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Korean Journal of General Education 2019;13(5):323-348.
Published online October 30, 2019.
Irvin Christopher, Seong Man Park
Korean College Students’ Identification and Suggestions for Native and Non-Native English Speaking Teachers’ Deficiencies
크리스토퍼 어빈, 박성만
Abstract
Much of the research regarding Native English Speaking Teachers (NESTs) and Non-Native English Speaking Teachers (NNESTs) has centered on identifying students’ preference for which group of teachers or the general strengths and weaknesses of each contingent group. Along with this dialogue, another conversation about Teacher Awareness (TA) which has focused on how instructors can analyze the different aspects of their teaching in order to better serve students has been discussed as well. Thus, this study is an attempt to combine these two discussions by focusing on specific deficiencies of both NESTs and NNESTs in order to determine practical suggestions to elevate each group’s best practices. In contrast to previous studies, this research differentiates itself by targeting the suggestions of students rather than reflecting on the cognition or metacognition of the instructors themselves. This article was conducted using a qualitative questionnaire containing open-ended questions given to 29 Korean college students to elicit their opinions regarding NESTs’ and NNESTs’ deficiencies and practical suggestions. The results of this study are as follows: 1) Korean college students were able to identify specific deficiencies of their NEST and NNEST professors; 2) Korean college students were able to recommend real-world ways that each group of teachers can better serve their students within a Korean context.
Key Words: Non native English speaking teachers, Native English speaking teachers, Korean college students, General English education, English language teaching
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