The purpose of this study was to begin to fill in

the research gap by surveying current teachers'

perceptions of the effectiveness of MATESOL training

programs in Korea. This study explores the unique

training needs perceived by Korean teachers and how

MA TESOL programs could be best adapted to the

Korean educational context. The subjects of this

study were 21 MA TESOL graduates and 83 non-TESOL

trained teachers currently teaching in a variety of

public and private Korean educational settings.

Based on the findings, this researcher suggests ways

the current MATESOL model used in Korea can be

improved to better prepare future EFL teachers. TO

be specific, it might be desirable to provide

various classes in MATESOL, especially related to

current methods and technology, rather than focusing

45 traditional courses. It will give better

opportunities for TESOL course takers to choose what

they want for their professional development and

confidence in teaching. TESOL course also should

provide chances for the takers to reflect Korean EFL

situation for their teaching. The effectiveness of

these suggestions should be empirically examined in

the future.