||Moodie, Ian. (2018). Comparing the classroom practices of experienced and novice Korean English teachers in relation to curricular aims for English education. The Linguistic Association of Korea Journal, 26(4), 125-150. This study contributes towards understanding the classroom practices of Korean public school English teachers by introducing and applying an observation protocol which analyzes how teachers pedagogic activities relate to curricular recommendations for English education such as having student-centered, meaning-focused, and communicative English classes. The study included three classes each from two experienced and two novice primary school English teachers. The analysis showed that the experienced teachers classes were much more communicative and student-centered than the novice teachers classes were (e.g., 40% to 64% of class time spent on communicative activities versus 8% to 25% for the novice teachers), but that both novice and experienced teachers focused mostly on language forms rather than meaning in their lessons, and that none of the teachers used any task-based activities. The study concludes with implications and recommendations for future research based on these results.