The induction experiences of novice teachers are receiving increasing attention within the subject field of Teaching English as a Foreign Language (TEFL).The process of beginning to teach is acknowledged to be complex and often fraught with tensions and anxieties for newly qualified teachers who may experience significant disjunction between the realities of classroom and institutional life and what they have been taught on pre-service training courses. Research has also shown that novice teachers can be helped to make a successful transition from the teacher-training environment to the school through well-designed induction programs which provide structured support and professional development with access to resources beyond the school itself. This article seeks to uncover whether these elements of well-designed induction programs are replicated for teachers of English in the Korean school system. Using data gathered in interviews with recently graduated teachers, the article examines the experiences of teaching in the early years and documents teachers’ own perceptions of their induction into teaching. The article discusses the place of the teachers within the social network of the school and, in so doing, hopes to foreground how individuals come to terms with the new and complex roles inherent in ‘being a teacher’ within this framework. This is a perspective particularly necessary for TEFL as a discipline where methods are so often deemed paramount in learning to teach, rather than an understanding of what it means to be a teacher of English as a foreign language in a particular socio-educational context.

The world Englishes framework gravitating around many recent models of English has initiated sharp interest in adopting intercultural awareness and its teaching/learning in English language instruction. This is because English has become ‘a heterogeneous language with multiple norms and grammars’ (Canagarajah, 2006) and no longer an international language but an ‘intercultural language’ (Sifakis, 2004). Intercultural English language teaching (IcELT) aims to create interculturally multidialectical English users among world Englishes by not only developing cultural tolerance and linguistic and cultural diversity but abating the so-called native-speakers’ linguistic and cultural dominances. For this, this article suggests eight workable IcELT guidelines which could facilitate users’ IcELT competence. This article, for its organization, first addresses why IcELT in relation to the world Englishes framework should be dealt in the contemporary ELT arena. Secondly, it suggests the eight IcELT guidelines along with some classroom techniques; thus, teachers of English language will benefit in his/her future lesson plans.

This study aims to investigate English teachers’ anxiety at three different school levels in Korea with special attention to situations where anxiety is generated. A mixed method was adopted to explore English teachers’ anxiety. Quantitative data from 912 English teachers was obtained through an online survey and qualitative data was collected from focus group interviews which were conducted with three different groups of primary (n=4), middle (n=3), and high school (n=3) teachers. Quantitative data analysis showed that there were no significant differences in the level of anxiety according to three school levels, although the anxiety of English teachers gradually increases from primary to high school. On the whole, there were significant differences in anxiety according to teaching experience; teachers with less than three years of teaching experience showed the highest anxiety. Three themes emerged from the analysis of the qualitative data: fear of negative evaluation, different sources of anxiety relating to teaching experiences in the three school levels, and classroom English vs. spontaneous English. These three themes showed that English teachers’ anxiety needs to be understood in the context of anxiety-provoking situations where they are being evaluated by their colleagues about their teaching methods and English language proficiency. Pedagogical implications are discussed based on the findings of the study.

A meta-analysis was conducted to analyze the history of discourse analytic studies that appeared in the English Teachingjournal ofKorea over the past 50 years. Atotal of 161 studies were categorized according to discourse modes, primary themes employed and levels of application. The results indicated that in the most recent years, DA articles occupy about 22% ofthe total studies published in thejournal, with an overall increase in DA studies analyzing written texts. Qualitative studies such as ethnographies and case studies employing discourse data as a primary component of data analysis have also steadily increased over the years. The findings suggest that in the future, more DA research on primary or secondary level students, classroom interactions, and critical discourse studies examining the Korean context may benefit a wider range of readership who may be interested in the practical application of DA results to the Korean English education context.

This paper reviews ELT materials-related articles published in English Teaching, the journal ofthe Korea Association of Teachers ofEnglish (KATE), from 1965 to 2015. The paper builds on and expands S-H. Lee (2006) which reviewed ELT materialsrelated articles in English Teaching from 1965 to 2006. A research synthesis on a total of 71 ELT materials-related articles was conducted. The characteristics of the articles and how the Korean educational context affects ELT materials-related research were investigated. The results of the analysis show that there is a steady flow of ELT materials-related articles being published. The topic that was dealt with the most was the organization and structure of the material. The majority of the articles focus on government-sanctioned textbooks. In addition, changes to the National Curriculum of Korea seem to affect the content and timeliness of the articles as the number of articles related to textbooks increases immediately after new textbooks are published. Lastly, implications for English Teaching in terms of publishing and disseminating ELT materials-related articles are discussed.

The purpose of this study is to summarize and report on both academic and pedagogical implications of CALL studies published in English Teaching from Vol. 1 (1965) to Vol. 70, n. 2 (2015) by critically reviewing 118 CALL articles in a qualitative meta-analytic approach, and also to suggest future directions for CALL research and practice. The data analysis indicates that English Teaching has m빠 significant achievements in developing technology and language learning research from both quantity and quality standpoints. First, that CALL has been consistently discussed as a major topic. Second, the research has been ground-breaking in topics, technologies, and instructional approaches. Third, the studies have produced meaningful findings, practical suggestions, and positive conclusions for English education in Korea. On the other hand, there are also some neglected aspects: first, the primary concern has been mostly for the effectiveness of new technology by means of quantitative approaches; second, the study scope is limited; third, the research projects are not sustainable or are unsupported by follow-up studies. In the future of CALL, it is hoped that 1) the role and usage of technology will be studied more from the L2 perspective; 2) the target interest will be focused on normal curricula; 3) large-scale research will be better promoted; and 4) more international efforts will be undertaken for theory building.

This study surveys a total of 127 L2 writing-related articles published in English Teaching over the past 50 years (1965-2015) with reference to research methodology, participants, and themes. The key outcomes are as follows. These articles on L2 writing in English successfully embrace diverse methodological approaches, not displaying a heavy reliance on quantitative methods. Among the study participants, those in higher educational settings maintain a comfortable lead, calling for more articles with elementary and secondary school students. A notable proliferation has been observed since the mid-l990s along with a numerical grow山 in articles on L2 writing. The research theme of classroom instruction appears most often over the journal's 50-year history, followed by learner traits and characteristics of Korean students' writing. The topics of assessment and technology use have gradually evolved into two of the major content areas in L2 writing research, while the theme of skill integration has remained under-researched. Overall, L2 writing research produced in English Teaching seems to exhibit diversity in methodology, participants, and themes.

The purpose of this study is to review speaking articles published in the journal of English Teaching over the past 50 years. A total of 145 speaking articles were analyzed according to research areas, target groups, language and research methodologies for every ten years from 1965 to 2015. A thematic analysis was also conducted based on eleven major research categories. The results showed that a shift of focus in research themes occurred around the fourth decade ofthe journal between 1995 and 2004 with a surge in the amount of speaking articles, greater attention of which was paid to methods and approaches, i.e., specific classroom-oriented tasks and activities to improve students' oral proficiency. While oral assessment was the second most productive area of research topics, the number of studies on materials and media ranked third, due to the trend in computer-assisted language learning in the last two decades. Research methodologies were evenly divided among theoretical, quantitative, qualitative, and alternative types, although the recent two decades have witnessed a noticeable increase in the number of quantitative analyses based on survey and experimental studies and qualitative studies on classroom discourse and native versus non-native interaction. Implications and future directions are suggested.

This research aims to review and analyse articles on listening comprehension published in English Teaching over the past 50 years. A total of 71 such research articles were published from 1965 to 2015 in the journal, and they were analysed from the following five perspectives: I) historical trends in listening research, 2) main topic areas of the papers, 3) research subjects' levels, and 4) research methodology. The results of this review study are as follows. First, the volume of listening research gradually increased over the first 40 years ofthe journal's history, but it has dropped drastically over the past decade. Second, 'listening strategies' and 'evaluation' were researchers' favoured topics, while listening research on pronunciation has been actively conducted in recent years. Third, research with university students outnumbered research done with elementary and secondary students. Finally, research using quantitative methods dominated the research methodology. A sharp decline in the number of articles on listening research in recent years and unbalanced research in terms of its topic, subjects' levels, and research methodology are noteworthy.

The purpose of this research is to review studies of English education for young learners in the journal of English Teaching in order to commemorate its 50 years of history. Atotal of 126 young learners ofEnglish-related studies between 1965 and 2015 were collected. The studies were analyzed by historical trend, research methods, topics, subjects, contexts, and authors. The results are as follows: the studies on young learners of English have increased since 1982 when English was allowed to teach as an extracurricular activity in elementary schools; 103(81.7%) studies were identified as empirical research, and 23(18.3%) studies were identified as theoretical research; the most preferred research topic was 'teaching/learning' and 'investigation, effect, and direction' of English education in Korea; the most studied subjects were elementary students; the most preferred research context was Korea; and 98.4% ofresearchers was Korean. Based on the findings, several suggestions are made for future research in the area ofyoung learners ofEnglish.

This study mainly explores the research themes and topics of corpus-based studies published in English Teaching in an attempt to provide future directions and pedagogical implications in this research domain. For the purposes of the study, a total of 42 corpus-based research articles published in English Teaching were reviewed and analyzed in terms of research topics, methodology, and characteristics of the corpora employed in the studies. The thematic and topical analysis of the corpus-based studies showed that much research, i.e., 64%, has focused on the analysis ofvocabulary items. Further, the analysis of the research methods revealed that corpus-based studies published in English Teaching mainly employed quantitative methods to describe frequency and distribution information of the target linguistic items. It also provided the description of the characteristics of the corpora adopted in the corpus-based research. Interestingly, many corpus-based studies published in English Teaching focused on the analysis of the learner corpus data. The paper discusses the future research directions and pedagogical implications for corpus-based studies on TEFL.

This study investigates 95 articles on English teacher education published in English Teaching for the past 50 years. Remarkable changes have been made in research methodology and research focus. In particular, six themes emerged from the selected articles and were discussed: (1) teacher qualifications and roles, (2) teacher training and professional development, (3) teacher cognition and perceptions, (4) teacher professional identities, (5) teacher talk, (6) teacher evaluation. Finally, pedagogical implications and directions for the future research are suggested.

The purpose of this paper is to examine the current state of research on learner factors in second language acquisition by reviewing relevant studies published in English Teaching over the past 50 years. A total of 182 articles on various learner factors were extracted from the journal. Further detailed analyses were conducted on 110 articles on strategy, motivation, and personality traits in terms ofpublication year, research topics, participants, methods, and researchers' concentration. The results reveal that research on learner factors has significantly expanded over time in terms of volume and diversity, reflecting increasing research interests in the field. As for research methodology, a quantitative approach was far more frequent but qualitative and mixedmethod approaches have gained visibility since 2000. Yet, most of the studies focused on tertiary level learners, while overall neglecting primary and secondary level learners. Furthermore, individual researchers' interests in the factors looked rather sporadic as revealed in the lack of research concentration. Based on the findings, suggestions for future research on learner factors are made.

This paper overviews English language assessment-related articles published in English Teaching from 1965 to 2015. One hundred thirty-eight articles are chosen for analysis, and the discernible trends epitomizing a specific era are traced. The results show articles concerning item analysis and improvement oftesting methods constituted a major portion of the periodical in the early days. The number of the assessmentrelated articles began to soar from the late 1980s, and recently a major focus seems to have shifted to test validity. In terms of research topics, a significant body of research has been conducted on item analysis, improvement of testing practices, performance assessment, evaluation methods, and test validity. Even though the overall level of the articles has advanced dramatically over the past 50 years, little research has been intended in the areas of classroom assessment, English language testing policies, washback effects, new assessment tools, and the validity of national tests. This paper concludes with a suggestion that more efforts should be made to fill the gap between research and testing practices in the field.

The purpose of the current study is to examine 123 English reading-related articles published in English Teaching from 1965 to 2014 in order to consider what has been studied in English reading and how, and to gain insight into what has to be studied and how from now on. To fulfill this purpose, the articles were analyzed in terms of basic data, research methods, and research themes across four time periods. In accordance with the findings, it has to be admitted that English reading-related research has made notable, impressive advances in quantity and quality. In particular, it is notable that research methods and themes have been diversified and expanded across the periods. For further development, it is required for researchers' ceaseless endeavor to explore ongoing issues and troublesome gaps in English reading research and to establish a theoretical and practical framework for reading research in Korean EFL context.

This study examined how smart device applications affected elementary school students who have learning difficulties in English. Five 6th grade students who needed remedial instruction were selected and given 50 hours of instruction using English vocabulary flash cards in a smartphone application. one hundred vocabulary words were chosen and developed for flash cards for the students to examine their intellectual and emotional changes in English learning. The research results showed that the students' vocabulary improved in listening, reading and speaking. It also revealed that the students gained confidence and interest in English learning, and their anxiety decreased. In addition, the application was easy and convenient for the students to use, especially in recognizing the pronunciation and the meaning of the vocabulary words. This study recommends further development and use of smart device applications for elementary school English instruction.

The purpose of this study is to illustrate a general collaborative model of team-teaching in a university general English program. While positive effects of team-teaching and some suggestions for teamteaching practices have been reported previously, there has been less attention paid to an instructional model where native teachers and Korean teachers collaborate with each other for the best classroom experience for students. A qualitative research guided the design. Twenty teachers’ team-teaching classes were observed and video-taped for analysis. The findings showed that the two teachers’ constant negotiations of meanings in any stage of the lessons and in classes with diverse linguistic goals was helpful to the students’ understanding. Also, in the stage of presenting particular language expressions (duringlesson), complimenting each other with native teachers’ intuition and Korean teachers’ analytic skills was suggested as an important instructional move. When activities were introduced, modeling by the two teachers and bridging roles by the Korean teachers were a tremendous contribution and recommended for model collaborations. An instructional model and educational implications have been suggested.