Methods Matter: Teacher-Trainee Perspectives on Language Teaching Methods in a South Korean TESOL Certificate Program
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| Title: | Methods Matter: Teacher-Trainee Perspectives on Language Teaching Methods in a South Korean TESOL Certificate Program |
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| Language: | English |
| Authors: | Jobbitt, Todd |
| Source: | Online Submission. Aug 2014 1(1):38-60. |
| Peer Reviewed: | N |
| Page Count: | 24 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Preservice Teachers, Teacher Attitudes, Language Teachers, Teaching Methods, Qualitative Research, Statistical Analysis, Futures (of Society), Learning Experience, Course Content, Communicative Competence (Languages), Grammar, Translation, Audiolingual Methods |
| Geographic Terms: | South Korea |
| ISSN: | 2373-7921 |
| Abstract: | The purpose of this survey was to ascertain Korean teacher-trainees' perspectives on the awareness, likability, perceived usefulness and prospective application of varied language teaching methods that they had been taught in a sixteen-week language teaching methodology course. What did the students think about these methods? Will students actually try out new methods, or techniques from these methods, in their present or future teaching contexts? Qualitative and quantitative results show that although students overwhelmingly had limited prior exposure to a variety of teaching methods and shared a heavy reliance on a select few methods, there was a strong propensity for future learning using the methods and techniques presented in the course. |
| Abstractor: | As Provided |
| Number of References: | 22 |
| Entry Date: | 2015 |
| Accession Number: | ED556112 |
| Database: | ERIC |
| Abstract: | The purpose of this survey was to ascertain Korean teacher-trainees' perspectives on the awareness, likability, perceived usefulness and prospective application of varied language teaching methods that they had been taught in a sixteen-week language teaching methodology course. What did the students think about these methods? Will students actually try out new methods, or techniques from these methods, in their present or future teaching contexts? Qualitative and quantitative results show that although students overwhelmingly had limited prior exposure to a variety of teaching methods and shared a heavy reliance on a select few methods, there was a strong propensity for future learning using the methods and techniques presented in the course. |
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| ISSN: | 2373-7921 |
