The present study investigated newly recruited native-speaking teachers of the English Programin Korea (EPIK) with a focus on their individual characteristics, their perceptions on second language (L2) learning and teaching processes, and their teaching experience as a variable (novice vs. expert) in their understanding of language learning and teaching processes. A questionnaire wasgiven to 244 EPIK teachers. Analysis of the self-reported data revealed that EPIK teachers were mostly in their 20s who were recruited from six inner-circle countries withteaching certificates. Results also demonstrated the importance of a teacher’s teaching experience, where subsequent mean-difference models of novice and expert teachers revealed significant differences in their understanding of L2 learning and teaching processes. Findings showed that teachers with experience had beliefs aligned with thebest teaching practices. These findings open discussions about the necessity of adequate subsequent support for native-speaking teachers.

1. INTRODUCTION
2. REVIEW OF THE LITERATURE
    2.1.English Program in Korea (EPIK)
    2.2. Instructors’ Individual Characteristics
3. METHODOLOGY
    3.1. Setting 
    3.2. Procedure
    3.3. Instrument
    3.4. Data  Analyses
4. RESULTS
    4.1. Individual Characteristics of the EPIK Teachers
    4.2. EPIK Teachers’ Understanding of Language Learning and Language Teaching Processes
5. DISCUSSION
    5.1. NESTs’Individual Characteristics and Their LL_LT Responses
    5.2. Changes Made in EPIK Policies
6. CONCLUSION
REFERENCES

• Hye Won Shin(Professor, Department of English Language Education, Korea University)
• Jiyoon Lee(Professor, Department of Education, University of MD)
• James Brawn(Professor, Graduate School of Education, Hankuk University of Foreign Studies) Corresponding author
• Juhyun Do(Teacher, Jadong Elementary School)