World Englishes and Listening Instruction in Korea: Perceptions and Practices of English Teachers
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| Titel: | World Englishes and Listening Instruction in Korea: Perceptions and Practices of English Teachers |
|---|---|
| Sprache: | English |
| Autoren: | Joonwon Lee |
| Quelle: | English Teaching. 2025 80(3):47-77. |
| Verfügbarkeit: | Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: https://journal.kate.or.kr/ |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publikationsdatum: | 2025 |
| Publikationsart: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Language Teachers, English (Second Language), Second Language Instruction, Teacher Attitudes, Listening Comprehension, Listening Skills, Pronunciation, Correlation, Teaching Experience, Barriers, Global Approach, Secondary School Teachers |
| Geografische Kategorien: | South Korea |
| ISSN: | 1017-7108 2671-9312 |
| Abstract: | This study investigates how Korean in-service English teachers' awareness of World Englishes relates to their perceptions and practices in English listening instruction. A total of 200 secondary school teachers completed a questionnaire including Likert-scale and open-ended items. Results indicated that teachers aware of World Englishes were more critical of current listening instruction, which prioritizes American and British accents, and were more supportive of integrating diverse English accents into their teaching. A significant negative correlation was found between teaching experience and World Englishes awareness, suggesting that more experienced teachers may be less attuned to global perspectives on English. Qualitative responses supported these findings and revealed challenges such as curriculum constraints, limited teaching materials, and lack of training. Nonetheless, several teachers emphasized the importance of preparing learners for real-world communication by exposing them to diverse accents. The study highlights the need for curriculum reform and professional development aligned with the Teaching English as an International Language (TEIL) framework. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Dokumentencode: | EJ1485023 |
| Datenbank: | ERIC |
| Abstract: | This study investigates how Korean in-service English teachers' awareness of World Englishes relates to their perceptions and practices in English listening instruction. A total of 200 secondary school teachers completed a questionnaire including Likert-scale and open-ended items. Results indicated that teachers aware of World Englishes were more critical of current listening instruction, which prioritizes American and British accents, and were more supportive of integrating diverse English accents into their teaching. A significant negative correlation was found between teaching experience and World Englishes awareness, suggesting that more experienced teachers may be less attuned to global perspectives on English. Qualitative responses supported these findings and revealed challenges such as curriculum constraints, limited teaching materials, and lack of training. Nonetheless, several teachers emphasized the importance of preparing learners for real-world communication by exposing them to diverse accents. The study highlights the need for curriculum reform and professional development aligned with the Teaching English as an International Language (TEIL) framework. |
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| ISSN: | 1017-7108 2671-9312 |