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Teachers’ Sense of Efficacy to Teach English-Mediated Courses at Korean University Levels: Comparisons of Native English-Speaking (NES), Native Korean (NNES), & Korean 1.5 Generation English-Speaking (K1.5ES) Teachers

Kim, Yoon Jung
http://rave.ohiolink.edu/etdc/view?acc_num=osu1469140683

Abstract Details

2016, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
The present study made the first attempt to investigate three different participant groups’ sense of efficacy (i.e., native English-speaking [NES], native Korean [NNES], and Korean 1.5 generation English-speaking [K1.5ES] teachers) in teaching English-mediated courses (i.e., courses taught in English) at the Korean university level. Although a few studies thus far have examined teachers’ sense of efficacy in EFL contexts under a social cognitive theoretical framework, they focus exclusively on locally born nonnative English-speaking teachers’ self-efficacy by assuming their low self-perceived English proficiency level. However, English-language classes are taking on an increasing importance in Korean universities and are being taught by individuals with varying backgrounds in both the Korean and English languages and cultures. Hence, it was necessary to look at how these different types of teachers actually feel about teaching English, as well as how they teach it. This study adopted a mixed-methods approach, more specifically an equivalent status design with respect to the weighting of the quantitative and qualitative data. As a starting point, the quantitative findings were obtained through a survey of a total of 130 participants (NES, 50; NNES, 50; K1.5ES, 30) teaching English-mediated courses at Korean universities. In addition, open-ended items on the same questionnaire examined diverse contributors to their self-efficacy in detail. Together, these survey findings presented a macro view of the teacher self-efficacy issue. As a next step, nine focal participants (i.e., three per group) who reported having a high degree of self-efficacy were selected for the qualitative portion of the study based on the survey results. Notably, by individually interviewing these participants and observing their classrooms, this study produced a micro view of self-efficacy, meaning self-efficacy displayed in depth. In terms of results, this study derived a few significant findings. First, teachers’ sense of efficacy showed both similarities and differences among different participant groups. The points where each group differed reflected their linguistic and cultural backgrounds. Due to their bilingual/bicultural status, the K1.5ES participants were revealed to be the most self-efficacious. Second, teaching experience, language proficiency (i.e., English as well as Korean), and empathy were commonly found to be dominant predictors of self-efficacy. Notably, the NES group also emphasized interactions with colleagues. Third, some discrepancies were found between what participants self-reported and what actually occurred in their classrooms. Building upon the present study, and arguing for the complexity of examining EFL teachers’ sense of efficacy to teach English-mediated courses, further studies are recommended to explore various teacher groups’ sense of self-efficacy in diverse EFL settings that are not confined to the Korean context.
Alan Hirvela (Advisor)
Keiko Samimy (Committee Member)
Youngjoo Yi (Committee Member)
456 p.
Adult Education; Education; Educational Psychology; English As A Second Language; Language; Social Research; Teaching
teacher sense of efficacy; English-mediated course; mixed-methods approach; language proficiency; cultural competence; English; Korean; second language education; EFL context; bilingual; native speaker; nonnative speaker; empathy

Recommended Citations

Citations

  • Kim, Y. J. (2016). Teachers’ Sense of Efficacy to Teach English-Mediated Courses at Korean University Levels: Comparisons of Native English-Speaking (NES), Native Korean (NNES), & Korean 1.5 Generation English-Speaking (K1.5ES) Teachers [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469140683

    APA Style (7th edition)

  • Kim, Yoon Jung. Teachers’ Sense of Efficacy to Teach English-Mediated Courses at Korean University Levels: Comparisons of Native English-Speaking (NES), Native Korean (NNES), & Korean 1.5 Generation English-Speaking (K1.5ES) Teachers. 2016. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1469140683.

    MLA Style (8th edition)

  • Kim, Yoon Jung. "Teachers’ Sense of Efficacy to Teach English-Mediated Courses at Korean University Levels: Comparisons of Native English-Speaking (NES), Native Korean (NNES), & Korean 1.5 Generation English-Speaking (K1.5ES) Teachers." Doctoral dissertation, Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469140683

    Chicago Manual of Style (17th edition)

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© 2016, some rights reserved.Creative Commons License Teachers’ Sense of Efficacy to Teach English-Mediated Courses at Korean University Levels: Comparisons of Native English-Speaking (NES), Native Korean (NNES), & Korean 1.5 Generation English-Speaking (K1.5ES) Teachers by Yoon Jung Kim is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by The Ohio State University and OhioLINK.