Publications by Ian Moodie
Linguistic Research, 2024
The purpose of the study was to compare native English-speaking teachers (NESTs) with local teach... more The purpose of the study was to compare native English-speaking teachers (NESTs) with local teachers in Korean public schools on a variety of occupational psychology measures. The NEST group consisted of 127 respondents (81 female, 42 male, 4 non-binary/not stated), while
the Korean teacher group had 86 respondents (58 female, 28 male). The results indicated that, as hypothesized, the NEST group was lower than the Korean group in occupational well-being, self-efficacy in teaching, continuance commitment to the profession, normative commitment to the profession and workplace, and affective commitment to the workplace, but was higher on turnover intentions to the profession and turnover
intentions to the workplace. The study also confirmed a well-being gap between female and male NESTs, whereas no such gap was found with the Korean teacher group. The implications for the study indicate the need to understand and address the well-being gap between female and male NESTs. Also, in order to lessen the gap between NESTs and Korean teachers in well-being, self-efficacy, commitment, and turnover intentions,
policy makers could consider recruiting and incentivizing more professionally minded NESTs with relevant qualifications for longer-term positions in Korean public schools in order to meet the aims of co-teaching programs for improving the quality and methods of public English education.
The Journal of Asia TEFL, 2024
Turnover is a long-recognized issue in the field of education, yet there are few studies investig... more Turnover is a long-recognized issue in the field of education, yet there are few studies investigating turnover intentions among language teachers. The aim of this study is to provide a better understanding of the factors associated with occupational and organizational turnover intentions among expat English-language teachers in Asia. 214 teachers participated by completing a survey measuring their occupational well-being, self-efficacy in teaching, intentions to leave their schools, and intentions to quit the profession. The survey also tracked gender, education backgrounds, teaching experience, and the types of workplaces. Multiple regression analysis indicated that well-being, self-efficacy, and demographic factors significantly predicted intentions to leave workplaces and quit the ELT profession. In both models, well-being was the largest factor predicting turnover intentions. With other variables held constant, a one-standard-deviation increase in wellbeing was associated with a 0.59-standard-deviation decrease in intentions to leave a workplace and a 0.52-standard-deviation decrease in intentions to quit the profession. These results lend credence to recent calls for increasing attention on well-being among language teachers.
TESOL Quarterly, 2024
Despite some research attention given to expatriate native-Englishspeaking teachers' (NESTs) iden... more Despite some research attention given to expatriate native-Englishspeaking teachers' (NESTs) identities and the national educational ideologies that have led to their international recruitment, surprisingly little research has addressed their career trajectories as TESOL professionals. To address this gap, this case study explores the career of a long-serving expatriate TESOL professional through the lens of Social Cognitive Career Theory (SCCT), which was designed to understand how people develop interest in, make decisions about, and commit to a particular career. The methods are qualitative, involving a deductive analysis of interview data and a career timeline according to constructs from SCCT. Despite an initial reluctance to enter the profession, the participant's interest in language teaching began after teaching part-time as a young adult. After this experience, he changed his career interests and continued his educational pursuits in Korea. His background contextual affordances, predispositions, learning experiences, and Korean language proficiency provided new opportunities and outcome expectations as he advanced his career. Although we focus on a single case, the SCCT model is
Language Teaching Research, 2023
Many countries have developed co-teaching programs pairing native-English-speaking teachers with ... more Many countries have developed co-teaching programs pairing native-English-speaking teachers with local English teachers. Despite the optimistic aims of these programs, research has revealed challenges for co-teaching, such as with teachers' contrasting belief systems or cultural differences. However, research has yet to examine the models of co-teaching applied and the extent of collaboration observed with multiple co-teaching pairs across different teaching contexts as is done in the present study. The study uses qualitative analysis, aiming to examine the approaches to co-teaching and the degree of collaboration with 14 pairs of co-teachers across different school levels (primary, middle, and high schools) in South Korea. Based on classroom observations and interview data, the study found that of seven models of English-language co-teaching (one teaching / one assisting, team teaching, one teaching / one assessing, parallel teaching, alternative teaching [pre-teaching], alternative teaching [re-teaching], and station teaching), the one teaching / one assisting model was prevalent for 10 dyads and the team-teaching model for four dyads. The other models of coteaching were not used or reported to be used by these participants. In addition, by focusing on the observed and stated practices of these participants, the study adds to the literature by showing how co-teaching collaboration occurs across a spectrum, from no collaboration to full collaboration, with differing levels of engagement throughout. The study suggests that this proposed spectrum will be useful for researching and assessing co-teaching practices, and it implies that the efficacy of co-teaching could be increased by supporting fuller collaboration and multiple approaches to co-teaching beyond the dominant one teaching / one assisting model.
TESOL Quarterly, 2024
Despite some research attention given to expatriate native-Englishspeaking
teachers’ (NESTs) iden... more Despite some research attention given to expatriate native-Englishspeaking
teachers’ (NESTs) identities and the national educational
ideologies that have led to their international recruitment, surprisingly
little research has addressed their career trajectories as TESOL
professionals. To address this gap, this case study explores the career
of a long-serving expatriate TESOL professional through the lens of
Social Cognitive Career Theory (SCCT), which was designed to
understand how people develop interest in, make decisions about,
and commit to a particular career. The methods are qualitative,
involving a deductive analysis of interview data and a career timeline
according to constructs from SCCT. Despite an initial reluctance to
enter the profession, the participant’s interest in language teaching
began after teaching part-time as a young adult...
English for Young Learners in Asia, 2023
This chapter will follow up on reviews of the local research (Butler, 2015; Kang, 2013; Moodie & ... more This chapter will follow up on reviews of the local research (Butler, 2015; Kang, 2013; Moodie & Nam, 2016), beginning with a critical look at how and why people become primary school English teachers in Korea by discussing the washback from the teacher employment exam and the issues related to the teacher assignment and rotation system. Next, the chapter dis cusses the trisected distribution of labor, which includes tenured teachers, local English instructors, and native English-speaking co-teachers from abroad. Then, the chapter will highlight challenges with linking teacher education to class room practices and the challenges related to curricular policy and ELT materials.
The Journal of Asia TEFL, 2022
Well-being has a well-established link to physical and psychological health across the lifespan o... more Well-being has a well-established link to physical and psychological health across the lifespan of
individuals (Steptoe et al., 2015). Occupational well-being has a well-known association with positive
outcomes in the workplace, such as higher job satisfaction, lower stress, higher morale, higher employee
retention rates, higher occupational commitment, and better performance (Cotton & Hart, 2003; Hascher
& Waber, 2021; McInerny et al., 2015). It is also an important aspect of teachers’ working lives, as
indicated in a recent volume about professionalism in English language teaching (Coombe et al., 2020).
Because of its importance, Mercer (2021) argued that well-being should become a priority in the research
and practice of language teaching. However, despite some recent contributions (e.g., Gregersen et al.,
2020), the impetus for the present study lies in the fact that there is still “very little research available that
investigates language teachers’ psychological health” (MacIntyre et al., 2019, p. 27). In order to help
address this gap, the study will investigate the psychological well-being of expatriate English language
teachers in Asia, that is, native English-speaking teachers (NESTs) who have migrated to the region to
teach English.
System, 2021
A narrative frame is a data collection instrument comprising a series of sentence prompts that fa... more A narrative frame is a data collection instrument comprising a series of sentence prompts that facilitate the elicitation of participant narratives by scaffolding the writing process. Narrative frames allow multiple respondents to compose narratives that are comparable in length, form, and substance, thus allowing the researcher to focus on more precise research aims than are generally possible with more open-ended types of narrative data. In this article, we discuss the rationale for narrative frames and their use in recent research, revisiting their strengths and limitations as research instruments. Following this, we use data from a project investigating the professional identities of expatriate native-speaking English teachers to illustrate the use of photo-narrative frames, an innovation that supplements written stories with photographs from participants' professional experiences. As narratives provide a means of understanding the experiences of others, visual data, such as photographs, can amplify the context, further connecting participant narratives to insights about the complexity of their lives and behaviors. The study details the procedures, from designing and piloting the frames to data collection and analysis. We show how visual-textual layering and integration occurs in a participant's stories and how the images help the participant convey their professional narratives to others. We conclude by considering the ethical issues with collecting and disseminating photographs from participants before making suggestions for future research, focusing on further innovations that can blend visual methods with narrative research, for example, by taking advantage of social media platforms and on-line survey software.
Language Teaching Research, 2020
Despite its attention in the field of education, occupational commitment has received little atte... more Despite its attention in the field of education, occupational commitment has received little attention in language teaching research. To address this gap, the study generates an occupational commitment profile of expatriate English language teachers and investigates how commitment relates to their age, sex, teaching experience, and qualifications. Eighty-two native English-speaking teachers at a private university in South Korea participated in the study by completing a survey measuring their affective, continuance, and normative commitment to the profession of English language teaching (ELT) and to their workplace. The descriptive results indicated that the sample had high affective commitment to the profession of ELT but low overall commitment to their organization. Results from MANCOVA, which controlled for the covariates of age and sex, indicated that respondents with teacher qualifications from their home countries tended to have higher levels of affective and normative commitment to the profession of ELT and to their workplace than respondents without teacher qualifications. However, no differences in commitment were found between respondents with ELT qualifications and respondents without ELT qualifications, nor were any differences found in commitment associated with ELT experience. Because affective-normative dominant profiles are associated with better workplace outcomes, such as effort given to an organization and lower turnover intentions, further consideration of this finding should be of high priority in language teacher commitment research.
Journal of Primary Health Care, 2020
INTRODUCTION: Prescribing physical activity is an inexpensive method to promote patients' long-te... more INTRODUCTION: Prescribing physical activity is an inexpensive method to promote patients' long-term health, but determinants of adherence with physical activity prescriptions are seldom considered.
Language Teaching, 2020
This report describes the results of a pilot study from a wider project seeking to link the commi... more This report describes the results of a pilot study from a wider project seeking to link the commitment mindsets of English teachers and the learning outcomes of their students. Although the relationships among teacher commitment, teacher retention, and turnover intentions have been well-established (e.g., Day & Gu, 2007; McInerney, Ganotice, King, Marsh, & Morin, 2015), there is still a need to better understand the relationship between language teacher commitment and teaching effectiveness; that is, to see whether more committed teachers make better teachers (Moodie & Feryok, 2015). The main impetus for this pilot study is to explore how this question can be operationalized and whether the currently adapted methodology will be sensitive enough to pick up meaningful differences concerning possible links between teacher commitment and the learning outcomes of students.
KEDI Journal of Educational Policy, 2019
The purpose of this study is to address the need for understanding motivations for teaching and E... more The purpose of this study is to address the need for understanding motivations for teaching and English language teaching in primary schools and how such motivations are influenced by national and local-level education policy. Using written stories from 20 primary school teachers in South Korea (15 female and 5 male), the study investigates their reasons for becoming teachers and reasons for teaching English full-time. In contrast to recent survey research from Korea, the study found that participants' motivations for teaching were largely extrinsic in that they were drawn to the field mainly because of the working conditions and the social and legal status of the teaching profession. Findings also revealed different mindsets between male and female participants: Whereas the female teachers were generally motivated by the status and working conditions, three of five males had chosen teaching as a fallback career. As for teaching English, although some participants volunteered to teach English because of their interest in the language, nearly half were influenced by extrinsic factors, the most prominent of these being committing to teaching English because of the teacher assignment and rotation system. The study concludes with implications, limitations, and ideas for further research related to grade and subject assignments in Korean primary schools.
The Modern Language Journal, 2015
In order to understand teacher cognition—the thoughts, beliefs, and knowledge of language teacher... more In order to understand teacher cognition—the thoughts, beliefs, and knowledge of language teachers—
it is helpful to understand why people commit to language teaching in the first place. However, few
studies of language teachers have directly examined the nature and development of commitment in
language teachers, across their language learning, teacher education, and teaching experience within
their context. This study aims to do just that. Four primary school teachers in South Korea participated—
two experienced teachers and two novice teachers—who at the time of the study were teaching English
as a foreign language. Data from reflective writing, interviews, and classroom observations from a wider
18-month study on language teacher cognition and development were iteratively analyzed for the aims
of this study. The findings show that commitment transfers between language learning and teaching
through both positive and negative experiences, involves multiple and evolving intentions and mindsets
in language teaching, and occurs in action in particular contexts. The findings also show that the teachers’
early commitment to language learning contributed to their commitment to act on improving their
English proficiency and classroom practices through professional development. The study concludes
with implications and research suggestions.
Language Teaching, 2016
This article reviews recent studies on English language teaching (ELT) in South Korea, where a
gr... more This article reviews recent studies on English language teaching (ELT) in South Korea, where a
great deal of research has been produced in recent years in local journals. In this article we
review 95 studies from a pool of some 1,200 published between 2009 and 2014 on English
language teaching and learning, focusing on research within the public school context. Using
themes from the national curriculum as an organizing principle, the review covers selected
studies in the following areas: (1) second language teacher education, (2) communicative
language teaching, (3) language use and interaction in classrooms, (4) co-teaching with
native-speaking English teachers, (5) curriculum and materials analysis, (6) treatments of
teaching methods, and (7) assessment, testing and washback. We include commentary on the
research undertaken in each area and conclude by discussing the limitations of the review and
summarizing ideas for future research directions, perhaps the most important of which is
questioning whether or not there is enough research of reasonable quality being produced to
sustain roughly 60 journals publishing articles on English education in South Korea.
System, 2016
This study problematizes an issue for language teacher development in foreign language contexts b... more This study problematizes an issue for language teacher development in foreign language contexts by investigating the prior language learning experiences of South Korean English teachers and the influence of that experience on their teaching beliefs and practices. Across a generation, teachers had to adapt from a structural to a communicative-oriented curriculum. Prior research has shown that trainees lacking experience with communicative language teaching as students are less likely to teach communicatively; however, little attention has been paid to this issue locally. In the inquiry, data were collected from reflective writing with 18 in-service English teachers and follow-up interviews with 4 participants (2 novice and 2 experienced teachers). Findings from a grounded theory analysis show that participants' public school English learning experience served as an anti-apprenticeship of observation; that is, their own public school teachers provided models of what not to do as language teachers. Therefore, an implication of this study is that teacher education must play an important role in transmitting the professional discourse and having trainees critically reflect on their prior learning experience. Reflective inquiry is rare in this context; however, this paucity of reflective practice creates an opportunity for researchers to provide an empirical contribution regarding its efficacy.
Book Reviews by Ian Moodie
ELT Journal, 2024
When I first heard about this book, the title
immediately drew me in: it resonated with my career... more When I first heard about this book, the title
immediately drew me in: it resonated with my career
path, hinting at the process, growth, and identity
involved in being and becoming a TESOL teacher
educator. ...
System, 2022
With this book-length study, Hiratsuka brings us the most in-depth look to date at the identity o... more With this book-length study, Hiratsuka brings us the most in-depth look to date at the identity of foreign assistant language teachers (ALTs) in the Japan Exchange and Teaching (JET) program, a program which pairs local English teachers with native English-speaking co-teachers for public school English classes. Hiratsuka is an appropriate author for the subject matter and a credible source: Prior to becoming a professor, he had been public school English teacher in Japan for many years, and much of his research and scholarship has been devoted to understanding the experiences of ALTs and promoting better collaboration among local and native English-speaking teachers.
System, 2021
As someone investigating professionalism with expat English language teachers, I was excited to s... more As someone investigating professionalism with expat English language teachers, I was excited to see this book come out. It comprises 36 chapters across a multitude of topics, and there should be something of interest to most English language teaching (ELT) professionals, from those just beginning teaching to those planning for retirement.
The Journal of Asia TEFL, 2021
With this volume, A.B.M. Tsui brings us an updated sourcebook looking at the state of English edu... more With this volume, A.B.M. Tsui brings us an updated sourcebook looking at the state of English education in Asia. Although there have been other books published somewhat recently on this topic (e.g., Kirkpatrick, 2016; Spolsky & Moon, 2012), what this book adds to the literature is a critical discussion of how various ideologies associated with globalization have influenced the policy and practice of English language teaching (ELT) and teacher education in the region in recent decades.
Perhaps the biggest contribution of the book comes from Tsui’s opening chapter, which revisits the concept of globalization by explaining how it has been interpreted and how it has influenced English education policy and teaching practices in Asia.
System, 2020
This is a timely book that hits its mark. Designed to address a common problem for novice researc... more This is a timely book that hits its mark. Designed to address a common problem for novice researchers--that it is quite challenging to find and narrow down a topic worth pursuing--it fills a gap in the literature by providing a starting point from which to develop a topic and ground it within the field of language teacher education (LTE) research. As Barkhuizen describes:
As an experienced supervisor/advisor of graduate student qualitative research I am constantly reminded of the difficulty students have deciding on a topic. As novice researchers, they may have an idea about a broad, general research area (e.g., teacher identity, gender in the classroom, study abroad), but they often struggle to nail down a specific topic and its research questions. (p. 1).
To address this problem, Barkhuizen recruited an impressive list of contributors who were generous in sharing their knowledge and suggestions for topics.
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Publications by Ian Moodie
the Korean teacher group had 86 respondents (58 female, 28 male). The results indicated that, as hypothesized, the NEST group was lower than the Korean group in occupational well-being, self-efficacy in teaching, continuance commitment to the profession, normative commitment to the profession and workplace, and affective commitment to the workplace, but was higher on turnover intentions to the profession and turnover
intentions to the workplace. The study also confirmed a well-being gap between female and male NESTs, whereas no such gap was found with the Korean teacher group. The implications for the study indicate the need to understand and address the well-being gap between female and male NESTs. Also, in order to lessen the gap between NESTs and Korean teachers in well-being, self-efficacy, commitment, and turnover intentions,
policy makers could consider recruiting and incentivizing more professionally minded NESTs with relevant qualifications for longer-term positions in Korean public schools in order to meet the aims of co-teaching programs for improving the quality and methods of public English education.
teachers’ (NESTs) identities and the national educational
ideologies that have led to their international recruitment, surprisingly
little research has addressed their career trajectories as TESOL
professionals. To address this gap, this case study explores the career
of a long-serving expatriate TESOL professional through the lens of
Social Cognitive Career Theory (SCCT), which was designed to
understand how people develop interest in, make decisions about,
and commit to a particular career. The methods are qualitative,
involving a deductive analysis of interview data and a career timeline
according to constructs from SCCT. Despite an initial reluctance to
enter the profession, the participant’s interest in language teaching
began after teaching part-time as a young adult...
individuals (Steptoe et al., 2015). Occupational well-being has a well-known association with positive
outcomes in the workplace, such as higher job satisfaction, lower stress, higher morale, higher employee
retention rates, higher occupational commitment, and better performance (Cotton & Hart, 2003; Hascher
& Waber, 2021; McInerny et al., 2015). It is also an important aspect of teachers’ working lives, as
indicated in a recent volume about professionalism in English language teaching (Coombe et al., 2020).
Because of its importance, Mercer (2021) argued that well-being should become a priority in the research
and practice of language teaching. However, despite some recent contributions (e.g., Gregersen et al.,
2020), the impetus for the present study lies in the fact that there is still “very little research available that
investigates language teachers’ psychological health” (MacIntyre et al., 2019, p. 27). In order to help
address this gap, the study will investigate the psychological well-being of expatriate English language
teachers in Asia, that is, native English-speaking teachers (NESTs) who have migrated to the region to
teach English.
it is helpful to understand why people commit to language teaching in the first place. However, few
studies of language teachers have directly examined the nature and development of commitment in
language teachers, across their language learning, teacher education, and teaching experience within
their context. This study aims to do just that. Four primary school teachers in South Korea participated—
two experienced teachers and two novice teachers—who at the time of the study were teaching English
as a foreign language. Data from reflective writing, interviews, and classroom observations from a wider
18-month study on language teacher cognition and development were iteratively analyzed for the aims
of this study. The findings show that commitment transfers between language learning and teaching
through both positive and negative experiences, involves multiple and evolving intentions and mindsets
in language teaching, and occurs in action in particular contexts. The findings also show that the teachers’
early commitment to language learning contributed to their commitment to act on improving their
English proficiency and classroom practices through professional development. The study concludes
with implications and research suggestions.
great deal of research has been produced in recent years in local journals. In this article we
review 95 studies from a pool of some 1,200 published between 2009 and 2014 on English
language teaching and learning, focusing on research within the public school context. Using
themes from the national curriculum as an organizing principle, the review covers selected
studies in the following areas: (1) second language teacher education, (2) communicative
language teaching, (3) language use and interaction in classrooms, (4) co-teaching with
native-speaking English teachers, (5) curriculum and materials analysis, (6) treatments of
teaching methods, and (7) assessment, testing and washback. We include commentary on the
research undertaken in each area and conclude by discussing the limitations of the review and
summarizing ideas for future research directions, perhaps the most important of which is
questioning whether or not there is enough research of reasonable quality being produced to
sustain roughly 60 journals publishing articles on English education in South Korea.
Book Reviews by Ian Moodie
immediately drew me in: it resonated with my career
path, hinting at the process, growth, and identity
involved in being and becoming a TESOL teacher
educator. ...
Perhaps the biggest contribution of the book comes from Tsui’s opening chapter, which revisits the concept of globalization by explaining how it has been interpreted and how it has influenced English education policy and teaching practices in Asia.
As an experienced supervisor/advisor of graduate student qualitative research I am constantly reminded of the difficulty students have deciding on a topic. As novice researchers, they may have an idea about a broad, general research area (e.g., teacher identity, gender in the classroom, study abroad), but they often struggle to nail down a specific topic and its research questions. (p. 1).
To address this problem, Barkhuizen recruited an impressive list of contributors who were generous in sharing their knowledge and suggestions for topics.
the Korean teacher group had 86 respondents (58 female, 28 male). The results indicated that, as hypothesized, the NEST group was lower than the Korean group in occupational well-being, self-efficacy in teaching, continuance commitment to the profession, normative commitment to the profession and workplace, and affective commitment to the workplace, but was higher on turnover intentions to the profession and turnover
intentions to the workplace. The study also confirmed a well-being gap between female and male NESTs, whereas no such gap was found with the Korean teacher group. The implications for the study indicate the need to understand and address the well-being gap between female and male NESTs. Also, in order to lessen the gap between NESTs and Korean teachers in well-being, self-efficacy, commitment, and turnover intentions,
policy makers could consider recruiting and incentivizing more professionally minded NESTs with relevant qualifications for longer-term positions in Korean public schools in order to meet the aims of co-teaching programs for improving the quality and methods of public English education.
teachers’ (NESTs) identities and the national educational
ideologies that have led to their international recruitment, surprisingly
little research has addressed their career trajectories as TESOL
professionals. To address this gap, this case study explores the career
of a long-serving expatriate TESOL professional through the lens of
Social Cognitive Career Theory (SCCT), which was designed to
understand how people develop interest in, make decisions about,
and commit to a particular career. The methods are qualitative,
involving a deductive analysis of interview data and a career timeline
according to constructs from SCCT. Despite an initial reluctance to
enter the profession, the participant’s interest in language teaching
began after teaching part-time as a young adult...
individuals (Steptoe et al., 2015). Occupational well-being has a well-known association with positive
outcomes in the workplace, such as higher job satisfaction, lower stress, higher morale, higher employee
retention rates, higher occupational commitment, and better performance (Cotton & Hart, 2003; Hascher
& Waber, 2021; McInerny et al., 2015). It is also an important aspect of teachers’ working lives, as
indicated in a recent volume about professionalism in English language teaching (Coombe et al., 2020).
Because of its importance, Mercer (2021) argued that well-being should become a priority in the research
and practice of language teaching. However, despite some recent contributions (e.g., Gregersen et al.,
2020), the impetus for the present study lies in the fact that there is still “very little research available that
investigates language teachers’ psychological health” (MacIntyre et al., 2019, p. 27). In order to help
address this gap, the study will investigate the psychological well-being of expatriate English language
teachers in Asia, that is, native English-speaking teachers (NESTs) who have migrated to the region to
teach English.
it is helpful to understand why people commit to language teaching in the first place. However, few
studies of language teachers have directly examined the nature and development of commitment in
language teachers, across their language learning, teacher education, and teaching experience within
their context. This study aims to do just that. Four primary school teachers in South Korea participated—
two experienced teachers and two novice teachers—who at the time of the study were teaching English
as a foreign language. Data from reflective writing, interviews, and classroom observations from a wider
18-month study on language teacher cognition and development were iteratively analyzed for the aims
of this study. The findings show that commitment transfers between language learning and teaching
through both positive and negative experiences, involves multiple and evolving intentions and mindsets
in language teaching, and occurs in action in particular contexts. The findings also show that the teachers’
early commitment to language learning contributed to their commitment to act on improving their
English proficiency and classroom practices through professional development. The study concludes
with implications and research suggestions.
great deal of research has been produced in recent years in local journals. In this article we
review 95 studies from a pool of some 1,200 published between 2009 and 2014 on English
language teaching and learning, focusing on research within the public school context. Using
themes from the national curriculum as an organizing principle, the review covers selected
studies in the following areas: (1) second language teacher education, (2) communicative
language teaching, (3) language use and interaction in classrooms, (4) co-teaching with
native-speaking English teachers, (5) curriculum and materials analysis, (6) treatments of
teaching methods, and (7) assessment, testing and washback. We include commentary on the
research undertaken in each area and conclude by discussing the limitations of the review and
summarizing ideas for future research directions, perhaps the most important of which is
questioning whether or not there is enough research of reasonable quality being produced to
sustain roughly 60 journals publishing articles on English education in South Korea.
immediately drew me in: it resonated with my career
path, hinting at the process, growth, and identity
involved in being and becoming a TESOL teacher
educator. ...
Perhaps the biggest contribution of the book comes from Tsui’s opening chapter, which revisits the concept of globalization by explaining how it has been interpreted and how it has influenced English education policy and teaching practices in Asia.
As an experienced supervisor/advisor of graduate student qualitative research I am constantly reminded of the difficulty students have deciding on a topic. As novice researchers, they may have an idea about a broad, general research area (e.g., teacher identity, gender in the classroom, study abroad), but they often struggle to nail down a specific topic and its research questions. (p. 1).
To address this problem, Barkhuizen recruited an impressive list of contributors who were generous in sharing their knowledge and suggestions for topics.
https://authors.elsevier.com/a/1ZNNv,7tt9xxQA
The aim of this exploratory thesis is to problematize key issues related to LTC and English language teacher development in Korea. The scope covers initial commitments to English language teaching (ELT), stated cognitions, observed practices, and the influences of experience on the cognitions and practices of Korean public school English teachers. The theoretical framework is defined as grounded narrative inquiry, an approach that combines narrative research and grounded theory methods. Critical incident (CI) theory and case study methods also influenced the design.
The thesis comprises two studies. Study 1 was a background study using narrative frames to prompt four stories from 27 Korean English teacher participants regarding their (1) reasons for teaching English, (2) prior language learning experience, (3) pre-service education, and (4) first year teaching English. Narrative content was coded and categorized to uncover patterns and themes in participant stories. Findings from Study 1 influenced the design of Study 2, which consisted of four in-depth case studies, two with experienced primary school teachers and two with novice primary school teachers. Data collection occurred over 18 months and included reflective writing, CI logs, semi-structured interviews, and observations.
This thesis contributes to the field in the following ways:
1. Using workplace commitment theory to discuss the issue of ELT turnover in Korean primary schools;
2. defining a professional knowledge base (PKB) that provided a context-sensitive, locally-appropriate framework for discussing ELT expertise;
3. discussing the stated influences of experience on LTC, including the anti-apprenticeship of observation;
4. mixed-methods analysis showing that experienced teachers were more aligned with curricular aims than were novice teachers, for example, regarding the communicativeness of lessons, teaching English through English, collaborative learning, and meaning-focused instruction; and
5. a CI model for interpreting LTC change with in-service teachers, grounded in the practice of teaching.
The findings question the status quo of second language teacher education (SLTE) in Korea by drawing attention to participant knowledge gaps regarding ELT methodology and second language acquisition (SLA). This research implies that a more situated view of learning to teach is necessary in Korea in order to increase the efficacy of SLTE. Recommendations for future studies include further research on ELT turnover in Korea, applying the PKB to materials development and to discussing locally effective practices, and looking for practical applications of the CI model for developing SLTE programs.
Simulated data generated by a computer ( e.g. with MATLAB)
Based on parameters entered by a researcher
Useful for testing statistical models before gathering real world data
The study included three classes each from two experienced and two novice primary
school English teachers. The analysis showed that the experienced teachers’ classes
were much more communicative and student-centered than the novice teachers’
classes were (e.g., 40% to 64% of class time spent on communicative activities versus
8% to 25% for the novice teachers), but that both novice and experienced teachers
focused mostly on language forms rather than meaning in their lessons, and that
none of the teachers used any task-based activities. The study concludes with
implications and recommendations for future research based on these results.
English-language orientation program at a Korean university on
first-year students’ perceptions of English. This quantitative study
contributes to the local literature by documenting the changes on a pre-
and
post-course survey that measured participants’ willingness to
communicate, foreign language anxiety, attitudes towards English, and
perceptions of English as a global language. Key results of
independent-samples t-tests indicated that student perceptions showed
statistically significant changes on five of the six scales, and that the
biggest influences of the program were on willingness to communicate
and lessening student anxiety. The study also investigated the link
between program satisfaction and experience of studying English abroad, finding that there was no relation between them. However, a one-way ANOVA and correlation analysis indicated that there was a relationship
between program satisfaction and students’ self-rated proficiency, finding that the lower-proficiency students were slightly less satisfied than those rating themselves as “average” or “good” English speakers. The study concludes with recommendations for future studies and for planning English-language orientation programs in Korean universities.