speaking teachers in South Korea", The Qualitative Report, 24(7), pp.1478~1510 (2019)[DOI]
- Hwang, K., "The negative influence of native-speakerism on the sustainability of linguistic and cultural diversities of localized variants of English : A study of local and expatriate teachers in South Korea", Sustainability, 11(23) (2019)
- 이지훈, "Teacher’s perspectives on challenges in educational environment of public schools during the COVID-19 pandemic: A qualitative study in South Korea", 재활심리연구, 28(4), pp.125~144 (2021), 한국재활심리학회[DOI]
- 이효신, "“As a Teacher, COVID-19 Means…”: Stories of How English Teachers in Asia Developed Resilience During the Pandemic", Journal of Asia TEFL, 18(3), pp.764~779 (2021), 아시아테플
- Moodie, I., "Commitment to the profession of ELT and an organization : A profile of expat faculty in South Korea", Language Teaching Research, 27(1), pp.80~95 (2023)[DOI]
- Ian Moodie, "The Well-being Disparity among Female and Male Expat English Teachers in Asia", Journal of Asia TEFL, 19(2), pp.701~708 (2022), 아시아테플
- Moorhouse, B. L., "Thriving or surviving emergency remote teaching necessitated by COVID-19 : University teachers’ perspectives", Asia-Pacific Education Researcher, 30, pp.279~287 (2021)[DOI]
- Nazari, F., "EFL teachers’ coping strategies amidst the Covid-19 virtual education and their association with work engagement and teacher apprehension", Educational Research Policy and Practice, 22, pp.1~22 (2023)[DOI]
- Pallant, J., "SPSS Survival Manual: A Step By Step Guide to Data Analysis Using SPSS Program" (2016), McGraw-Hill Education
- Panadero, E., "Teachers’ Well-Being, Emotions, and Motivation During Emergency Remote Teaching Due to COVID-19", Frontiers in Psychology, 13 (2022)[DOI]
- Cyril Reyes, "The Impact of Emergency Remote Teaching on EFL Instruction", 영어교과교육, 21(3), pp.103~124 (2022), 한국영어교과교육학회
- Samadi, L., "An investigation into EFL instructors’ intention to leave and burnout : Exploring the mediating role of job satisfaction", Cogent Education, 7(1), pp.1781430~ (2020)[DOI]
- Shen, G., "Anxiety, boredom, and burnout among EFL teachers : The mediating role of emotion regulation", Frontier in Psychology, 13 (2022)
- Sherman, Brandon, "Unraveling the EFL expat: challenging privilege through borderlands and Asia as Method", Asia Pacific Education Review, 24(2), pp.239~250 (2023), 교육연구소[DOI]
- Stewart, W., "A global crash course in teaching and learning online: a thematic review of empirical emergency remote teaching (ERT) studies in higher education during year 1 of COVID-19", Open Praxis, 13(1), pp.89~102 (2021)[DOI]
- Stewart, W., "From emergency remote teaching(ERT)to sustained remote education(SRT) : A comparative semester analysis of exchange students’ experiences and perceptions of learning online during COVID-19", Online Learning Journal, 26(2), pp.170~197 (2022)[DOI]
- Stewart, W., "Distance education under duress: A case study of exchange students’ experience with online learning during the COVID-19 pandemic in the Republic of Korea", Journal of Research on Technology in Education, 54(sup 1), pp.5273~5287 (2021)
- Li Zhang, "(Re)construction of Teacher Identity Amid the COVID-19 Pandemic from Examination of Conflict-Coordinated Experience of English Language Teachers", 영어교과교육, 20(3), pp.49~72 (2021), 한국영어교과교육학회[DOI]