Pre-service EFL Teachers Research Articles

The Impact of the Erasmus Student Mobility on Turkish Pre-service EFL Teachers: Contributions and Challenges of the Experience

In today’s globalized world, the dynamics of education are changing each day. As a result of this situation, the Erasmus exchange program has made it easier for Turkish students to have study abroad experience. The primary goal of this study was to investigate the perceptions of Turkish prospective EFL teachers regarding the contributions of Erasmus exchange program to their academic, language, social, cultural, personal, and career development as well as the problems that they encountered before, during and after Erasmus mobility. The study was carried out with 37 Turkish prospective EFL teachers. Mixed methods design was adopted in the study. Data were collected via an online survey developed by Önen (2017) and semi-structured interview. The second part of the survey was analysed quantitatively and a qualitative analysis software called MAXQDA 2020 was used for the content analysis of semi-structured interview. Results revealed that the participants believed they benefited from Erasmus program mostly in terms of personal and cultural development. Their language development was mainly related to speaking skills and fluency. It was also found that participants encountered many problems in the Erasmus process. They believed that “pre-Erasmus” was the most problematic process. While a lack of information and paper work were the main problems encountered before the Erasmus, “during the Erasmus process” mainly academic and financial problems were encountered. Some participants experienced “post-Erasmus syndrome” after the Erasmus mobility. Findings are discussed in the light of related literature and suggestions for further research are presented.

English as an International Language: Perceptions of EFL Preservice Teachers in Higher Education Institutions in Indonesia

It is widely known that the English language has rapidly spread across the globe and is now used for a wide range of purposes. Its status as a national/foreign language has shifted to that of an international language. Despite this awareness, however, studies on perceptions of English as an international language (EIL) among EFL preservice teachers in the Indonesian context are not commonplace in the literature. Therefore, this study was aimed at elucidating the perceptions of the four aspects of EIL among EFL preservice teachers in higher education institutions in Indonesia. This quantitative study adopted a descriptive approach using a five-point Likert scale questionnaire with a total of 14 close-ended statements. Data collected from the questionnaire were analysed using descriptive statistics. The findings suggest that EIL is positively viewed by participants as a means of global communication to achieve a variety of purposes. They welcome and accept various varieties of English, demonstrating a strong multilingual/multicultural understanding through their ability to accept different pronunciation patterns and adapt their behavior and conversational styles when interacting with people from diverse cultural backgrounds. They have a strong sense of ownership over their own English varieties. Finally, the study’s implications for the four aspects of EIL including the current status of English, English varieties, multicultural communication strategies, and the identity of English speakers are also discussed, along with limitations and recommendations for future research.

Exploring Intercultural Awareness among Moroccan EFL Pre-service Teachers

<p>With the status of English as a lingua franca and the high social mobility, one of the current goals of pre-service teacher training programs consists in preparing intercultural competent practitioners who are capable of teaching learners how to communicate effectively and appropriately in cross-cultural encounters. Thus, the scarcity of intercultural courses in such training programs may represent a serious challenge for them. In light of this, the present paper intends to explore Moroccan pre-service EFL teachers’ intercultural awareness. In view of Byram’s (1997) Model of intercultural competence, a three-point Likert scale questionnaire and a semi-structured interview were adopted. In consideration of a convenience sampling, the study included ninety (n=90) trainee teachers from different TEFL/TESOL programs and pre-service teacher training centers in Morocco. The findings revealed that pre-service EFL teachers exhibit desirable attitudes towards cultural diversity. Nevertheless, it was observed that the participants’ knowledge about the Moroccan and the American cultures is shallow. It also turned out that pre-service teachers’ lack the mediation skills, including critical cultural awareness that an intercultural speaker/intermediary needs in intercultural encounters. The study addresses several implications regarding teacher education.</p>

TPACK in Practice: EFL Pre-service Teachers on Integrating Technology during Online Teaching in Thailand

Before the COVID-19 Pandemic, teaching activities were usually done directly at school, now it had to be done virtually. It also impacts teachers and students, who must use technology during learning activities to get maximum results. Likewise, pre-service teachers who carry out teaching activities in Thailand must choose the appropriate technology for them as a learning medium. Therefore, this study explores how EFL pre-service teachers integrate technology for online learning activities and their views on students when integrating technology during teaching-learning activities. The qualitative case study was used in this research, using observation, interviews, and document analysis as the instrument to collect data. Two students in the 5th semester from the English department participated in an internship held from June to March 2021. The results are participants have recognized and used various kinds of technology that are usually used in learning activities. The use of videos, and PowerPoint are the most frequently used by participants because of the ease of use, which impact students’ understanding positively on the material being taught and become more active in class. Moreover, the various technologies used in teaching and learning activities can make it easier for teachers to find and deliver learning materials.

EFL Preservice Teachers' Engagement with Community Development During the COVID-19 Pandemic

The purpose of this narrative study was to investigate the involvement of EFL preservice teachers in community development while participating in the COVID-19 online learning from home program. The data collection technique for this study was based on the photovoices of five EFL preservice teachers who narrated their daily reports while conducting their online service-learning programs. The researchers relied solely on the daily reports page of the academic information system to collect data photovoices. The data from those photovoices were then analyzed using thematic analysis. The researchers also checked their content on YouTube to see what viewers thought about it in the form of responses or suggestions. According to the findings of this study, the five preservice teachers had been involved in community development through a variety of programs or content that they had uploaded to the virtual world. As evidenced by their photovoices, participants engaged in community development by teaching children about the recitation of the Qur’an, providing information in videos about COVID-19 prevention, and using their village as content material. As a result, the teachers have left digital footprints related to community development on YouTube, Instagram, and Facebook.
 Keywords: EFL preservice teachers, online service learning from home program, photovoice

Professional Identity Tensions in EFL Preservice Teachers: A Collective Case Study of Three International Students in South Korea

ABSTRACT Using cognitive dissonance theory, this collective case study examines professional identity tensions in three international preservice teachers from a graduate TESOL program in South Korea (Korea hereafter). Reflective journals, interview transcripts, admission essays as well as participant-produced drawings were analyzed. Additionally, consultations with faculty members, interviews with government officials as well as a review of related documents were used to gain further insight into the interplay between international education and professional identity tensions. It is argued that international students in TESOL experience unique identity tensions associated with institutional, discursive and regulatory forces residing in the host country. Insights obtained from the study provide a better understanding of the support international teacher candidates need from their host institutions and can inform policymaking.

Shifting from Theory to Practice: EFL Student Teachers’ Readiness in Online Practicum

A practicum is a study program designed to prepare pre-service teachers where they apply the theory they have learned previously. This practicum also intends to give pre-service teachers a chance to practice their teaching skills. Pre-service teachers are affected significantly by the shift from offline to online learning. The goal of this research was to discover the reflective practices of EFL pre-service teachers’ readiness in an online practicum, particularly their readiness to use technology in their learning. This research is qualitative research with a case study approach. The setting of this research is an online practicum at the Department of English Education, Walisongo State Islamic University Semarang. The participants in this research were pre-service teachers who took part in an online practicum. Seven pre-service teachers who teach English participated in this research. The data collected through reflective practice guided by the Gibbs reflective cycle was then analyzed using thematic analysis. The results of this research revealed that the participants had no problem with technology because they were used to using technology in their daily life and also in their learning life as well as pedagogical and professional aspects.

Unveiling Indonesian Pre-Service Teachers’ Perceived Competencies and Readiness for Online English Language Teaching: A Mixed Methods Study

There has been a great deal of research into teacher readiness for online language teaching conducted in many parts of the world. However, scarce inquiry on this topic has been published in the Indonesian context. The purpose of this study was twofold: (1) to investigate Indonesian EFL pre-service teachers’ perceptions of their technological, pedagogical, and evaluation skills in online language teaching, and (2) to explore their perceptions of online English language teaching. The study employed a mixed methods research approach. The quantitative data were collected using a questionnaire from 92 pre-service teachers majoring in English Education at a state Islamic institute in Jambi province and the qualitative data were collected through WhatsApp messenger from six of the participants. The data obtained through the questionnaire were analyzed using descriptive statistics and the qualitative data were analyzed using content analysis. The results showed that the participants had positive perceptions of their technological, pedagogical, and evaluation skills in online English language teaching. However, the qualitative data demonstrated that the participants had a strong inclination toward classroom face-to-face teaching rather than online teaching for a number of reasons, indicating that they were not ready for online English language teaching. Some practical suggestions for the EFL teacher training programs in Indonesian tertiary education institutions are given.

The emergence of moral, sociocultural and political geographies experienced by an EFL pre-service teacher during international teaching practicum in an Indonesian primary school

ABSTRACT Anchored by a close relationship between teachers’ emotional identity and teaching practice in the classroom, this paper reports on a qualitative case study of how an EFL pre-service teacher in an international teaching exchange programme in an Indonesian primary school constructed his emotional identity during the teaching practicum and how he coped with the challenges in the programme. The data were collected from the participant’s written diary and in-depth interview. Then, the data were identified and organised into several sub-themes. The themes were analysed using Hargreaves’ (2001a) emotional geography framework and labelled with three categories: moral, sociocultural and political geographies. The findings suggest positive and negative emotions enacted by the pre-service teacher that showcase three out of the five categories of Hargreaves’ emotional geography during the practicum in the primary school context. This study implies that teacher’s emotion can be used as a catalyst to a sustainable and comfortable working environment in a professional practice. This study also provides significant implications for pre-service teachers in an international context of teaching practicum situated within primary schooling sectors.

Pre-Service EFL Teachers’ Perceptions of Online Instructional Tools

This study carried out with the participation of 68 pre-service EFL teachers (PET) attending Turkish universities aims to investigate PETs’ perceptions as to the use of online instructional tools (OIT). This is a mixed-methods study; both quantitative and qualitative data have been collected. Data was gathered in the academic year of 2018-2019 through an online questionnaire developed by the researchers. The survey was comprised of three sections; (1) demographics, (2) the frequency of teacher educators’(TE) and PETs use of OITs in an English language teacher education program, (3) PETs’ intention of using OITs upon graduation. Two open-ended questions were also asked to find out what might motivate or discourage PETs from using OITs when they become teachers. Results indicate that TEs always use and PETs mostly plan to use videos and presentation tools when they start serving as teachers. However, TEs do not make use of MOOCs, online ELT courses, and blogs as much as expected. Similarly, PETs do not plan to integrate them into their teaching. The reasons underlying their choices are presented in the study.

The effects of MALL training on preservice and in-service EFL teachers’ perceptions and use of mobile technology

AbstractOwing to the anytime-anywhere-anyhow nature of mobile learning, together with the ubiquity of affordably priced mobile phones, learning has become a mobigital practice, as termed by Şad and Göktaş (2014). Consequently, language teaching/learning is gradually shifting from computer-assisted language learning to mobile-assisted language learning (MALL). In response, the current study examined the impact of MALL training on preservice and in-service EFL teachers’ perceptions and use of mobile technology (MT). For this purpose, two groups of preservice (N = 33) and in-service (N = 31) EFL teachers were randomly selected and exposed to MALL training. The pretest-posttest experimental mixed-methods design was used as a framework for collecting and analyzing both quantitative and qualitative data (using closed- and open-ended-question surveys). Quantitative results revealed that both preservice and in-service teachers had similar perceptions of MT before and after training. The only exception is that, after training, in-service teachers were more interested in MT than preservice teachers. However, both groups demonstrated an overall (and subfactor) improvement in their perceptions after MT training, except for their perceived ease of use. In-service teachers’ use also improved after training and, due to the yielded positive correlation, their perceptions were a significant predictor of use. Qualitative findings showed that in-service teachers used MT more in listening and speaking (for synchronous communication) than in reading and writing, selecting social media and translation apps as the least useful ones. Moreover, they regarded technical and digital literacy problems as the ones most challenging to the use of MT.

Contradictions in Learning to Teach Digital Literacy Practices in an EFL Public Setting: An Activity Theory Analysis

Teaching reforms, methods for teaching efl and institutional requirements present a significant number of contradictions in the activity system of efl pre-service teachers (pst). As novice practitioners, efl pst are exposed to these con­tradictions while engaging in new activity systems, particularly when learning to put theory into practice. Hence, this case study examines the contradictions that an efl pst, from a university in Córdoba, Colombia, faced when incorporating digital literacy practices (dlp) in her planning as a result of her interaction with the activity theory (at) ele­ments. It also describes the shifts in agency that occurred when she was exposed to contradictory dynamics of teaching. The study involved the pst and a group of 35 students in 10th grade. Class observations and semi-structured inter­views with the pst revealed contradictions in terms of mediating artifacts, objects, division of labor, and rules. They also indicated how the identified contradictions could form the basis for a shift in her teaching activity system. These results suggest teaching programs should not only concentrate on how much our students learn new strat­egies but also on how much they have acquired transferable skills for transforming their contexts. Keywords: Activity theory; contradictions; digital literacy practices; pre-service teachers; efl; teacher education.

Error analysis of descriptive writings by pre-service EFL teachers: A case study in Indonesia

This research investigates pre-service EFL teachers’ writing proficiency by analyzing errors made in their descriptive essays. Conducted in one teacher training university in Indonesia, 40 randomly selected writing products assigned for the Writing course of 160 pre-service teachers, who are novice writers, were qualitatively analyzed. The result of the analysis showed that there were sentence fragments with 21 times or 42 %. It means that sentence fragment was the most dominant error done by students. Sentence fragment appeared due to the absence required in a complete sentence. Run-on sentence and comma splice existed 16 times or 32 %. Run-on sentences and comma splices appeared due to the wrong in combining two independent clauses. Choppy sentence were found 10 times or 20 % due to the use of too many short sentences, sometimes often repeating the same word at the beginning of a sentence. Stringy sentence were identified 3 times or 6 % of the whole essays due to the use of too many clauses with connected words. These clauses strung together forming one very long ineffective sentences. The findings are expected to reveal a comprehensive evaluation of writing proficiency of pre-service teachers and call for students, teacher educators, and policy makers to more concern with this crucial issue.

A Scoping Review on Practicum of Turkish Pre-Service EFL Teachers during COVID-19

The practicum period is a crucial component of teacher education as it embodies the first phases into "real" teaching and thus provides a leap into professional transformation and growth on the side of pre-service teachers. Nevertheless, the COVID-19 pandemic jeopardized this period and placed the educational contexts at stake in providing that reality. Within this frame, the present study focuses on the research conducted on the practicum period of Turkish pre-service teachers of English during the pandemic. More specifically, the research question that the article addresses is “what is the nature of studies conducted about Turkish pre-service EFL teachers’ practicum period during the COVID-19 pandemic concerning their characteristics, methodologies and contributions to the field?” With the aim of answering the research question, the seven studies conducted in Turkey regarding the practicum during the pandemic were collected and analyzed as to their bibliographic features, methodological orientations, foci and context, with a scoping review methodology. This scoping review demonstrated both positive/beneficial and negative/challenging aspects of the pandemic period for the English language teacher education context of Turkey. The results of the present study displayed a wider lens in perceiving the English language teaching and teacher education settings during both such emergencies and transition from existing to 'new normal'.

Perspectives of EFL teacher trainers and pre-service teachers on continued mandatory distance education during the pandemic

Due to the Covid-19 pandemic, the world experienced a fast transition to online education, starting in March 2020. This study aimed to review the process from the perspectives of prospective teachers and teacher trainers in a foreign language teacher education program after two semesters of mandatory distance education to make adjustments and take precautions for online possibilities in the future. Data was collected through questionnaires composed of open- and closed-ended items. A range of themes emerged from the responses, presented in terms of participants’ preferences, their perceived benefits and challenges and recommendations for the future.

Triggering Factors that Reinforce or Change EFL Preservice Teachers’ Beliefs during the Practicum

This exploratory case study seeks to examine the role that specific factors exert on the evolution of beliefs in preservice English teachers during their final teaching practicum. Data were collected through reflections, interviews, focus groups, and observations. The findings revealed that three groups of factors affect belief evolution during the practicum: participant subjectivity, contextual circumstances, and university support community. Subjectivities encompassed preservice teachers’ fears, reactions to real-life teaching challenges, and enthusiasm to become teachers. Contextual circumstances incorporated classroom circumstances and cooperating teachers. The university support community concerned their peers and the university tutor. Implications discuss the relevance of curricular and reflective agendas that enrich the education of future teachers through beliefs exploration.

INVESTIGATING TRANSLATION COURSES AT AN UNDERGRADUATE EFL TEACHER EDUCATION PROGRAM: VIEWS OF INSTRUCTORS AND PRE-SERVICE TEACHERS

This study aims to investigate the contribution of translation courses to pre-service EFL teachers’ professional skills. Also, it is aimed to get in-depth insights from both pre-service EFL teachers and instructors in order to identify the weaknesses and strengths of translation courses in EFL teacher education programs. This study was designed as a qualitative case study and the participants were two course instructors and ten pre-service EFL teachers. The convenient sampling method was used, and the relevant data were collected through in-depth semi-structured interviews. After data analysis, it was found that translation courses are very rewarding for pre-service EFL teachers in terms of increasing their linguistic competence, improving reading comprehension and making contributions to teaching language skills; however, it was also suggested that the number of translation courses should be increased and the content of these courses should be redesigned in order to turn them into introductory courses for pre-service teachers who plan to work as translators or pursue their education in master’s degree programs after graduation. Also, it was found that choosing course materials from wide range of topics in translation courses would make positive contributions to prospective teachers’ intercultural competence. In the light of above-mentioned findings, this study aims to fill in a gap in the existing research by touching upon the current issues in translation courses in EFL teacher education programs.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0978/a.php" alt="Hit counter" /></p>

PENYUSUNAN RENCANA PELAKSANAAN PEMBELAJARAN (RPP) ABAD 21 UNTUK PARA GURU SMA NEGERI & SMK NEGERI DI SURABAYA

This technical guidance activity was carried out with the aim of socializing the preparation of the 21st century Learning Implementation Plan because there are still many biases faced by teachers, especially EFL teachers, related to changes in systems, learning media, and so on, plus, English is increasingly crucial, so that the role of the EFL teacher must also be adjusted relevantly to the new culture. The data in this study are the results of a questionnaire and the data source is the questionnaire. The subjects are the participants of the technical guidance who are also EFL teachers and EFL pre-service teachers. The instruments are 5 questions on Strengthening Education Character, 5 questions on Literacy, and 5 questions on HOTS in the Learning Implementation Plan. From the results of the activity, it can be concluded that EFL teachers and EFL pre-service teachers are still not encouraged to strengthen education character but they have realized the importance of literacy development and implementation of HOTS in the 21st century Learning Implementation Plan which is very relevant to technological and digital civilization.

Representaciones metafóricas sobre la evaluación en el aprendizaje y la enseñanza del inglés que poseen estudiantes de pedagogía y profesores noveles chilenos

The general objective of this research is to reveal the Chilean pre-service and novice EFL teachers’ metaphoric representations about assessment in English language learning and teaching. Due to the object of study’s subjective characteristics, the qualitative methodology was considered. The participants of this research were, first of all, 64 pre-service EFL teachers, who were carrying out the professional practicum course in three Chilean universities. Likewise, 50 novice EFL teachers were invited to contribute to this study. The two groups of participants were originally from southern and central Chile. A questionnaire of metaphoric representations focused on assessment in English language learning and teaching was used to collect data. The results of this study indicate that the metaphoric representations held by both groups of participants perceive English language learning assessment from a process and product-oriented vision. Regarding the differences between these representations, the pre-service EFL teachers’ responses have a greater inclination towards a product-oriented assessment. On the other hand, the novice EFL teachers emphasize the need to consider the learners’ diversity within assessment. The analysis of metaphoric representations, in undergraduate language teacher education, can be a beneficial tool to promote reflection on pedagogical and disciplinary competencies, particularly on those linked to the assessment of English language receptive and productive skills.

EFL Pre-Service Teachers’ Reflections on Different Aspects of Teaching in Saudi Arabia

EFL Pre-Service Teachers’ Reflections on Different Aspects of Teaching in Saudi Arabia