College of Teacher Education
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Item ESL teachers' perceptions on Korean students' learning attitudes(2009-03) Abenoja, Czarina Agcaoli Alvaro.With the advent of the globalization era spearheaded by the United States of America, the use of English as an international language became more significant and widespread all throughout the world. Koreans are not an exception to the English language mania. South Korean tourists often enroll in short-term courses in English language schools to cope with South Korea's growing demand for English proficiency. Nevertheless, although English academies are ubiquitous, teaching English to Koreans is more intricate than tutors ever thought. Teachers are still at a loss when it comes to determining the suitable approaches for every difficulty encountered inside the classrooms. Incompatibilities between the teacher and the student abound characterized by the existence of serious mismatches between the attitudes of students in learning and the approaches in teaching used by teachers. Based on numerous reviews about the nature of beliefs, personal experiences and empirical data signify the fact that each one has his or her own perceptions about various things, ideas, events, places, or even persons and that these beliefs are frequently construed as realities. People consistently act based on what they value, believe or perceive in the same manner that teachers conduct their classes based on what is valued, believed or perceived performance and attitudes of students in the class. Hence, teachers and students behavior towards each other and towards learning are affected by such perceptions or beliefs. By becoming more familiar with the student's language learning attitude, teachers are more able to understand him or her better. Such understanding would aid the teacher in choosing the suitable approach for teaching, selecting the instructional materials, and designing a specific curriculum that will address the needs of the students. This thesis entitled, ESL Teachers' Perceptions on Korean Students' Learning Attitudes aimed to investigate the perceptions of teachers on the learning attitudes of Korean Students on the basis of specific affective principles. Specifically the study sought to answer the following questions: 1. What is the level of learning attitudes of Korean students in terms of the following parameters as perceived by the teachers: a. Self-Image; b. Inhibition; c. Risk-taking; d. Ego Permeability; and e. Ambiguity. 2. What is the level of correlation between the learning attitudes of Korean students as perceived by the teachers and the following variables: a. Teachers' educational qualifications; and b. Teachers' length of experience in teaching Koreans. 3. What training program can be designed in accordance with the teachers' perceptions on the learning attitude of Korean students toward the teaching of English as a second language? Data pertinent to these research problems were obtained using a modified Language Learning Questionnaire to determine the perceptions of respondent teachers on the Learning attitudes of Korean students on the bases of five affective factors. The descriptive correlational approach was used as the research method. Statistical tools used for the data were Pearson Product correlation Coefficient and the Chi-Square frequency. The Second Language Theories of Language Learning and Acquisition, in addition to the Principles of Language Teaching and the Cultural Aspect of language teaching and learning were utilized to analyze the perceptions of teachers on the Self Image, degree of Inhibition, Risk Taking characteristics, Ego Permeability, and Tolerance of Ambiguity among Korean students. Based on the research problems, the following were the findings of this research: 1.a The perception of teachers on the learning attitudes of Korean students in terms of Self Image is above average. Despite the reserved and quiet nature of Korean students inside the classroom, ESL teachers perceived them as having positive outlook about themselves in second language learning since they were driven by their desire to find a stable and high-paying job which serves as intrinsic and extrinsic motivation. 1.b On the aspect of Inhibition, teachers viewed Korean English learners as above average. Because of their Confucianistic view of valuing quietness, Korean students tend not to speak inside the classroom. Such view served as an "affective filter" that blocked the language input from attaining language proficiency. 1.c. When it comes to Risk taking characteristics, teachers believed that Korean students belonged to the above average group. Despite their perceived Inhibitions, English as a Second Language (ESL) teachers believed that the students had intense willingness to learn the English language. A large reason behind why Korean parents were so adamant about their children's education is because they expected to be economically and socially dependent on their children, especially their eldest son. The status of the family line depended on the son's educational success. Parents will do whatever it takes to get their son ahead. 1.d The Ego Permeability of Korean students as perceived by the teachers was average. ESL teachers believed that in order for Korean students to learn the language in its deepest sense, they must internalize more how to show empathy with others. They must learn to permeate their ego boundaries in order for them to transmit and receive messages clearly. 1.e Teachers deemed that Korean students' Tolerance of Ambiguity was average. In order for them to communicate meaningfully and successfully, second language learners like Koreans must equip themselves with the strategies necessary to cope with any given situation whether in academic settings or day to day scenario. 2.a There was no significant correlation between the perceived learning attitudes of Korean students along Self image, Inhibition, Risk-taking, Ego Permeability, and (Tolerance of) Ambiguity, and the teachers' educational background. The personal quality of a teacher that mirrors her values and beliefs in teaching was more important than his or her pedagogic skills. A teacher's perception was influenced by such beliefs internalized since day one in the pre-school. 2.b There was no significant correlation between the perceived learning attitudes of Korean students along Self Image, Inhibition, Risk-taking, Ego Permeability, and (Tolerance of) Ambiguity, and the teachers' length of experience in teaching Koreans. Many beliefs of teachers about schools come from teacher's experiences as students. If teachers had been told to use a program that is supposed to be based on solid foundation, and the program is based on beliefs similar to their own, teachers do acts consistent with the objective of the program. If they believe it is a waste of time, they will look for evidences supporting that belief. 3.A training program that addressed the teachers' perceptions on the self Image, Inhibition, Risk Taking, Ego Permeability, and Ambiguity level of Korean students is necessary to help the Korean students adapt themselves with the difficulties in learning the English language. The training program consisted of four modules, namely: The Nature of Korean Students as ESL/EFL Learners which includes discussions on historical perspectives of Korean education and influences of Confucianism on Korean Education, The 12 Principles of Language Teaching, Classroom Management, Contemporary ESL Teaching Methodologies which include Second Language Acquisition Theories and Hypotheses, and Methodologies in Second Language Learning. Based on the findings of the study, the following were the conclusions that the researcher had drawn: 1. The perceptions of teachers on the learning attitudes of students greatly affect the choice of approach and methodologies on the part of the teacher, as well as the linguistic interaction between the teacher and the student inside the classroom. 2. The educational background of teachers does not significantly affect their perceptions on the learning attitudes of Korean students. 3. The length of experience in teaching Korean students does not significantly affect the perceptions of teachers on the learning attitudes of Korean students. 4. The enhancement of the students' Self Image, Risk Taking characteristics, Ego Permeability, and (Tolerance of) Ambiguity, while helping them get rid or at least minimize their inhibitions in learning the English language would lead to a more probable success in language learning and acquisition. The following are the recommendations of the researcher based on the findings and conclusions of this study: 1. Since perceptions of teachers vary when it comes to learning attitudes of Korean students, and in fact, the result revealed a perception in contrast to the nature of Koreans in general, future researchers may conduct study on the learning attitudes of Korean students towards the English language and compare the similarities and differences between the teachers' perceptions and that of the students. Further studies may be conducted to determine the methodologies in teaching that will help both teachers and students patch up the existing discrepancies between the two general perceptions. 2. An in-depth study can be undertaken to determine the existence of correlation between Korean students' language performance in terms of Reading, Writing, Listening, and Speaking and the perception of teachers on the basis of student's performance inside the classroom. This is to determine whether perceptions made have an effect on the language performance of Korean students. 3. Since the learning attitudes of Koreans are affected by their culture, exposure to the society where they grew up, and personality, a research may be conducted on the cultural, socio-political, and psychological factors that affect the learning and learning attitudes of Korean students. 4. In view of the fact that many Koreans are studying short term courses in English in the Philippines, further studies may be done on how non-native speakers of English teach the language to Korean students more effectively.