Classroom observation of and by teachers is viewed as integral, especially at the practicum level with student teachers (Borg, 2006), and as a critical aspect of teacher training (Clarke & Collins, 2007; Farrell, 2007). Supervisor observation at this level and with that of seasoned teachers is also recognized as important for quality assurance (Bailey, 2006) and for ongoing teacher education or
... [Show full abstract] professional development (Choi & Park, 2016). However, many native-English-speaker (NES) English as a foreign language (EFL) teachers are employed without teaching credentials or experience, with the role of classroom observation in the EFL sector often conducted, if at all, as an annual review of performance, with supervisors using a checklist, and post-observation discussion model (Moradi, Sepehrifar, & Khadiv, 2014). This process, Kayaoglu and Naci (2012) have found, often fails to live up to teacher expectations in that it provides neither a positive impact on teacher performance or increased pedagogical value. In this regard, but missing from the literature, are studies concerning NES EFL teachers. This report fills that void, serving as an exploratory study conducted in Korea, that parallels the work of others focusing on non-native English speakers (NNES) in Asia (Lam, 2001), Europe (Lasagabaster & Sierra, 2011), and the Middle East (Moradi, Sepehrifar, & Khadiv, 2014).