The present study aims at investigating problems with a TEE class in terms of classroom activities and code-switching. One middle school teacher and her students participated in the study. The teacher taught a writing class in TEE context. She taught more than half of the class in English. Her students experienced different interactional patterns in four different activities. However, most of the students could not participate both in pair work and group work without her teacher’s help. That was because the teacher had problems with giving instructions: (1) her instructions about the activities were not clear enough; (2) she did not provide any modelling for the activities; and (3) she did not check any clarifications for the activities. Also, the ratio of the teacher’s utterance to students’ was too high: 96% in English and 89.5% in Korean. In addition, she did not use any pause in code-switching from English to Korean, deprived of checking whether her students understood the target language input given in English. Directions for further research and pedagogical implications will be discussed.

The purpose of this study is to investigate elementary school teachers’ and students’ experience of teaching and learning English grammar and how they perceive English grammar education with regard to its role in learning English and the need and ways of including grammar instruction into the curriculum. Questionnaires were administered to 123 teachers and 1513 6th grade students. In addition, written interviews with 20 teachers were done through e-mail. Major findings from the analysis of this survey are three-fold. First, most of the teachers and the students had experiences of teaching and learning English grammar and they perceived that English grammar knowledge plays a positive role in learning English. Second, majority of both the teachers and the students believed that grammar instruction should start in 5th grade, but there is a gap between the teachers and the students with respect to grammar teaching approaches; the teachers prefer the inductive method, while the students prefer the deductive one. Third, many teachers considered that grammar instruction would not have a negative effect on English classes based on the communicative language teaching approach, but they believed that activities for grammar instruction should be well designed in order to keep students interested in learning English. Based on these results, several suggestions for improving English education in elementary schools are made.

The research on washback of a test has little been carried out in Korea while it has been flourishing in language testing researchers overseas. This paper investigates whether the advent of NEAT has affected the perception of test takers and the teaching/learning practices in English classrooms of Korea. In addition, we also want to investigate the relationship between variables such as perception of test users, teaching/learning practices, and test scores. We carried out a survey with 601 students who were seated at NEAT administered in April 2013 as well as 3,267 third-year high school students who had no experience on NEAT. The analyses revealed some evidence to support that NEAT has an effect on the perception of the participants. However, the analyses also revealed that NEAT was not effective to appeal for a change in teaching and learning practices in English classrooms in Korea.

The aims of this study were to explore the value of integrated use of the related literary texts and movies through teachers' awareness toward them, and to develop English teaching-learning method using them. Thirty-four primary school teachers who enrolled a graduate course participated in the study. The teachers read a literary text, Because of Winn-Dixie written by Kate DiCamillo, and watched the movie based on the text. Data collected were analyzed through a mixed method which used both qualitative and quantitative techniques. The result of the study emerged in two steps. First, experiences of participating teachers were investigated in terms of understanding literary texts and movies, participants' experience as both English learners and teachers, and the understanding of complementary aspects of a literary text and the movie based on the text. Then, teaching-learning method for English learners were developed. For example, the study suggested how to develop four language skills through integrated use of the literary texts and movies, and provided a list of related literary texts and movies applicable in diverse EFL contexts. Based on the results, the study suggested teachers to apply methods and techniques to other literary texts and movies in the teaching of English in EFL settings.

The purpose of this study was to examine English lecturers’ readiness toward internet use in English teaching and learning at selected universities in Jambi, Sumatra, Indonesia. A questionnaire was used as a research instrument to sixty-five participants who were recruited through a variety of networking sources, but forty-seven participants completed and returned the questionnaires. Data were analyzed by using descriptive statistics, Pearson Product Moment Correlation, and a t-test. The major findings indicated that the English lecturers’ readiness toward Internet use for teaching and learning was at an average level. This study also found that there was a significant positive correlation between the lecturers’ background of internet use and the level of lecturers’ readiness toward Internet use. There was a positive correlation between lecturers’ knowledge readiness and attitude readiness. However, there were significant differences in the level of readiness between English lecturers at public institutions and private institutions. The findings of this study shed light on policy makers and leaders’ understanding of English lecturers’ readiness toward internet use in English teaching and learning in Indonesian higher education. Policy implications and future research are also discussed.

This research was a Research and Development (R&D) project which aimed at developing digital storytelling based local wisdom through Blended Learning as an innovative media for teaching English at eighth grade students of SMP Negeri 1 Petang. The development model used in this research was adapted from the development of Luther’s model (in Sutopo, 2003). The data were collected by using documentation technique, interview, observation, and questionnaire. This research found that, (1) in developing digital storytelling based local wisdom through a Blended Learning method required a number of chronologically steps, namely: observation, need analysis, media prototype design, expert judgment, revision of the product, field testing, analyzing of data and finalizing the final product; (2) the total mean score of the questionnaire filled by the English teacher was 4.09, it indicated that the product was categorized as excellent, and (3) furthermore, the result of the questionnaire filled by the students was 3.76, this meant that the implementation of the product could be categorized as good. The results of this study were as expected and can help both the teachers and the students in the process of teaching and learning English, especially narrative text.

Little research exists on expatriate language teachers’ experiences and attitudes toward their students and teaching contexts, particularly venues with younger learners, in an L2 setting. Thus, this study investigated native English-speaking teachers’ (NESTs) experiences of and attitudes toward teaching and interacting with Korean elementary school children in the Korean elementary school context. Data were collected through in-depth interviews with five NESTs who have worked, and are still working, in various areas of Korea. Findings indicated that the NESTs of the current study were holding relatively positive attitudes toward Korean children as well as teaching them English. The NESTs viewed Korean children as engaging and responsive learners, but stressed the importance of their own roles in creating an environment for the children’s better engagement. The NESTs’ experiences varied whether they had upper and lower grade elementary school children and whether they taught main classes or after-school classes, etc. Finally, the NESTs experienced challenges when dealing with children with extremely different levels of English in one classroom and with managing disorderly behaviors of after-school classes. Based on the findings of the study, practical implications for both NESTs and Korean teachers are provided.

The present study aims to seek ways of activating teaching consulting by investigating how primary and secondary English teachers perceive consulting. A survey was conducted to investigate the current state of English teaching consulting at schools and to identify needs to be met for effective consulting. 157 primary and 107 secondary English teachers took part in the survey using a questionnaire. The major findings from the data analysis are summarized as follows: (1) teaching consulting is not widely accepted as significant in professional development yet, and teaching consulting is not likely to be done voluntarily; (2) there is lack of professional consultants; (3) the administration process involved in consulting needs to be truncated and made simple; (4) the evaluation of consulting needs to be fed back in improving teaching and professional learning; and (5) teachers’ voluntary involvement in consulting and cooperative professional development are considered to be important to activate and sustain consulting. Some measures are suggested to vitalize consulting in English teaching at schools and directions for future research are discussed.

The purpose of this study is to examine effective ways to introduce creative thinking skills development in the English learning classroom, specifically, focusing on questioning techniques and creative thinking techniques. The study explores selected creative-thinking techniques which are in accordance with English teaching methods and goals in the Korean context. The techniques highlighted were deemed adequate for enhancing creative and analytical thinking skills of English language learners and include the following: Brainwriting, SCAMPER, Lotus Blossom Technique, Forced Relationships/Analogy, Wishful Thinking Technique, Six Thinking Hats, SWOT, PMI technique, Flat Stanley Project. The study attempts to outline examples of and procedures for implementing such techniques in English education. The study is intended to provide insights for both researchers and practitioners alike and shall thus contribute to the ongoing discussion of integrating creativity education with English learning and teaching.

The purpose of this study is to explore, describe and analyze the English education process of underachieving elementary school students. To this end, qualitative research methods were used. The analyses produce two themes: positive and negative English learning experiences. Students are motivated when teachers are friendly and give them positive responses. Teaching materials including interesting games give more motivation to students. Content coverage for one period should be moderate for students to achieve. Students are disengaged in the classes when they come to supplementary classes against their will, and the content is above their level. Environmentally, parental indifference is translated into student’s indifference to the study. A rushing environment to cover too many units of materials makes them frustrated moving on without grasping what’s being taught. In conclusion, a careful understanding about managing time, learning environment, teaching materials and rapport formation between students and teachers are found to be necessary in the underachieving elementary school student's English education.

The aim of this study was to investigate the effects of group-based consultations on pre-service primary school teachers' English teaching competence. Twenty nine pre-service teachers in groups of four or five received two rounds of consultations on their micro-teaching demonstrations from two native English instructors. The consultation procedure was three steps: preparation, micro-teaching observation and feedback. The self-evaluation checklists and micro-teaching evaluations were analyzed quantitatively to find how much improvement between the first and second micro-teaching had been made. The results indicated that consultations helped the pre-service teachers to improve their English teaching competence in general. The comments written by the consultants and the pre-service teachers about their micro-teaching observations were examined qualitatively. The results showed that consultations enabled the pre-service teachers to realize the strengths and weaknesses in their teaching behavior. Also, the observation of peer teaching and group discussion helped them to gain useful teaching skills and insights on what a good English lesson should be like.

본 연구는 경기도 G교육청 주관 수업 컨설팅 과정을 성찰적 수업(reflective teaching) 컨설팅 과정을 문화기술지 방법으로 드러낸 연구로서 컨설팅에 참가한 영어교사의 갈등과 고민, 그리고 좋은 수업을 만들어가는 영어수업컨설팅 과정을 묘사한 성찰적 영어수업컨설팅 사례연구이다. 연구의 목적은 성찰적 영어수업 컨설팅 과정을 통해 교사들의 수업전문성 신장 가능성을 조명해 보기 위한 것이다. 연구에 참여한 5명의 초등영어교사는 컨설팅 과정에서 자신의 수업 관심영역의 전문성 확보를 위해 다양한 경로의 교수법을 탐구하고 좋은 수업 만들기에 대한 고민을 성찰적 수업컨설팅 과정에서 보여주고 있다. 성찰적 영어수업 컨설팅 과정을 분석한 결과 시사점은 다음과 같다. 첫째, 성찰적 수업컨설팅을 전문적으로 운영할 수 있는 인적 물적 환경조성의 필요성, 둘째, 수업컨설팅 의뢰자의 요구를 반영 할 수 있는 전문적 컨설턴트 확보. 셋째, 다양한 컨설팅 사례를 나눌 수 있는 계속적인 컨설팅 사례연구 공유. 넷째 동료코칭 등 자발적인 컨설팅 참여와 이를 지원하는 전문적인 학습공동체 문화 구축 등이다.

The purpose of thi s study is to deve lop teaching materials for underachievers In e lementary Engli sh ed ucati on. Accord ing to Seoul metropolitan office of education (20 I I), the rate of underachievement has increased sharpl y when students go from primalY to secondary school. Therefore, it is necessalY to systematically teach underachi evers when they are in elementalY school. In order to develop teachi.ng materi als, a meta-analysis of the previous studies was cond ucted in the areas of underachi evers' characteri st ics and reasons, teaching ways, learning strategies and teaching contents. Moreover, a questionnaire survey for analyzing teachers' needs on teaching mate rials was conducted to elementalY school teachers. These resu lts were used as a fo undation to design the teaching materials. The major research findings are as follows: First, the developed teaching materials are expected to he lp teachers to teach underac hievers with practica l mater ia ls in the Engli sh e lementary classroom. Second, the suggested directions for developing teaching materials can gu ide teachers to develop the ir own teac hing materi als for underachi evers. Third, the integrated results of meta-ana lysis of the previous studies on teach ing underachievers help teachers to understand underac hievers better and thus construct effective teach ing strategies, teaching methods, and teaching contents.

Clegg (2009: 46) issued that there has been a tendency that government in different parts of the world nowadays are interested in introducing English-medium teaching (bilingual education) into the school system. In Indonesian context, the attempts to teaching other subjects through English (TOSTE) or the use of English as the medium of instruction (MoI) have been widely tried to be implemented in the schools around the country, especially at International Standard School (ISS). The English mastery of other subjects’ teachers (OST) becomes one of the key factors on the success or failure on the development of the bilingual learners (BL) on the mastery of the subject matters learned at ISS. This article is aimed at giving a brief overview on the implementation of bilingual education (BE) at the ISS. This article finds that the implementation of TOSTE or the use of English as MoI at ISS has raised many problems due to the lack understanding of the society on ISS and the lack competency of English mastery of the OST itself.

This paper analyzes the effects of six month intensive English teachers’ training on communicative language teaching. The subject includes twenty teachers who showed greater improvement in the pre and post comparison of their English teaching demos out of 37 elementary school English teachers attended in the training. The in-house evaluation criteria have been used to select twenty teachers who enhanced their teaching skills greater than others‘ To look into details of the teaching enhancement, Foreign Language lnteraction (FLint), Communicative Orientation of Language Teaching (COL T) and Target Language Observation Scheme (T ALOS) have been used to investigate changes of interaction, teacher language, activities and methods. The findings ofthis paper include that the positive effects of six month teachers’ training show pal1icularly in the area of designing and implementing activities. Teacher's c1assroom languages have changed into more non-directive and affective after the training. Teachers allow more rooms of students' engagement by using more question, confirmation and feedback discourse routÎne after the training.