earticle

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The purpose of this study was to investigate how pre-service elementary school teachers perceive using classroom English(CE) in teaching English. Eighty-one pre-service teachers from the course ‘Elementary English Education II’ participated in the study. The data were collected from their self-reflection journals of English microteaching. An inductive theme-based data analysis through open coding revealed that the pre-service teachers’ perspectives on using CE were categorized into five themes. The most frequently mentioned theme in their journals was using CE with a careful consideration of students’ English proficiency and their understanding. The pre-service teachers showed their great concern about what kinds of CE they need to use for students in terms of word difficulty, sentence length, and CE expression variety. In addition, they paid much attention to some linguistic (pronunciation, accuracy, fluency) and para-/extralinguistic (rate of speech, volume & tone, facial expressions & gestures) features of using CE. Lastly, the pre-service teachers addressed their use of Korean for teaching English along with affective aspects such as anxiety towards using CE. It turned out that the pre-service teachers perceived using Korean as resources for teaching English, rather than as problems.