• The Journal of the Korea Contents Association
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• v.14 no.4
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• pp.480-490
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• 2014

This paper summarizes findings from investigations into the development and application of English bible study materials for middle school students in two local churches in Seoul, Korea. Six pre-service Christian English teachers have participated in the development of the materials. After the application of the new materials, the pre-service teachers' and bible study teachers' perception of the new materials have been investigated. To analyze the data, the pre-service teachers and bible study teachers were interviewed. The interview data was recorded, transcribed and analyzed based on content analysis method. The findings indicated that the pre-service teachers' church service learning gave them a sense of satisfaction and it also helped them develop professionalism in teacher education. To both the pre-service teachers and bible study teachers, keeping balance between bible teaching and English teaching was found to be a difficult task. The fact that the themes in the new materials are closely related to the lives of the students has been positively evaluated by the bible study teachers.

• International Journal of Advanced Culture Technology
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• v.10 no.4
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• pp.561-568
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• 2022

This study investigated how pre-service English teachers perceive the effects of machine teaching on their English writing competence. 35 Korean students who are majoring in English education participated in this study. The participants used machine translators for one of the required courses related to English composition. A survey and focus group interview were conducted at the end of the course. They were asked to answer to what degree they perceive the effects of machine translators on their writing in terms of lexical, sentential, and discourse levels. Furthermore, their perspectives on the effects of machine translation on English teaching including limitations of machine translators, were interviewed in more detail. The results show that the participants perceive machine translators quite positively in terms of improving their writing competence, but they also point out some critical limitations of machine translators. These findings have some pedagogical implications for English writing course instructors, English teacher educators, and program developers.

• English Language & Literature Teaching
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• v.17 no.2
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• pp.219-245
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• 2011

This case study aims to investigate how a primary English teacher's professional development was pursued through novice teacher mentoring after the six-month intensive in-service teacher training program(IIETTP). The teacher was involved in mentoring two novice teachers working at the same school. They observed each other's classes and exchanged their views on the classes, focusing on areas to be improved. The observation was done within a framework that consisted of pre-, during- and post-observation sessions. Data was gathered through retrospective entries kept after the post-observation meetings. The entries were categorized according to their saliency, frequency and recurring patterns identified. The findings reveal that learning from the training course could be applied professionally and could serve to bridge the gap between training and teaching. It is also shown that the mentee teachers' professional development was enhanced and the mentor teacher herself benefited from the collaborative learning process involved with working with the novice teachers. Some suggestions are made for the effective implementation of school-based teacher development programs after the IIETTP.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.8
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• pp.221-230
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• 2017

This study explores the impact of a flipped classroom, in terms of self-efficacy, for elementary pre-service teachers in US teacher education programs. This research project explores how ESL microteaching activity in the flipped classroom shapes teacher-candidates' self-efficacy regarding teaching culturally and linguistically diverse (CLD) students. By analyzing ESL microteaching videos, pre-service teachers' reflection papers, and individual interviews with the course instructors, the study results show how pre-service teachers enhance their self-efficacy in teaching CLD English language learners in mainstream content subject classrooms. Moreover, the researchers provide suggestions on how teacher educators can utilize the flipped classroom to create an authentic and meaningful learning experience, such as using ESL microteaching for pre-service teachers to shape their self-efficacy in order to be well-prepared for CLD English language learners. The implication is that Korean pre-service teachers should be prepared to teach CLD students in their mainstream classrooms.

• English Language & Literature Teaching
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• v.15 no.3
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• pp.199-222
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• 2009

As great attention is given to a high quality of English education in Korea, more and more in-service and pre-service English teachers are looking for an opportunity to study in an English speaking country to become better qualified teachers. However, after receiving a degree in an English speaking country, many teachers fail to apply what they have learned to their own teaching due to their tensions of identity, beliefs, knowledge, and professionalism within the changes of sociocultural settings. By using sociocultural theory as a theoretical framework, this paper explores how formal training and Ph.D. studies in the U.S. have influenced a Korean teacher educator in applying theory to practice in relation to her identity, beliefs, knowledge, and professionalism during 30 years of her teaching experience. Rather than facing tensions, the teacher educator has been willing to change her roles, broaden and deepen her beliefs in teaching and knowledge about theory of teaching and learning, and continue her professional development. Limitations and implications of the study are provided.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.339-345
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• 2023

Pre-service teachers have established and developed their own teaching strategies and professional language teaching skills based on their pedagogical and learning experiences. In this regard, it is conceivable that pre-service teachers' feedback may have distinct viewpoints and focuses. Therefore, the purpose of this study is to analyze pre-service teachers' feedback to microteaching demonstrations. Participants in the study were 40 prospective elementary school teachers. They were invited to offer feedback on microteachings video-recorded by their peers. According to the findings, we identified a total of 708 comments. The majority of feedback was categorized as teacher talk(40.1%) , followed by teaching and learning activity (20.9%), interaction (12.6%), teaching materials (11.4%), classroom atmosphere and learning environment (8.9%), lesson flow (3.7%), review and evaluation (1.3%), and introduction and objectives (1.1%). The most frequent types of feedback were the teacher's use of appropriate speaking rate, tone, and intonation. This finding reflects the fact that English teachers realize the importance of the teacher's English proficiency, therefore we suggest that teacher education institutions need raise awareness not just of teachers' English skills but also of their diverse perspectives.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.3
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• pp.932-940
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• 2017

This study investigated the perception of pre - service teachers in order to find out how paper textbooks are used in high school classes and what improvement is needed. Firstly, the results of analyzing the perception about the utilization of textbooks are as follows. First, in the case of Korean language, social studies, mathematics, science, and English, textbooks were used most frequently, and most of the respondents did not use textbooks for arts and physical education subjects. Secondly, Korean language, social studies, mathematics, science, and English textbooks are most frequently used as teaching materials. Third, in the case of Korean, social, mathematics, science, and English subjects, in addition to textbooks, problem collections were used most frequently and arts and physical education subjects showed the most use of prints. Next, the results of analyzing the perception of the improvement method of the textbooks are as follows. First, in the high school class, the response rate was high in that Korean, social, mathematics, science, and English classes needed a textbook. Most of the respondents answered that they were not necessary for the textbooks of arts and physical education subjects. Second, in order to improve the textbooks, the most demanding textbooks focused on the core basic contents, followed by self - directed learning activities, competency centered contents selection, cooperative learning activities, and teacher self - development. The demand for digital textbooks was low.

• English Language & Literature Teaching
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• v.16 no.4
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• pp.321-346
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• 2010

This study was performed to develop a task-based English lesson plan. The study reviewed the background theories needed to accomplish the study purpose; types of learning, current trends in English teaching, and the task-based teaching. A frame for the task-based English lesson was developed as the result of this study. An actual task-based lesson plan was made after the frame for the task-based English lesson. The author presented task-based English lesson plans at English education conferences, and applied them to pre-teacher training and in-service trainings for English teachers. It is concluded that the task-based English lesson plan was very effective in enhancing English communicative competence and that the pre-teachers and teachers were satisfied with the lesson plans. It is hoped that more teaching material will be developed based on this task-based English lesson plan.

• The Journal of the Korea Contents Association
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• v.16 no.4
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• pp.770-779
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• 2016

The study aimed to investigate what difficulties and needs North Korean refugee college students have in their college English programs and what they experience over an English tutoring program offered by pre-service English teachers. Before the tutoring started, a survey was conducted to examine the current difficulties and needs 100 NK refugee college students had. After the survey, six NK refugee college students and 12 pre-service English teachers participated in the tutoring on the voluntary basis. The survey questionnaires were analyzed statistically, and the effects of the tutoring program were analyzed qualitatively. The results show that NK refugee students reported the severe difficulties in learning English, their increased awareness of the slightly improved English skills over the tutoring program, the increased awareness of their affects, and the increased awareness of their linguistics development at the end of the tutoring. Pedagogical implications for supporting NK refugee college students are discussed.

• English Language & Literature Teaching
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• v.18 no.3
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• pp.93-120
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• 2012

This paper aims to address the gains and losses of the CMC environment in Language learning. Data were attained from twelve middle school ESL students who took English as a second language class and twelve pre-service teachers taking ESL foundation course. This exploration describes the role of CMC focusing on its' advantages and disadvantages which language teachers need to consider. The findings revealed that the teachers, tasks, and other elements involved in the CMC environment provided several gains and losses for many areas of learning. This implies that CMC alone does not provide an optimal learning environment, but rather it is used as an essential tool in providing opportunities to enhance language learning. Several suggestions are made for teachers and pre-service teacher education how CMC instruction might be better designed. The paper concludes with some practical considerations for future research in the area of CMC.