Hungarian EFL teacher trainees' perceptions of the efficiency of university EAP instruction: A case study

Abstract

Abstract Informed by constructivism, the present qualitative case study first aimed to explore the effectiveness of English for Academic Purposes (EAP) instruction, as the case of the study, at a Hungarian university to understand the strengths, weaknesses, and difficulties that EFL teacher trainees (TTs) experience during their studies. Second, it aimed to investigate the perceived usefulness of EAP instruction in preparing EFL TTs for their future careers. This paper examines the case of five Hungarian EFL TTs' perceptions of EAP instruction with the help of semi-structured interviews to see the importance of EAP education in both the TTs' studies and in their future careers. To this end, through purposeful sampling, five fourth-year TTs were invited to participate in the study to obtain a deep understanding of EAP instruction from their points of view. The results revealed that EFL TTs recognize the purpose and importance of the university EAP instruction and hold favorable views towards the teacher training program in general and EAP instruction in particular. Moreover, they considered the EAP courses as crucial in their future success as EFL teachers. However, they complained about several issues such as lack of practice opportunities, clear-cut standards, and EAP-specific materials. Hopefully, the results will provide valuable insights into the Hungarian EFL TT program's success in preparing competent future teachers.