reflection of the teacher training output in the real classroom situation. English teachers commonly blame on theunfavourable environment as the main obstacle to the successful classroom application of their knowledge and skillsneeded for teaching English as a foreign language (EFL) gained from professional development programmes. Thepre-training observations of a secondary level EFL teacher's four classes made the basis of a case study for thisresearch. Stemming from the case study, three techniques were used as a process of action research: i) theneed-based refresher training (along with other participants) as an intervention ii) the post-training class observations(in a demonstration class), and iii) informal post-class talks. Thus, this study was an attempt to examine throughaction research germinating from a case study, whether (and to what degree), the output of the Teachers' ProfessionalDevelopment refresher training (TPD refresher) would be transferred to the actual classroom situation. Thepre-training and post-training observations were compared and contrasted to reach the conclusion. The resultssuggest that the output would be reflected to a large degree in the classroom provided that the training is need-based.Thus, it was concluded that if (foreign) (Note 1) language teachers are properly equipped with professionalknowledge and skills through need-based training, (foreign) language classes are very likely to be transformed asdesired.
A Case Study of Three Learners of Korean as a Foreign Language in a US University: Their Motivation to Learn Korean and Perceptions of Korean Language Classes
