SIOP IN THE KOREAN CLASSROOM: A CRITICAL ANALYSIS OF ITS APPLICATION IN PROFESSIONAL DEVELOPMENT

Abstract This study presents the development and implementation of an instructional framework integrating the Sheltered Instruction Observation Protocol (SIOP) model with a backward teaching and learning cycle, designed to support the professional growth of English as a Foreign Language (EFL) teachers in South Korea. The framework was applied across five instructional cycles (the four-step backward teaching and learning cycle, and the use of the coaching cycle) through a pilot case study involving two experienced high school English teachers. Data collected through surveys, observations, lesson plans, and coaching sessions indicate significant improvement in the teachers’ instructional strategies and reflective thinking, with key aspects showing statistical significance. Even with the presence of its constraints and limitations, this study underscores the value of combining structured instructional models with reflective coaching to foster sustainable teacher development and improve classroom practice, particularly in EFL contexts. This highlights the potential of integrating SIOP and reflective coaching to improve EFL teaching practices and suggests future research and teacher training directions. Keywords: Sheltered Instruction Observation Protocol (SIOP), Backward teaching and learning cycle, Reflective coaching cycle, English as a Foreign Language (EFL), and Professional development (PD)