{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/125897"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/125897","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Korean English teachers' perceptions about teaching English through English (TETE)","abstract":"Recently a number of innovations have been implemented to transform English education in Korea, one of which is the policy of Teaching English Through English (TETE). However, this innovation seems not to have been well implemented and teachers' lack of oral proficiency in English has been a main issue. In addition, teachers have perceived wide discrepancies between the policy goals of the innovation and actual classroom reality, which has resulted in widespread passive resistance to TETE. The literature on curricular innovation suggests that classroom innovation is greatly affected by factors outside the classroom and, furthermore, that the diffusion of innovations is a complicated process. A study about TETE of prospective Korean English teachers who are in a TESOL program indicates that they perceived TETE to have certain positive relative advantages; however, this innovation is not completely congruent with the Korean EFL context because of a number of contextual factors. The results suggest that TETE should entail primary changes directly related to classroom innovation and corresponding secondary changes to support the primary innovation. Thus, this study concludes that for the successful implementation of TETE, there should be multi-level efforts to address all relevant factors.","abstract_html":"Recently a number of innovations have been implemented to transform English education in Korea, one of which is the policy of Teaching English Through English (TETE). However, this innovation seems not to have been well implemented and teachers' lack of oral proficiency in English has been a main issue. In addition, teachers have perceived wide discrepancies between the policy goals of the innovation and actual classroom reality, which has resulted in widespread passive resistance to TETE. The literature on curricular innovation suggests that classroom innovation is greatly affected by factors outside the classroom and, furthermore, that the diffusion of innovations is a complicated process. A study about TETE of prospective Korean English teachers who are in a TESOL program indicates that they perceived TETE to have certain positive relative advantages; however, this innovation is not completely congruent with the Korean EFL context because of a number of contextual factors. The results suggest that TETE should entail primary changes directly related to classroom innovation and corresponding secondary changes to support the primary innovation. Thus, this study concludes that for the successful implementation of TETE, there should be multi-level efforts to address all relevant factors.","abstract_has_math":false,"creators":["Koh, Keun Hye"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Teaching English as a Second Language","degree_department":null,"school":null,"contributors":["Markee, Numa"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005","date_published":"2005","updated_at":"2026-07-22T22:25:02Z","subjects":["Teaching English as Second Language","Teaching English Through English English education in Korea","Oral proficiency","Curricular innovation"],"languages":["eng"],"rights":["Copyright owned by the author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/125897","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Markee, Numa"]},{"key":"dc:creator","label":"Author","values":["Koh, Keun Hye"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2005"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation/Thesis","text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching English as a Second Language"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teaching English as Second Language","Teaching English Through English English education in Korea","Oral proficiency","Curricular innovation"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright owned by the author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/125897"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Recently a number of innovations have been implemented to transform English education in Korea, one of which is the policy of Teaching English Through English (TETE). However, this innovation seems not to have been well implemented and teachers' lack of oral proficiency in English has been a main issue. In addition, teachers have perceived wide discrepancies between the policy goals of the innovation and actual classroom reality, which has resulted in widespread passive resistance to TETE. The literature on curricular innovation suggests that classroom innovation is greatly affected by factors outside the classroom and, furthermore, that the diffusion of innovations is a complicated process. A study about TETE of prospective Korean English teachers who are in a TESOL program indicates that they perceived TETE to have certain positive relative advantages; however, this innovation is not completely congruent with the Korean EFL context because of a number of contextual factors. The results suggest that TETE should entail primary changes directly related to classroom innovation and corresponding secondary changes to support the primary innovation. Thus, this study concludes that for the successful implementation of TETE, there should be multi-level efforts to address all relevant factors."]},{"key":"dc:title","label":"Title","values":["Korean English teachers' perceptions about teaching English through English (TETE)"]}]}],"canonical_facts":{"dc:contributor":["Markee, Numa"],"dc:creator":["Koh, Keun Hye"],"dc:date":["2005"],"dc:description":["Recently a number of innovations have been implemented to transform English education in Korea, one of which is the policy of Teaching English Through English (TETE). However, this innovation seems not to have been well implemented and teachers' lack of oral proficiency in English has been a main issue. In addition, teachers have perceived wide discrepancies between the policy goals of the innovation and actual classroom reality, which has resulted in widespread passive resistance to TETE. The literature on curricular innovation suggests that classroom innovation is greatly affected by factors outside the classroom and, furthermore, that the diffusion of innovations is a complicated process. A study about TETE of prospective Korean English teachers who are in a TESOL program indicates that they perceived TETE to have certain positive relative advantages; however, this innovation is not completely congruent with the Korean EFL context because of a number of contextual factors. The results suggest that TETE should entail primary changes directly related to classroom innovation and corresponding secondary changes to support the primary innovation. Thus, this study concludes that for the successful implementation of TETE, there should be multi-level efforts to address all relevant factors."],"dc:identifier":["https://hdl.handle.net/2142/125897"],"dc:language":["eng"],"dc:rights":["Copyright owned by the author."],"dc:subject":["Teaching English as Second Language","Teaching English Through English English education in Korea","Oral proficiency","Curricular innovation"],"dc:title":["Korean English teachers' perceptions about teaching English through English (TETE)"],"dc:type":["Dissertation/Thesis","text"],"thesis:degree_discipline":["Teaching English as a Second Language"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:02Z"}