This paper evaluates the use of Factor Analysis (FA) in English education research in Korea and suggests improvements in methodology. A detailed coding protocol was used to review 179 FA cases from 12 major English education journals (2014-2023). The review identified several key issues, including small sample sizes and lenient criteria for sample size selection, insufficient reporting on data appropriateness and normality, confusion between principal component analysis and FA, overreliance on the Eigenvalue > 1 criterion for determining the number of factors, inappropriate factor rotation methods, inconsistency between factor rotation and extraction methods, inadequate reporting on factor loadings and cross loadings criteria, and excessive reliance on SPSS as a statistical tool for FA. This study provides specific guidelines for applying FA appropriately and reporting results accurately.