These levels are individual, collegial and sociocultural. The thematic analysis highlights a significant gap between Korean English teachers' espoused agency and realisable agency, as well as three levels of legitimation that teachers have to negotiate. The dataset for this study comprises 15 semi-structured interviews with secondary English teachers in South Korea. The ecological approach in this study recognises that agency encompasses both individual and environmental dimensions and is formed through the constant interplay between the individual and the environment. Specifically, it investigates how secondary English teachers in South Korea understand their professional agency and what mediates their professional agency. This qualitative study examines the professional agency of secondary English teachers in Midwestern South Korea. In conclusion, several suggestions on how to increase the effectiveness of the CLT method successfully through PD in Korea are provided. The findings of this study confirmed previous global research regarding two major difficulties regarding implementing CLT: 1) grammar-based national college entrance exams, and 2) large class sizes of mixed proficiency levels. In addition, PD seemed to enhance teachers' motivation to adapt CLT into their future English classrooms. The findings suggested that PD could help teachers feel more confident and prepare them to implement CLT. The data consisted of an end-of-the-course survey distributed among teachers (n=131), in-depth individual interviews with teachers (n=10), and researchers' classroom observations. In order to shed light on some of the reasons for such failures, this study examined the impact of short-term professional development (PD) on primary and secondary Korean English teachers' self-efficacy to implement the CLT method. Since the early 2000s, much emphasis has been placed on adopting the Communicative Language Teaching (CLT) method in the Korean K-12 context, however, such efforts have been largely unsuccessful. This study also investigates the professional development and training needs from the perspective of NESTs and local English teachers regarding young English language learners in South Korean public primary schools. Findings of this study indicate that there are a range of factors that negatively influence NESTs’ professional practices. Semi-structured interviews in English and Korean, respectively, were employed to investigate NESTs’ and non-NESTs’ views on the topic. This study takes a qualitative approach to understand factors that influence NESTs professional practices in Korean primary schools. However, the Korean government has recently reduced funding for employment of NESTs in response to their alleged ineffective professional practices. Commencing in 1995, the Korean government began employing native English-speaking teachers (NESTs) to support Korean English teachers’ (non-NESTs) implementation of communicative language teaching (CLT) in Korean public schools. In recent years, English language teaching (ELT) in South Korea has experienced significant transformation from a grammar-based to a communicative language curriculum.
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