Learner Variables in Private English Education and Perceptions of Teaching English Pronunciation by NESTs and KSETs

This study examines factors in private English education for Korean-speaking children, focusing on their preferences and perceived effectiveness of native English-speaking teachers (NESTs) vs. Korean-speaking English teachers (KSETs). It also explores learners’ views on the roles of these teachers in teaching pronunciation. A survey of 63 sixth-grade students yielded the following results: 1) The duration, frequency, and nativeness of teachers in private English lessons did not significantly impact students’ perceptions of effectiveness and preference for NESTs or KSETs; 2) There was a moderate positive correlation between perceived effectiveness and preference for both NESTs and KSETs in pronunciation teaching; 3) More students perceived NESTs as effective, yet a slightly higher number preferred KSETs; 4) NESTs were viewed as better at providing accurate pronunciation and error correction, while KSETs were seen as more adaptable and supportive pedagogically and emotionally. Based on thesefindings, implications were suggested for English pronunciation teaching.