Abstract
This research delved into how the viewpoints and teaching philosophies of native English-speaking teachers (NESTs) influence their unique teaching methods and the broader consequences that arise from their practical teaching experiences. The study involved three educators—Dick, Anne, and Sam—currently working at different universities. These instructors brought their distinct personal and educational backgrounds to the research. Employing a qualitative case study approach, the data collection spanned nearly a year, covering the duration of 2020. Various techniques, including surveys, interviews, email correspondences, and classroom observations, were employed to gather data. The collected information underwent analysis using the constant comparison method and coding techniques, revealing significant themes within individual cases and across cases: defined roles of NESTs; pedagogical approaches; assessment; feedback; and guidance for learning English.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: The British and American Language and Literature Association of Korea
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
