{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/86768"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/86768","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"Native English Speaking Teachers' Classroom Discourse in Korean EFL Classrooms","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Oh, Hyun-Joo"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Brutt-Griffler, Janina","Learning and Instruction"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-02-21T21:44:54Z","date_published":"2025-02-21T21:44:54Z","updated_at":"2026-07-27T19:05:37Z","subjects":["foreign language education"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/86768","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Brutt-Griffler, Janina","Learning and Instruction"]},{"key":"dc:creator","label":"Author","values":["Oh, Hyun-Joo"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-02-21T21:44:54Z","2020"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["foreign language education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/86768"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","Due to globalization and the 2015 Revised National Curriculum that set its goals to enhance learners' English communicative competence and understanding of the target culture, the number of native English speaking teachers (NESTs) teaching English in Korean public schools has been gradually increasing (Lee, 2015). In English as a Foreign Language (EFL) contexts, teachers serve as one of the main sources of language input to students, and, therefore, it is worthwhile to investigate their performance, including teachers' classroom discourse. This study contributes to this line of research. The subjects of the study consist of three NESTs and 137 students in novice and intermediate levels in a Korean university. Informed by socio-cultural theory (Mitchell & Myles, 2004) and the methodological framework of conversation analysis (Wooffitt, 2005), NESTs' classroom discourse in this study includes teachers' questioning strategies, co-construction of meaning with learners which is the scaffolding function of teacher talk, and corrective feedback. Based on one semester of class observations, interviews with teachers and students, and questionnaires with teachers and learners, the study found that Korean students tended not to respond when the teacher asked a question to the whole class because the students thought they might be wrong and wanted to save face in front of others. Accordingly, NESTs tried to give students more opportunities to speak in pairs or small groups, and they asked more focused questions to an individual student while walking around the classroom during group discussions. With respect to the questioning strategies, teachers asked more display questions than referential questions. However, in terms of referential questions, teachers asked more referential questions related to students' life-personal domains to an individual student and tended to stay away from asking those questions to the whole class. After teachers' questioning, when there was a communication breakdown, NESTs modified their discourse according to students for socio-cultural scaffolding by 1) using gesture or body language, 2) rewording or simplifying the utterance, 3) switching languages, 4) showing pictures and images online or drawing pictures, and 5) giving examples. Finally, as a follow up to students' response, teachers tended to give more one-on-one feedback instead of directing it to the whole class or in front of others so that students would not lose face or feel embarrassed. The current study contributes to an understudied area of research on NESTs' classroom discourse at the university level in Korea. It has implications for classroom pedagogy, including important issues of how questions and corrective feedback occur in EFL classrooms and how they are displayed in a culturally sensitive manner where English teachers try to find ways to maximize students' participation in class.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Native English Speaking Teachers' Classroom Discourse in Korean EFL Classrooms"]}]}],"canonical_facts":{"dc:contributor":["Brutt-Griffler, Janina","Learning and Instruction"],"dc:creator":["Oh, Hyun-Joo"],"dc:date":["2025-02-21T21:44:54Z","2020"],"dc:description":["Ph.D.","Due to globalization and the 2015 Revised National Curriculum that set its goals to enhance learners' English communicative competence and understanding of the target culture, the number of native English speaking teachers (NESTs) teaching English in Korean public schools has been gradually increasing (Lee, 2015). In English as a Foreign Language (EFL) contexts, teachers serve as one of the main sources of language input to students, and, therefore, it is worthwhile to investigate their performance, including teachers' classroom discourse. This study contributes to this line of research. The subjects of the study consist of three NESTs and 137 students in novice and intermediate levels in a Korean university. Informed by socio-cultural theory (Mitchell & Myles, 2004) and the methodological framework of conversation analysis (Wooffitt, 2005), NESTs' classroom discourse in this study includes teachers' questioning strategies, co-construction of meaning with learners which is the scaffolding function of teacher talk, and corrective feedback. Based on one semester of class observations, interviews with teachers and students, and questionnaires with teachers and learners, the study found that Korean students tended not to respond when the teacher asked a question to the whole class because the students thought they might be wrong and wanted to save face in front of others. Accordingly, NESTs tried to give students more opportunities to speak in pairs or small groups, and they asked more focused questions to an individual student while walking around the classroom during group discussions. With respect to the questioning strategies, teachers asked more display questions than referential questions. However, in terms of referential questions, teachers asked more referential questions related to students' life-personal domains to an individual student and tended to stay away from asking those questions to the whole class. After teachers' questioning, when there was a communication breakdown, NESTs modified their discourse according to students for socio-cultural scaffolding by 1) using gesture or body language, 2) rewording or simplifying the utterance, 3) switching languages, 4) showing pictures and images online or drawing pictures, and 5) giving examples. Finally, as a follow up to students' response, teachers tended to give more one-on-one feedback instead of directing it to the whole class or in front of others so that students would not lose face or feel embarrassed. The current study contributes to an understudied area of research on NESTs' classroom discourse at the university level in Korea. It has implications for classroom pedagogy, including important issues of how questions and corrective feedback occur in EFL classrooms and how they are displayed in a culturally sensitive manner where English teachers try to find ways to maximize students' participation in class.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/86768"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["foreign language education"],"dc:title":["Native English Speaking Teachers' Classroom Discourse in Korean EFL Classrooms"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:37Z"}