Analysis of Native English-Speaking Professors’ Teaching Competency-Based Educational Needs

Objectives This study was conducted with the purpose of enhancing the quality of general English classes by improving the teaching competencies of native English-speaking professors. For this purpose, the teaching competency-based educational needs of native English-speaking professors at S University were analyzed. Methods A survey was conducted in August 2023 among all native English-speaking professors at S University to assess the importance and implementation levels of teaching competencies. The 35 collected responses were analyzed using paired-sample t-tests, Borich’s needs assessment model, and the Locus for Focus model. The integration of these methods resulted in a ranking of educational needs. Results The competencies with the highest educational demand were identified as follows: ‘summary of class content at the end of class’, ‘feedback on learning activities’, ‘class analysis and improvement through self-reflection’, ‘class improvement through student performance analysis’, and ‘effort to strengthen teaching competencies in response to environmental changes’. The next most in-demand competencies selected were: ‘providing opportunities for students to freely express their thoughts and participate in class’, ‘utilization of various teaching methods, media, and content’, ‘understanding the university's desired attributes and core competencies’, ‘linking the university's core competencies and subjects’, ‘easy-to-understand explanations’, and ‘CQI report writing’. Conclusions Based on the research results, the following recommendations are proposed: First, prioritizing educational support, such as special lectures, workshops, and consulting, is required to enhance the class conclusion and feedback competencies of native English-speaking professors. Second, educational and institutional support is necessary to enable native English-speaking professors to reflect on and improve their teaching. Third, various teaching support programs should be provided to enable native English-speaking professors to develop teaching strategies that stimulate students’ class participation and interest in learning. Fourth, to achieve the university’s pursuit of core competency-based classes, it is essential to enhance native English-speaking professors’ understanding of the university’s objectives.