earticle

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The study begins with pinpointing potential problems about the use of a traditional, institution-enforced teacher evaluation instrument in evaluating teachers in practical English programs in Korean universities. The study further investigates the possibility of successful application of a new teacher evaluation instrument developed for English-speaking classes (Shin, 2003). The 30 items of the new teacher evaluation tool reflected students’ perspectives well as the new teacher evaluation form had been based on in-depth interview of students and English-medium classroom observation. Correlation analysis showed that the reponses of students in practical English classes on the two survey forms (the institution-wide and the new one) did not have much association in overall and item-level. Moreover, deeper content investigation of the traditional teacher evaluation items revealed lack of diversity of criteria against which one can appropriately evaluate task-based, dynamic, interactive nature of English instruction in practical English classes. Further statistical analyses were conducted to see the validity and applicability of the newly devised teacher evaluation form. The paper also discussed suggestions for developing a new instrument for teacher evaluation in practical English programs at universities in Korea.