Abstract
The study investigates perceived challenges that pre-service teachers (henceforth refers to PSTs) majoring in an English Education Program of a state university in the Province of Gorontalo, Indonesia, experience in improving their English oral proficiency level. Data from the PSTs were collected mainly using individual semistructured interviews, and then corroborated with the interview results collected from several lecturers who participated voluntarily. Informed by a thematic analysis approach, the study shows that the PSTs reported three main areas of challenges; linguistic proficiency, socio-culture, and English language engagement opportunity. Recommendations seeking to assist PSTs as well as the English Education Program in anticipating such challenges are also addressed.
Highlights
The study reported in this article aims at examining challenges faced by students majoring in an English Education Program in the north part of Indonesia in improving their English oral communication skills
Because expectation over competent English teacher candidates across schools in Indonesia, in general, is increasingly high, it is important to examine what compromise effective English oral communication skills development by PSTs majoring in an English Education Program to address such expectation
AND DISCUSSIONS Findings to address the key research question are presented under the following themes: (1) Linguistic proficiency challenges; (2) Socio-culture challenges; (3) English language engagement opportunity challenges
Summary
The study reported in this article aims at examining challenges faced by students majoring in an English Education Program in the north part of Indonesia ( refers to pre-service students/PSTs) in improving their English oral communication skills This program plays a key role in the English language teaching (ELT) arena in Indonesia. Because expectation over competent English teacher candidates across schools in Indonesia, in general, is increasingly high, it is important to examine what compromise effective English oral communication skills development by PSTs majoring in an English Education Program to address such expectation This will further ensure that “essential consideration, development, and treatment” on low English oral proficiency level of English teachers and their students within educational system of a country be maintained This will further ensure that “essential consideration, development, and treatment” on low English oral proficiency level of English teachers and their students within educational system of a country be maintained (Lo, 2018, p. 601)
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