The Study of English Teachers’ Beliefs in English Supplementary Schools

• Main Authors: Hung, Yen-Ling, 洪燕羚
• Other Authors: Chang, Shu-Ying
• Format: Others
• Language: en_US
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/67518662074533492311

碩士 === 國立屏東大學 === 英語學系碩士班 === 103 === The purpose of this study was to investigate supplementary private language and cram school English teachers’ beliefs related to English teaching, influential factors of the teachers’ beliefs and teachers’ opinions towards the value of the cultures in supplementary schools. The participants were two private language school English teachers and two English cram school English teachers. The data sources were the questionnaires and the semi-structured interviews with the teachers. The results showed that teachers’ different teaching goals were the major factors to cause the differences between the supplementary private language and cram school English teachers’ beliefs. Private language school English teachers’ teaching goals were to maintain students’ English learning interests. Cram school English teachers’ teaching goals were to help students’ get high scores at schools. Thus, private language school English teachers emphasized varied teaching ways, and cram school English teachers’ teaching was based on students’ exam-oriented learning. Additionally, the factors affecting all teachers’ teaching beliefs were teachers’ personalities, teaching experience and teacher training courses. Moreover, all the participants regarded the supplementary school as a profit-oriented institution. Finally, the findings in this study presented implications for Taiwan’s government, future teachers who want to work in private language schools and English cram schools and owners of supplementary schools. The relevant issues of supplementary school English teachers should also be of concern to the government because the teachers were one of the most influential sources of students’ learning. Teachers should keep enhancing their English ability and teaching ability and build up good relationships with students, parents and the owners in the supplementary schools because supplementary schools are competitive workplaces and realistic profit-oriented institutions. Owners have to understand teachers’ needs and provide them with reasonable treatment and teacher training courses regarding English teaching to make the good teachers stay and work hard for the supplementary schools.