Primary Teachers’ Perception toward Classroom English in Teacher-guidebooks

Abstract

This study examined pre-service and in-service primary teachers’ perceptions toward classroom English in teacher-guidebooks. Thirty-two pre-service teachers from a national university of education and 41 in-service teachers participated in a survey. The results of the survey revealed extensive differences in perception between the two groups of teachers. The pre-service teachers were highly satisfied and displayed a profound confidence toward classroom English provided in the teacher-guidebooks in general, while in-service teachers largely expressed their dissatisfaction toward it with diverse underlying reasons such as it being inauthentic, too simple, and inconsiderate of students’ proficiency and grade levels. Overall, the results suggest noteworthy factors in variant perceptions of pre-service teachers and those of in-service teachers toward classroom English provided in the guides and propose some foundational demands in the developments and modifications of the teacher-guidebooks.