What Level of English Proficiency Do Elementary School Teachers Need to Attain to Teach EFL? Case Studies from Korea, Taiwan, and Japan.

By Yuko Goto Butler. 2004

368 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/65de3ee3d0ddf9816fd84007f7bb3cfad14a7c71

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Citations in the corpus

TEACHERS' PERCEPTIONS OF SELF-EFFICACY, ENGLISH PROFICIENCY, AND INSTRUCTIONAL STRATEGIES (2011, methodology): “Part Two, assessing teachers’ self-reported English proficiency, was made up of 12 statements, and was derived from the studies by Butler (2004) and Chacon (2005).”
English language education among young learners in East Asia: A review of current research (2004–2014) (2015, methodology): “Insufficient oral communicative skills and lack of confidence among teachers are serious concerns in East Asia (Butler 2004; Hu & McKay 2012).”
The Implementation of Communicative and Task-Based Language Teaching in the Asia-Pacific Region (2011, background): “This appears to be particularly evident in English education at the primary school level, where policy decisions have frequently been hastily made without providing teachers with sufficient training (e.g., Butler, 2004).”
Teachers' and Learners' Reactions to a Task-Based EFL Course in Thailand (2007, background): “Several studies have reported that teachers questioned whether they possess the English proficiency, oral communication skills, and sociolinguistic and strategic competencies needed to implement communicative approaches (Butler, 2004; Carless, 2003, 2004; Karavas-Doukas, 1995; Hui, 1997; Li, 1998).”
Comparative perspectives towards communicative activities among elementary school teachers in South Korea, Japan and Taiwan (2005, background): “As a result, many have expressed concerns regarding the English proficiency levels among elementary school teachers in these countries (Butler, 2004; Kwon, 2000; Lee, 2002; Nunan, 2003).”
Teaching English through English: Proficiency, Pedagogy and Performance (2017, background): “In a study of the teaching of English in elementary schools in Korea, Taiwan and Japan, Butler (2004) found teachers reported considerable gaps between their self-assessed language proficiency and the level they felt necessary to teach English effectively at elementary level. Research is needed to c”