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<p>This study explores Korean elementary school students’ and teachers’ perceptions of English spelling within an English as a foreign language (EFL) context. Drawing on survey data from 184 students (Grades 3–6) and four experienced teachers, as well as in-depth teacher interviews, the study examined the perceived importance of spelling, instructional and study practices, preferred methods, and expected teacher support. Quantitative data were analyzed using descriptive statistics, and qualitative responses were thematically coded in NVivo. Findings revealed both shared recognition of spelling’s foundational role and notable mismatches: while students consistently valued spelling across grades, teachers reduced its emphasis in upper grades due to workload and curriculum demands. Students expressed a preference for explicit rule instruction, engaging activities, and individualized feedback, whereas teachers often integrated spelling into broader literacy tasks. The results underscore the need for sustained, developmentally responsive, and multimodal spelling instruction in EFL settings, supported by systemic measures to address structural constraints. Implications for teacher professional development, differentiated instruction, and future research directions are discussed.</p>

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Bridging the gap: Spelling challenges and perceptpual mismatches between teachers and students in Korean EFL primary English education

  • 期刊论文

  • 发表日期：

    2026年4月7日

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  • Han Suk Bae

摘要

This study explores Korean elementary school students’ and teachers’ perceptions of English spelling within an English as a foreign language (EFL) context. Drawing on survey data from 184 students (Grades 3–6) and four experienced teachers, as well as in-depth teacher interviews, the study examined the perceived importance of spelling, instructional and study practices, preferred methods, and expected teacher support. Quantitative data were analyzed using descriptive statistics, and qualitative responses were thematically coded in NVivo. Findings revealed both shared recognition of spelling’s foundational role and notable mismatches: while students consistently valued spelling across grades, teachers reduced its emphasis in upper grades due to workload and curriculum demands. Students expressed a preference for explicit rule instruction, engaging activities, and individualized feedback, whereas teachers often integrated spelling into broader literacy tasks. The results underscore the need for sustained, developmentally responsive, and multimodal spelling instruction in EFL settings, supported by systemic measures to address structural constraints. Implications for teacher professional development, differentiated instruction, and future research directions are discussed.