Self-perceptions of EFL teachers in Korean elementary schools about their English proficiency and preservice education

This study examined the perceptions of Korean elementary-school teachers of EFL (English as a foreign language) regarding their current communicative skills in English and TEFL (Teaching English as a foreign language)-related college preparation. The participants in the study were Korean Teachers of English (KTEs) working in elementary schools in a large metropolitan city in Korea. 146 KTEs participated in the survey part of the study, and another 12 KTEs; were interviewed. The survey data were analyzed using descriptive and inferential statistics through the Statistical Analysis System (SAS). The contents of the interviews were analyzed using qualitative research methods.;The study found the following eight general trends concerning EFL education in Korean elementary schools. One, KTEs were not satisfied with their current level of proficiency in English, especially in their speaking skills. Two, KTEs who participated in this study did not think that their TEFL-related college preparation was adequate. Three, KTEs placed the greatest personal TEFL-related importance on language improvement. Four, types of instructional strategies used by college professors and work and/or travel experiences in an English-speaking country had significant effects on KTEs' overall language proficiency. Five, the teachers who had more overall teaching experience had more confidence in their language skills. Six, compared to KTEs who graduated from an education college for elementary school teachers, KTEs who majored in English Education in an education college for secondary-school teachers and graduates of regular colleges who have secondary-level teacher certificates perceived their English skills to be better. Seven, the main weaknesses in the current curriculum are physical constraints, pressures of external examinations, and overly textbook-reliant teaching. Eight, to improve EFL education in Korean elementary schools, KTEs stated that ELT programs should emphasize courses on testing, materials development, and more practice-oriented (as opposed to theory-oriented) teaching methods.;Based on the findings, the study suggests ways of improving the current conditions in teacher preparation for Korean elementary school EFL teachers.