Changes in Korean EFL Teachers’ Beliefs and Classroom Practices

Abstract

This study examines Korean EFL teachers’ beliefs and classroom practices in foreign-language teaching and the relationships between their beliefs and classroom practices. This examination aims to move beyond a concern for teachers’ beliefs and classroom practices alone and identifies whether there are changes occurring in Korean EFL teachers’ beliefs and classroom practices, and whether teachers’ beliefs influences behavior in the classroom. The study, thus, provides a clear picture of changes occurring within the Korean EFL school context. This study used both quantitative and qualitative methods, including survey questionnaire and interviews. The results are organized in three sections. The first section presents changes emerging in Korean EFL teachers’ beliefs about foreign-language teaching and learning. The second section presents changes emerging in Korean EFL teachers’ classroom teaching practices. The third section summarizes the relationship between the teachers’ theoretical beliefs and classroom teaching practices. It is argued that Korean EFL teachers’ theoretical beliefs about foreign-language teaching and learning make up an important part of the prior knowledge through which they perceive, process, and act upon information in the classroom.