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ERIC Number: ED520054
Record Type: Non-Journal
Publication Date: 2010
Pages: 207
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1242-7116-3
Korean Teachers' Beliefs about English Language Education and Their Impacts upon the Ministry of Education-Initiated Reforms
Yook, Cheong Min
ProQuest LLC, Ph.D. Dissertation, Georgia State University
The study aims to expand studies on ESL/EFL teachers' beliefs by investigating the relationship among Korean teachers' beliefs about English language education in Korea, sources of their beliefs, their perceptions of the Ministry of Education, Science, and Technology (MOE)-initiated reforms in English language education, and the degree of implementation of the reforms in their classroom teaching. For the purpose, the study employed both quantitative and qualitative research instruments: survey with a questionnaire, interview, and observation. The study surveyed 158 in-service teachers. Among these 158 teachers, ten were selected for interviews and observations. Each of the ten teachers was interviewed three times and his/her classroom teaching was observed twice. The findings of the study indicate: (a) the beliefs held by the majority of the participants were based on the communication-oriented approaches (COA) to English language teaching, which has been recommended by the MOE in its efforts to reform English language education in Korea; (b) major sources of the beliefs they held seemed to be their experiences as learners at the overseas English programs and domestic in-service teacher education programs with practical curricula; (c) the teacher participants' perceptions of the reforms' general direction were largely consistent with their COA-based beliefs, but their perceptions of specific reform policies and measures were dictated by their concerns with realities of EFL education and their positions; and (d) not the participants' beliefs but their negative perceptions of reform policies and measures AND the constraints they cited were the main obstacles to the implementation of the reform policies and measures in their classroom teaching. The findings reveal gaps and mismatches among the participants' beliefs, perceptions, and practices. The study interprets such gaps and mismatches not as inconsistencies but as symptomatic of a transitional stage through which English language education in Korea has been going. The study discusses the implications of the findings for Korean EFL teacher, EFL teacher education programs, and reform agents. The study ends with four suggestions for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea