Exploring Korean elementary teachers’ perceptions, experiences, and related factors of teaching written English for 3rd and 4th graders

Abstract

This study aims to investigate Korean elementary school teachers’ perceptions, experiences, and the factors related to teaching written English (reading and writing) for 3rd and 4th graders through a mixed-methods approach. A survey was conducted with 255 elementary school teachers, and in-depth interviews were also conducted with 8 participants. The data were quantitatively and qualitatively analyzed. The findings are as follows: (1) Teachers tend to prioritize spoken language over written language in teaching English for 3rd and 4th graders. (2) They reported using textbooks extensively in teaching written English, but they revealed difficulties teaching different levels of students in the classroom. (3) Teachers’ schooling, teacher education, and classroom teaching experiences influenced their perceptions and instructional practices of teaching reading and writing. In particular, the context-dependent and discontinuous nature of elementary teachers’ English instruction and the lack of professional development opportunities hindered teacher development in written language instruction. In order to develop English learners’ literacy skills emphasized in the revised national curriculum, it is necessary to support English teachers in raising their awareness of teaching written language and enhancing their expertise in written English instruction. Further important implications regarding teaching English literacy skills and English teachers’ professional development are discussed.