Pre-Service English Teachers’ Academic Achievement and Perceptions Based on Their Admission Types: A Case Study of a National University in 2019

Abstract

This study investigates pre-service English teachers’ changes in academic achievement and perceptions depending on different admission types: rolling, comprehensive, and regular. Thirty-two freshmen in the English education department of a university participated in this study, and their GPA and TOEIC scores for two semesters were compared. Their perceptions of overall school life were explored through a survey questionnaire. The data were analyzed by paired t-tests, one-way ANOVAs, and two-way mixed ANOVAs. Although students in the three groups showed statistically significant differences only in their GPA in the second semester, those admitted via regular and comprehensive admissions, respectively, showed much improvement throughout the school year. However, the GPA of those admitted via regular admissions declined in the second semester. When considering students’ perceptions, admission type was found to be an important factor which affected perception changes, particularly in terms of satisfaction with major, academic affairs, and motivation for the teaching profession. For those with rolling admissions, having close relationships with peers and faculty was a crucial factor which made them study harder and adjust to school life better. Yet, those with comprehensive admissions had concerns about their academic ability and lacked confidence. Meanwhile, those with regular admissions seemed to have less interest in the English subject and/or teaching because their choice of a major was made by their parents. Providing support to determine their career aptitude seemed to be imperative. Detailed discussions of what efforts should be made by a department to help students with different admission types and select competent students are included.