A practicalities and experiences of being non-native english teachers in korea by sardor akramov. A student of

particularly those in the early years, will receive only an average of 50-
60 hours of English Language instruction a year, which is probably less 
than what is needed for significant progress in a foreign language. 
Therefore, this situation definitely makes Korean parents want to send 
their children to private English institutes. Interestingly, the Korean 
Ministry of Education may not hire many English teachers who are from 
the English-speaking countries. Instead of hiring the native English-
speaking teachers, Korean educational governments generally hire 
English teachers who are the same respective nationality (e.g., the 
Korean Ministry of Education hires Korean English teachers). In other 
words, those teachers, especially those who are majoring in Secondary 
English Education, may not be as effectively trained as teachers who 

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are from the English-speaking countries like the United States, 
Australia, Canada, the United Kingdom, and so forth.
Construct Validity: 
One of the main threats to validity in this type of study is verifying the 
authenticity of each sample in question. Some studies address 
construct validity by having three or more speakers of each variety of 
speech samples gauge whether or not the samples are representative, 
accent wise, of the speakers of these varieties . I think this is 
unnecessary in my study for three reasons. First, what constitutes a 
representative accent of a speaker of a non-native variety of English?
One’s linguistic history and languages in contact are but a few of many 
influential factors. For example, a Korean who has lived in a native 
speaking country for a number of years would have a different accent 
than if they learned English in a monolingual environment in Korea. 
Their accent would likely sound more native like, which in itself is 
difficult to define since native accents are extremely diverse. However, 
an accent that is perceived more native like would probably garnish a 
more favorable perception than one that is heavily Korean accented. 
This poses a threat to validity; however, it is beyond the scope of this 
study to investigate perceptions regarding degrees of variability within 
a variety. My second argument is native and non-native speakers alike 
have difficulty identifying of speakers in verbal guise tests whose 
varieties they are unfamiliar with . At best, they are able to distinguish 
between native and nonnative accents. Thirdly, what I am most 
concerned with is not an absolute measurement, but a differential 
measurement in attitude after incorporating awareness raising 
activities in World English in a series of practical English classes. Thus, 
my construct satisfies the needs of this study.