This study was originated from the awakening that school English education is not satisfying students and the necessity that it should be improved and enhanced according to the social and educational needs.
The problem exists in the fact that the cur...
This study was originated from the awakening that school English education is not satisfying students and the necessity that it should be improved and enhanced according to the social and educational needs.
The problem exists in the fact that the current school English education does not meet the demands or requirements of the learners and as a result, they turn to private English education. Their reliance on private education is increasing more and more.
The purpose of this study is to compare middle school students’ attitude and satisfaction degree toward public and private English education and suggest desirable directions for teacher quality improvement and public English education enhancement and consequently help the stabilization of the overheated private education market.
The subjects for the survey were 200 middle school students in Seoul and Jeonju and SPSS was used to look into the differences between the two teacher groups through frequency analysis and t-test.
The research questions and the results are as followings:
First, what teacher qualities do the middle school students put priority on?
Communication ability ranked first for delivering the lesson well to them and passionate teaching attitude and mutual respect and understanding followed next. Then, English proficiency, intimate teacher-student relationship, lowering learning anxiety, learner-centered interactional teaching skills came. The teacher quality they considered as least important was subject knowledge. This tells that students put a lot more stress on the teacher’s teaching skills than the teacher’s subject knowledge itself.
Second, how is the middle school students’ attitude toward public and private English education?
The majority of the respondents had a slight preference for private English teachers and the following 8 quality items turned out to have a significant difference between the two teacher groups: the ratio of Korean and English used in class, understanding of students’ learning gap, intimate teacher-student relationship, providing feedback, a skill for getting students to concentrate, English pronunciation, passionate teaching attitude, English communicative competence.
This could result from lack of teacher quality but there seems to be a major reason with the size of the class in school.
Third, how is the middle school students’ recognition on the improvement of grammar and four language skills and satisfaction degree on public and private English education?
They showed lower satisfaction with school English education than private English education especially in the categories of individual teaching, the teacher’s teaching methods and the effect of English class in terms of speaking and writing. This is because school English education is targeted for the whole class and might not be at the level of everyone’s eyes and also, the current school English education is still dominated by Grammar Translation Method and tedious pattern drills despite the trend emphasizing learner-centered education and communicative language learning.
Fourth, what are the middle school students’ requests for public English education and what are the desirable directions for improving teacher quality and public English education?
They wanted school English education to improve in the areas of the teachers’ teaching skills, English oral proficiency and level-differentiated classes in order for them to have a fun and enjoyable class. These requests align with those 8 quality items mentioned above in which private English teachers were preferred. This suggests the desirable directions for teacher quality buildup, public English education enhancement and consequent reduction of their reliance on private education.
To conclude, teachers should work out various and effective teaching methods that attract students’ interest by attending training courses. In addition, there must be an effort to enhance teachers’ English communicative competence to meet students’ needs and give them more chances of language input and output. By doing so, school English education can be improved and enhanced.
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