This research focused on the different types of team teaching since dividing the class domains between native and non-native teachers is an important factor in teaching Korean as an elective at a Thai university. The purpose of this study was to prop...
This research focused on the different types of team teaching since dividing the class domains between native and non-native teachers is an important factor in teaching Korean as an elective at a Thai university. The purpose of this study was to propose the direction of teaching Korean as an elective class by analysing what the effects of the different team teaching methodologies had on the learners' expressive competence as well as students' perceptions.
In Chapter 1, the study explains the aims and methods that were used in this research by proposing the importance, the aim, and the components and contents of the research. The study also discusses the preceding researches in reference to/concerning team teaching, utilizing native instructors as well as studies with regards to the expressive competence of learners.
Chapter 2 discusses the concept of team teaching which is required to understand the research. Furthermore, it delves into the instructors's roles, the pros and cons of different types of team teaching classes, the considerations for using specific teaching methodology as well as the different types of team teaching classes. It also discusses the concept and characteristic of the functions of both writing and speaking.
Chapter 3 discusses the research process and methodology that were used to conduct the research. The research participants were limited to subjects who were the focus of team teaching studies. In this case, these subjects were Thai university students who took Korean as an elective class. It also introduces/states the duration of the research and the process and methods for evaluating the research tools that were used to conduct the research such as surveys and writing and speaking evaluation tests.
Chapter 4 introduces the components of the experimental team teaching models and the process of role allocation in order to correspond with the functions of each of the three experimental class teachers. It also includes the details of how the classes were conducted. This can be seen through an explanation of the contents of both the written and spoken evaluations which was required to assess the learners' expressive competence, and the model and guidance plan of the team teaching classes that were applied to the experimental classes.
Chapter 5 discusses the effects of the different Korean team teaching classes on the learners' expressive competence, by analyzing the evaluation data of both writing and speaking. Following the transcription guidelines, role plays of learners were transcribed and these were used to analyze the learners' errors in pronunciation, grammar, syntax, intonation, accent, articulation, speed, and length. The learners' errors in writing errors focused on form and contents, by following the guidelines for assessing dictation.
The results of the speaking evaluation data revealed that the most common errors occurred in pronunciation. The most amount of errors were evident in non-native lead classes and were followed by native teacher led and unified teaching classes, respectively. The amount of errors that were made by the learners of the non-native teacher led classes were twice that of the unified teaching classes. The results of the writing evaluation showed that the most common errors occurred in listening, and the order in which these occurred was the same as the afore-mentioned speaking evaluation. Unlike the speaking evaluation, both the native lead and non-native lead classes had similarly high error occurrences while unified teaching had a very low amount of error occurrence. The direction of teaching elective Korean classes is proposed through an analysis of the learners' responses as well as the comments in a survey that was conducted at the end of the experimental classes. The survey contained the following questions such as the importance, satisfaction, effectiveness and preference of team teaching methods. It was found that 93.1% of the learners were positive about the need for team teaching while 89.7% were satisfied with the current team teaching methodology. Learners' were most satisfied with writing as 90.1% of the learners were satisfied with it. 88.1% thought that it was effective for listening, 81.8% for speaking and 79.5% for reading. The results of the question regarding the satisfaction of the different team teaching methodologies as well as the preferred type showed that 60.4% preferred the unified class, while 23.2% and 17.8% preferred the non-native and native class respectively. Thus, it can concluded that learners preferred the unified classes the most.
Chapter 6 organizes the analysis that was conducted earlier and discusses the limitations of this study. Furthermore, it proposes further studies about the research.
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