International Journal of Learning, Teaching and Educational Research, 2021
Owing to to the internalization of higher education, many universities in East Asia provide Engli... more Owing to to the internalization of higher education, many universities in East Asia provide English as a medium of instruction (EMI) courses for international students. However, previous studies may not have strategically explored the perception of EMI courses for graduate programmes. Recognizing the gap in the literature, this study specifically focused on international graduate students' experiences of EMI courses in a Korean university. By implementing a mixed-method design, this study explored English language learnes' (ELLs) perceptions of EMI courses regarding i) ELLs' opinions on the effectiveness of EMI courses, ii) ELLs' attitudes towards EMI, and iii) their self-evaluation of English language ability. Data collection consisted of an end of the semester survey (n=70) and focus group interviews (n=9). The study results showed that i) ELLs showed positive attitudes towards EMI courses; ii) they perceived that the faculty's teaching methods are the core element to EMI course effectiveness; iii) their listening and reading skills were enhanced, and iv) ELLs with low English proficiency found EMI courses challenging to follow. Based on these results, several pedagogical implications are discussed regarding how to implement EMI courses effectively for diverse international students in ELT.
Since the early 2000s, much emphasis has been placed on adopting the Communicative Language Teach... more Since the early 2000s, much emphasis has been placed on adopting the Communicative Language Teaching (CLT) method in the Korean K-12 context, however, such efforts have been largely unsuccessful. In order to shed light on some of the reasons for such failures, this study examined the impact of short-term professional development (PD) on primary and secondary Korean English teachers' self-efficacy to implement the CLT method. The data consisted of an end-of-the-course survey distributed among teachers (n=131), in-depth individual interviews with teachers (n=10), and researchers' classroom observations. The findings suggested that PD could help teachers feel more confident and prepare them to implement CLT. In addition, PD seemed to enhance teachers' motivation to adapt CLT into their future English classrooms. The findings of this study confirmed previous global research regarding two major difficulties regarding implementing CLT: 1) grammar-based national college entrance exams, and 2) large class sizes of mixed proficiency levels. In conclusion, several suggestions on how to increase the effectiveness of the CLT method successfully through PD in Korea are provided.
Although South Korea has rapidly changed into a culturally and linguistically diverse society, th... more Although South Korea has rapidly changed into a culturally and linguistically diverse society, the Korean Ministry of Education s policies regarding multicultural education have not been successful. Some problems include: a) lack of teacher experience in teaching diverse students; b) classroom-based discrimination formed on pure-blooded ideology; and c) lack of educational policies reflecting intra-group differences within multicultural children. In an effort to respond to this urgent need, this study utilized a comparative education method to contrast and compare multicultural and multilingual teacher education in Korea and the U.S. Throughout the steps of description, explanation, juxtaposition, and comparison, this study aims to understand not only multicultural perspectives but also multilingual perspectives in order to shed light on a holistic approach in education for culturally and linguistically diverse (CLD) students. This article suggests that culturally responsive teaching (CRT) and linguistically responsive teaching (LRT) should be implemented in school, calling for more research to transform Korean teacher education programs and curricula to effectively prepare preservice teachers to work with CLD students.
A practice-based approach to teacher education program is fundamental to preparing teachers. Whil... more A practice-based approach to teacher education program is fundamental to preparing teachers. While some studies have explored the impact of field experience on preservice teachers' (PSTs) perceptions of diverse students in terms of culture, few have examined PSTs' ESL knowledge and skill development as part of their practicum. To address this gap, this study explored how clinical ESL field experience shaped elementary preservice teachers?dispositions and knowledge of being and becoming linguistically responsive teachers of ELLs. Using the framework of preparing mainstream preservice teachers to work with ELLs (Lucas& Villegas, 2013), the study used survey data to examine what elementary pre-service teachers report they learned about ELLs and teaching ELLs in their ESL field experience. Findings of this study reveal how preservice teachers position themselves as future teachers of ELLs and what it means to become a linguistically responsive teacher.
Research on implementing a flipped classroom has emerged as an innovative teaching method in K-12... more Research on implementing a flipped classroom has emerged as an innovative teaching method in K-12 STEM (Science, Technology, Engineering, and Mathematics) classrooms in the past decade. Previous research argues that the flipped classroom helps increase student motivation for learning, fosters learner autonomy, and promotes higher-order thinking skills. In addition, the flipped classroom provides various benefits to instructors, such as allowing for more effective use of class time, creating flexible delivery options such as using online instruction, and increasing meaningful interactions between students and instructors. Although evidence of the effectiveness of flipped learning in K-12 classrooms has revealed several benefits, previous research regarding the English language teaching area and teacher education programs have not been fully explored. As such, this paper aims to review previous studies and provide suggestions on how teacher educators can create a flipped learning environment to stimulate pre-service teachers’ authentic and meaningful learning experiences in ESL teacher education courses.
Microteaching has proven to be an effective teaching and learning
method that is widely used for ... more Microteaching has proven to be an effective teaching and learning method that is widely used for the professional development of pre- service teachers. In the past few decades, microteaching has been used worldwide as an instrument for teacher training and development, as well as a tool for facilitating teacher reflection. M any researchers have been implementing the microteaching activities in various teacher education programs to provide a meaningful teaching and learning experience for pre-service teachers. Previous studies argue that the microteaching experience provides pre-service teachers with a clear connection between theory and practice, and it helps them improve their pedagogical skills in regards to lesson planning, implementation, and evaluation (Benton-Kupper 2001, Peker 2009). However, previous empirical studies have mainly focused on understanding microteaching activities in certain disciplines, such as math and science. Because of this, the effectiveness of microteaching activities in ESL teacher education, such as for elementary mainstream teachers, has not been fully explored. Considering this context, the review paper consists of seven parts: benefits and limitations of implementing the microteaching activity in teacher education programs; self-efficacy beliefs as a theoretical framework; empirical research utilizing microteaching in English pre-service teacher education; empirical research on pre-service teachers’ self-efficacy through microteaching; and empirical research on pre-service teachers’ self-efficacy with English Language Learners (ELLs).
The authors examine the perceptions and attitudes of five each of the native English speaking tea... more The authors examine the perceptions and attitudes of five each of the native English speaking teachers (NESTs) and non-native English speaking teachers (NNESTs). Viewing collaborative teaching as learning, this study employs Wenger’s (1998) model on learning community of practice. Based on the conceptual framework, this study focuses on determining how collaborative teaching between NEST and NNEST teachers is utilized in the context of EFL classrooms. Through thematic analysis of questionnaires and interviews, the study demonstrates the pros and cons of collaborative teaching in the Korean context. According to study findings, this study provides six existing challenges in collaborate teaching, classified into four domains: meaning (e. g. unwillingness to participate in collaboration); practice (e. g. difficulty conceptualizing collaborative teaching methods and test-based school curriculum); community (e. g. lack of communication and collaboration time and dominance of class management); and identity (e. g. unprepared teachers). Finally, this study provides some suggestions for effectively implementing collaborations between NESTs and NNESTs in the Korean context.
As a result of an ever-increasing number of English language learners (ELLs) in the school system... more As a result of an ever-increasing number of English language learners (ELLs) in the school system, mainstream teachers in the United States are expected to work with ELLs and differentiate instruction based on diverse student learning needs. However, many teachers in the United States are not effectively prepared to teach ELLs in mainstream classrooms. For this reason, educating preservice teachers with English as a second language (ESL) teacher education and coursework is a critical issue (de Jong, 2014). Flipped learning has emerged as an innovative teaching approach through which teachers can develop effective teaching strategies, such as efficient use of class time, flexible instruction with a learning management system, and meaningful interactions between students and teachers (Goodwin & Miller, 2013). However, the flipped learning approach has not been fully explored in preservice teacher ESL teacher education (Egbert, Herman, & Lee, 2015). To respond to this call, the study discussed in this article aims to explore how the flipped learning approach encourages elementary preservice teachers to develop their pedagogical skills in teaching writing to ELLs.
International Journal of Learning, Teaching and Educational Research, 2021
Owing to to the internalization of higher education, many universities in East Asia provide Engli... more Owing to to the internalization of higher education, many universities in East Asia provide English as a medium of instruction (EMI) courses for international students. However, previous studies may not have strategically explored the perception of EMI courses for graduate programmes. Recognizing the gap in the literature, this study specifically focused on international graduate students' experiences of EMI courses in a Korean university. By implementing a mixed-method design, this study explored English language learnes' (ELLs) perceptions of EMI courses regarding i) ELLs' opinions on the effectiveness of EMI courses, ii) ELLs' attitudes towards EMI, and iii) their self-evaluation of English language ability. Data collection consisted of an end of the semester survey (n=70) and focus group interviews (n=9). The study results showed that i) ELLs showed positive attitudes towards EMI courses; ii) they perceived that the faculty's teaching methods are the core element to EMI course effectiveness; iii) their listening and reading skills were enhanced, and iv) ELLs with low English proficiency found EMI courses challenging to follow. Based on these results, several pedagogical implications are discussed regarding how to implement EMI courses effectively for diverse international students in ELT.
Since the early 2000s, much emphasis has been placed on adopting the Communicative Language Teach... more Since the early 2000s, much emphasis has been placed on adopting the Communicative Language Teaching (CLT) method in the Korean K-12 context, however, such efforts have been largely unsuccessful. In order to shed light on some of the reasons for such failures, this study examined the impact of short-term professional development (PD) on primary and secondary Korean English teachers' self-efficacy to implement the CLT method. The data consisted of an end-of-the-course survey distributed among teachers (n=131), in-depth individual interviews with teachers (n=10), and researchers' classroom observations. The findings suggested that PD could help teachers feel more confident and prepare them to implement CLT. In addition, PD seemed to enhance teachers' motivation to adapt CLT into their future English classrooms. The findings of this study confirmed previous global research regarding two major difficulties regarding implementing CLT: 1) grammar-based national college entrance exams, and 2) large class sizes of mixed proficiency levels. In conclusion, several suggestions on how to increase the effectiveness of the CLT method successfully through PD in Korea are provided.
Although South Korea has rapidly changed into a culturally and linguistically diverse society, th... more Although South Korea has rapidly changed into a culturally and linguistically diverse society, the Korean Ministry of Education s policies regarding multicultural education have not been successful. Some problems include: a) lack of teacher experience in teaching diverse students; b) classroom-based discrimination formed on pure-blooded ideology; and c) lack of educational policies reflecting intra-group differences within multicultural children. In an effort to respond to this urgent need, this study utilized a comparative education method to contrast and compare multicultural and multilingual teacher education in Korea and the U.S. Throughout the steps of description, explanation, juxtaposition, and comparison, this study aims to understand not only multicultural perspectives but also multilingual perspectives in order to shed light on a holistic approach in education for culturally and linguistically diverse (CLD) students. This article suggests that culturally responsive teaching (CRT) and linguistically responsive teaching (LRT) should be implemented in school, calling for more research to transform Korean teacher education programs and curricula to effectively prepare preservice teachers to work with CLD students.
A practice-based approach to teacher education program is fundamental to preparing teachers. Whil... more A practice-based approach to teacher education program is fundamental to preparing teachers. While some studies have explored the impact of field experience on preservice teachers' (PSTs) perceptions of diverse students in terms of culture, few have examined PSTs' ESL knowledge and skill development as part of their practicum. To address this gap, this study explored how clinical ESL field experience shaped elementary preservice teachers?dispositions and knowledge of being and becoming linguistically responsive teachers of ELLs. Using the framework of preparing mainstream preservice teachers to work with ELLs (Lucas& Villegas, 2013), the study used survey data to examine what elementary pre-service teachers report they learned about ELLs and teaching ELLs in their ESL field experience. Findings of this study reveal how preservice teachers position themselves as future teachers of ELLs and what it means to become a linguistically responsive teacher.
Research on implementing a flipped classroom has emerged as an innovative teaching method in K-12... more Research on implementing a flipped classroom has emerged as an innovative teaching method in K-12 STEM (Science, Technology, Engineering, and Mathematics) classrooms in the past decade. Previous research argues that the flipped classroom helps increase student motivation for learning, fosters learner autonomy, and promotes higher-order thinking skills. In addition, the flipped classroom provides various benefits to instructors, such as allowing for more effective use of class time, creating flexible delivery options such as using online instruction, and increasing meaningful interactions between students and instructors. Although evidence of the effectiveness of flipped learning in K-12 classrooms has revealed several benefits, previous research regarding the English language teaching area and teacher education programs have not been fully explored. As such, this paper aims to review previous studies and provide suggestions on how teacher educators can create a flipped learning environment to stimulate pre-service teachers’ authentic and meaningful learning experiences in ESL teacher education courses.
Microteaching has proven to be an effective teaching and learning
method that is widely used for ... more Microteaching has proven to be an effective teaching and learning method that is widely used for the professional development of pre- service teachers. In the past few decades, microteaching has been used worldwide as an instrument for teacher training and development, as well as a tool for facilitating teacher reflection. M any researchers have been implementing the microteaching activities in various teacher education programs to provide a meaningful teaching and learning experience for pre-service teachers. Previous studies argue that the microteaching experience provides pre-service teachers with a clear connection between theory and practice, and it helps them improve their pedagogical skills in regards to lesson planning, implementation, and evaluation (Benton-Kupper 2001, Peker 2009). However, previous empirical studies have mainly focused on understanding microteaching activities in certain disciplines, such as math and science. Because of this, the effectiveness of microteaching activities in ESL teacher education, such as for elementary mainstream teachers, has not been fully explored. Considering this context, the review paper consists of seven parts: benefits and limitations of implementing the microteaching activity in teacher education programs; self-efficacy beliefs as a theoretical framework; empirical research utilizing microteaching in English pre-service teacher education; empirical research on pre-service teachers’ self-efficacy through microteaching; and empirical research on pre-service teachers’ self-efficacy with English Language Learners (ELLs).
The authors examine the perceptions and attitudes of five each of the native English speaking tea... more The authors examine the perceptions and attitudes of five each of the native English speaking teachers (NESTs) and non-native English speaking teachers (NNESTs). Viewing collaborative teaching as learning, this study employs Wenger’s (1998) model on learning community of practice. Based on the conceptual framework, this study focuses on determining how collaborative teaching between NEST and NNEST teachers is utilized in the context of EFL classrooms. Through thematic analysis of questionnaires and interviews, the study demonstrates the pros and cons of collaborative teaching in the Korean context. According to study findings, this study provides six existing challenges in collaborate teaching, classified into four domains: meaning (e. g. unwillingness to participate in collaboration); practice (e. g. difficulty conceptualizing collaborative teaching methods and test-based school curriculum); community (e. g. lack of communication and collaboration time and dominance of class management); and identity (e. g. unprepared teachers). Finally, this study provides some suggestions for effectively implementing collaborations between NESTs and NNESTs in the Korean context.
As a result of an ever-increasing number of English language learners (ELLs) in the school system... more As a result of an ever-increasing number of English language learners (ELLs) in the school system, mainstream teachers in the United States are expected to work with ELLs and differentiate instruction based on diverse student learning needs. However, many teachers in the United States are not effectively prepared to teach ELLs in mainstream classrooms. For this reason, educating preservice teachers with English as a second language (ESL) teacher education and coursework is a critical issue (de Jong, 2014). Flipped learning has emerged as an innovative teaching approach through which teachers can develop effective teaching strategies, such as efficient use of class time, flexible instruction with a learning management system, and meaningful interactions between students and teachers (Goodwin & Miller, 2013). However, the flipped learning approach has not been fully explored in preservice teacher ESL teacher education (Egbert, Herman, & Lee, 2015). To respond to this call, the study discussed in this article aims to explore how the flipped learning approach encourages elementary preservice teachers to develop their pedagogical skills in teaching writing to ELLs.
Uploads
teachers of ELLs. Using the framework of preparing mainstream preservice teachers to work with ELLs (Lucas& Villegas, 2013), the study used survey data to examine what elementary pre-service teachers report they learned about ELLs and teaching ELLs in their ESL field experience. Findings of this study reveal how preservice teachers position themselves as future teachers of ELLs and what it means to become a linguistically responsive teacher.
various benefits to instructors, such as allowing for more effective use of class time, creating flexible delivery options such as using online instruction, and increasing meaningful interactions between students and instructors. Although evidence of the effectiveness of flipped learning in K-12 classrooms has revealed several benefits, previous research regarding the English language teaching area and teacher
education programs have not been fully explored. As such, this paper aims to review previous studies and provide suggestions on how teacher educators can create a flipped learning environment to stimulate pre-service teachers’ authentic and meaningful learning experiences in ESL teacher education courses.
method that is widely used for the professional development of pre-
service teachers. In the past few decades, microteaching has been
used worldwide as an instrument for teacher training and development,
as well as a tool for facilitating teacher reflection. M any researchers
have been implementing the microteaching activities in various teacher
education programs to provide a meaningful teaching and learning
experience for pre-service teachers.
Previous studies argue that the microteaching experience provides pre-service teachers with a clear connection between theory and practice, and it helps them improve their pedagogical skills in regards to lesson planning, implementation, and evaluation (Benton-Kupper 2001, Peker 2009).
However, previous empirical studies have mainly focused on
understanding microteaching activities in certain disciplines, such as
math and science. Because of this, the effectiveness of microteaching
activities in ESL teacher education, such as for elementary mainstream
teachers, has not been fully explored. Considering this context, the
review paper consists of seven parts: benefits and limitations of
implementing the microteaching activity in teacher education programs;
self-efficacy beliefs as a theoretical framework; empirical research
utilizing microteaching in English pre-service teacher education; empirical research on pre-service teachers’ self-efficacy through microteaching; and empirical research on pre-service teachers’ self-efficacy with English Language Learners (ELLs).
According to study findings, this study provides six existing challenges in collaborate teaching, classified into four domains: meaning (e. g. unwillingness to participate in collaboration); practice (e. g. difficulty conceptualizing collaborative teaching methods and test-based school curriculum); community (e. g. lack of communication and collaboration time and dominance of class management); and identity (e. g. unprepared teachers). Finally, this study provides some suggestions for effectively implementing collaborations between NESTs and NNESTs in the Korean context.
teachers of ELLs. Using the framework of preparing mainstream preservice teachers to work with ELLs (Lucas& Villegas, 2013), the study used survey data to examine what elementary pre-service teachers report they learned about ELLs and teaching ELLs in their ESL field experience. Findings of this study reveal how preservice teachers position themselves as future teachers of ELLs and what it means to become a linguistically responsive teacher.
various benefits to instructors, such as allowing for more effective use of class time, creating flexible delivery options such as using online instruction, and increasing meaningful interactions between students and instructors. Although evidence of the effectiveness of flipped learning in K-12 classrooms has revealed several benefits, previous research regarding the English language teaching area and teacher
education programs have not been fully explored. As such, this paper aims to review previous studies and provide suggestions on how teacher educators can create a flipped learning environment to stimulate pre-service teachers’ authentic and meaningful learning experiences in ESL teacher education courses.
method that is widely used for the professional development of pre-
service teachers. In the past few decades, microteaching has been
used worldwide as an instrument for teacher training and development,
as well as a tool for facilitating teacher reflection. M any researchers
have been implementing the microteaching activities in various teacher
education programs to provide a meaningful teaching and learning
experience for pre-service teachers.
Previous studies argue that the microteaching experience provides pre-service teachers with a clear connection between theory and practice, and it helps them improve their pedagogical skills in regards to lesson planning, implementation, and evaluation (Benton-Kupper 2001, Peker 2009).
However, previous empirical studies have mainly focused on
understanding microteaching activities in certain disciplines, such as
math and science. Because of this, the effectiveness of microteaching
activities in ESL teacher education, such as for elementary mainstream
teachers, has not been fully explored. Considering this context, the
review paper consists of seven parts: benefits and limitations of
implementing the microteaching activity in teacher education programs;
self-efficacy beliefs as a theoretical framework; empirical research
utilizing microteaching in English pre-service teacher education; empirical research on pre-service teachers’ self-efficacy through microteaching; and empirical research on pre-service teachers’ self-efficacy with English Language Learners (ELLs).
According to study findings, this study provides six existing challenges in collaborate teaching, classified into four domains: meaning (e. g. unwillingness to participate in collaboration); practice (e. g. difficulty conceptualizing collaborative teaching methods and test-based school curriculum); community (e. g. lack of communication and collaboration time and dominance of class management); and identity (e. g. unprepared teachers). Finally, this study provides some suggestions for effectively implementing collaborations between NESTs and NNESTs in the Korean context.