EFL Prospective Teachers Research Articles

Using podcasting to enhance EFL prospective teachers’ oral presentation skills

Using podcasting to enhance EFL prospective teachers’ oral presentation skills

The Effectiveness of a Mobile Learning Strategy via WhatsApp in Developing EFL Prospective Teachers' Reading and Writing Skills

The aim of this study is to investigate the effectiveness of the mobile learning strategy via WhatsApp in developing EFL reading and writing skills among third -year prospective teachers. The participants included (30) third -year prospective teachers at English department at the Faculty of Education, Menoufia University. They are assigned to one study group. To reach the goal of the study, the researcher prepared an integrated reading - writing skills checklist, an integrated reading –writing skills pre-test, an integrated reading–writing skills post-test, and an integrated reading –writing skills rubric. The mobile learning strategy via WhatsApp is designed to develop EFL reading skills and writing skills among third -year Prospective teachers at the Faculty of Education. Results show that mobile learning strategy via WhatsApp emphasized it is effective in improving third year prospective teachers’ reading and writing skills. Thus, the suggested app is effective in developing EFL reading and writing skills among third year prospective teachers.

Using The Ubiquitous Learning Tools for Developing EFL Prospective Teachers' listening Comprehension and Digital Literacy skills

Using The Ubiquitous Learning Tools for Developing EFL Prospective Teachers' listening Comprehension and Digital Literacy skills

The Impact of using Virtual Language Labs on Developing Listening Skills and Motivation of EFL Prospective Teachers

The Impact of using Virtual Language Labs on Developing Listening Skills and Motivation of EFL Prospective Teachers

Enhancing EFL Prospective Teachers' Classroom Management Skills Through the implementation of Flipped Classroom

Numerous endeavours have been detected to improve new techniques, strategies, and methods for enhancing teachers' classroom management skills, both in the pre-service and in-service settings. This study aimed at investigating the effectiveness of using the flipped classroom model in developing Egyptian EFL prospective teachers' classroom management skills. This study adopted the experimental research design that has been exploited in the current study. The sample of the study consists of 34 EFL prospective teachers in Hurghada Faculty of Education, South Valley University, Egypt. The researcher has designed and validated a classroom management questionnaire to be used for data collection purposes. There are statistically significant differences in the mean scores of the experimental and control groups' in providing an atmosphere of classroom discipline in favor of the experimental group in the post-testing in providing an atmosphere of classroom discipline (Mexperimental = 60.88, Mcontrol = 46.29), Stirring pupils' motivation to learn (Mexperimental = 62.94, Mcontrol = 47.58), Regulating the process of classroom interaction (Mexperimental = 71.64, Mcontrol = 55.17), classroom management skills (Mexperimental = 195.47, Mcontrol = 149.06). Therefore, the present study highlighted that the flipped classroom model had a significant effect on developing some classroom management skills of Egyptian EFL prospective teachers. It is recommended that more research is needed to test flipped classroom teaching models for language skills such as listening, speaking, reading, writing, vocabulary, and grammar.

A Program Based on Connectivism for Creating Personal Learning Environments to Develop EFL Prospective Teachers' Instructional Performance: A Case Study

A Program Based on Connectivism for Creating Personal Learning Environments to Develop EFL Prospective Teachers' Instructional Performance: A Case Study

"Effectiveness of Using Computer-Mediated Communication in Developing EFL Prospective Teachers’ Use of 21st Century Learning Skills"

"Effectiveness of Using Computer-Mediated Communication in Developing EFL Prospective Teachers’ Use of 21st Century Learning Skills"

The Impact of Pragmatic Tasks on EFL Prospective Teachers' Critical Thinking Skills

The Impact of Pragmatic Tasks on EFL Prospective Teachers' Critical Thinking Skills

A Proposed Model Based on Introvert/Extrovert Perspectives to Develop Practicum Practices of EFL Prospective Teachers

A Proposed Model Based on Introvert/Extrovert Perspectives to Develop Practicum Practices of EFL Prospective Teachers

How Confident are EFL Prospective Teachers toward Technology?

The advance of ICT development in educational context encourages educators to increase their competence towards technology integration for classroom activities. Consequently, this phenomenon affects teacher education program to equip student teachers as the digital natives in this fourth industrial revolution era with skills accommodating their technology literacy as well as practice. However, to determine the appropriate integration model and supporting training program, analyzing technology confidence seems to be an important thing for initial development step for an institution. This study aims to investigate technology competence of English prospective teachers in terms of applications use capability, technology confidence based on GPA, and TPACK confidence. Questionnaire was used as the instrument, and it was administered to twenty eight participants. The data was analyzed descriptively. The findings reveal that most of the subjects are familiar with the technology application. Further, not all of the subjects are confident to their ICT competence. Inserting GPA information to the prospective teachers’ profile, it shows that high GPA do not guarantee high confidence on ICT use. For TPACK confidence result, it shows that more than 45% are confident to integrate technology in their classroom instruction.

Using Multisensory Teaching Approach for Developing EFL Prospective Teacher's Immediacy Skills in Classroom Communication

The present study investigated the effectiveness of using multisensory teaching approach for developing EFL prospective teachers' immediacy skills. The problem of this study was identified in EFL prospective teachers' poor mastery of verbal and nonverbal immediacy skills in practicum classrooms. The study adopted the quasi- experimental design. The subjects of this study were (38) participants, they were selected randomly from fourth year student-teachers (Elementary Education) at Port-Said Faculty of Education. They were divided into two groups (control and experimental). To determine the most required verbal and nonverbal immediacy skills to be developed, a questionnaire containing a list of such skills with their performance sub-skills was designed for TEFL specialists. Based on the selected skills, the researcher designed a pre- post observation checklist of immediacy skills approved by a jury; and EFL prospective teachers of the experimental group were taught to use multisensory teaching to support developing their immediacy skills in the classroom. The results of administering the pre- post immediacy skills observation checklist (quantitative instrument), evaluation and self-reflection quizzes, peer assessment checklists, and student- teachers' reflective logs (qualitative instruments) showed that there was a statistically significant difference at 0.01 level between the mean ranks of the control and experimental groups on the post-administration of the observation checklist in favor of the experimental group in both verbal and nonverbal immediacy skills. The findings of the present study revealed that using multisensory teaching approach had a positive effect on developing EFL prospective teachers' verbal and nonverbal immediacy skills.

An Overview on EFL Prospective Teacher's Instructional Communication Skills

Instructional communication is a unique area of study. It is rooted in research conducted among educational psychology, pedagogy, and communication studies. It is the process by which teachers and students stimulate meanings in the minds of each other using verbal and nonverbal messages that result in positive educational outcomes. EFL prospective teachers have to realize that their communicative competence is completely related to their instructional communication skills essential for the effectiveness and success in teaching and learning processes, establishing good relationships with their students and effective and interactive learning environment in the classroom. The purpose of this paper is to review recent research on instructional communication and discuss the implications of this research for EFL instruction. The discussion tries to find answers for the following theoretical questions: What is instructional/ classroom communication? What is the instructional communication model? What are the instructional communication skills required for EFL prospective teachers? And what is the importance of implementing instructional communication skills in EFL classrooms? Therefore, the present descriptive study recommends some instructional communication skills which can be adopted by EFL prospective, in-service teachers and even teachers of other subject matters for improving their instructional communication in the classrooms. Keywords: Instructional/ Classroom Communication, Instructional Communication Skills, and EFL Prospective Teachers/Student-Teachers.

Critical Incidents: Exploring EFL Prospective Teachers’ Teaching Experiences

<p style="text-align:justify">Investigating critical incidents is one way to assist prospective teachers in expressing any developmental stage when accomplishing the teaching practice program. It is a significant component of reflective teaching in an educational framework related to continuing professional development (CPD), particularly self-directed learning. This study aims at exploring EFL prospective teachers’ field experience in cultivating their teaching competence through a critical incident analysis. A qualitative approach was applied. Three participants with different levels of English proficiency took part in this study by sharing their experiences through participating in and answering an interview and an opinionnaire. To analyze the data from the instruments, this study used descriptive analysis and coding techniques respectively. Results indicate that both negative and positive critical incidents contribute to the participants’ teaching development. The incidents support the learning process towards becoming a teacher and assist shaping their awareness of teacher identity. Further, the result of this study reveals that English proficiency level seems to take part in the strategy used for identifying critical incidents. This study implies that critical incidents provide a chance for prospective teachers to be more reflective. Thus, teacher education program stakeholders need to support critical incident analysis by giving relevant assignments while they are doing teaching practice, which in turn builds professional development in the context of prospective teachers.</p>

EFL Prospective Teachers’ English Language Proficiency Development: A Longitudinal Study

The purpose of the current study was to examine English language proficiency development among EFL prospective teachers during their four-year study at the faculty of education. A sample of sixty six college EFL prospective teachers took part in the study. The Examination for the Michigan Certificate of Proficiency in English (ECPE) was first administered to participants in the academic year 2017 when they got enrolled as freshmen at the Faculty of Education, Kafr El-Sheikh University. Later on, participants took the same examination before their graduation in 2020. Data were statistically analyzed using Predictive Analytics Software (PASW) Statistics, version 18 to investigate the impact of English prospective teachers’ academic preparation on their language proficiency as well as the relationship between their English language scores on the General Secondary Certificate (G.S.C.) Exam and overall proficiency after a specialized study at university. Results indicated that EFL prospective teachers’ overall language proficiency level in English was improved. However, some proficiency components such as grammar and vocabulary were not developed. Moreover, there was no relationship between the scores they obtained on the G.S.C. Exam and their language proficiency level in English. Interpretation of results was provided and recommendations were suggested.

A Suggested Web-Mediated Process Genre -Based Program for Developing Writing Autonomy of EFL Prospective Teachers

The aim of this study is to investigate the effect of a web-mediated program based on the combination of the process approach and the genre approach on developing writing autonomy among prospective teachers at Sohag Faculty of Education. Participants of the present study consisted of forty-six students who were chosen randomly from third- year students enrolled in English section at Faculty of Education, Sohag University, Egypt. The design of the study is the two-group post-assessment design, (N=23) for the experimental group and (N=23) for the control group. Both groups were tested before and after the intervention. The instruments of the research included a writing autonomy scale (WAS) and the suggested web-mediated process genre (WMPG) -based program. Results of the research revealed a statistically significant difference between the mean score of the experimental group and that of the control group in the post test of WAS in favor of the experimental group. These results were ascribed to using a program based on the combination of the process approach and the genre approach via the facilities of the Internet.

Online Transformational Learning to develop Egyptian EFL Prospective Teachers' Pedagogical skills during COVID-19 Pandemic

Online Transformational Learning to develop Egyptian EFL Prospective Teachers' Pedagogical skills during COVID-19 Pandemic

Using a Performance-Based Learning Program to Enhance EFL Professional Diploma Students'Assessment Literacy

The present study aimed at investigating the use of a performance-based learning program (PBL) for enhancing EFL professional diploma students ' assessment literacy skills at the Faculty of Education. The study adopted a pre-post group design. The study sample was twenty five students. The whole group was submitted to an intensive training in PBL program. The instruments of the study included a needs assessment questionnaire, a checklist to determine the Assessment Literacy (AL) domains and their sub skills most needed by EFL prospective teachers, and a pre-post assessment literacy test. Analysis of data obtained by students (using t- test) revealed that the PBL program was so efficient and effective in promoting EFL professional diploma students' literacy skills in the post-performance of the test. Discussion of these findings, recommendations and suggestions for further research are presented.

The Effect of Collaborative Team Meeting Strategy on Developing EFL Prospective Teachers’ Lesson Planning and Lesson Delivery Quality

The Effect of Collaborative Team Meeting Strategy on Developing EFL Prospective Teachers’ Lesson Planning and Lesson Delivery Quality

Investigating EFL Prospective Teachers' Ability to Translate idioms

The main objective of this study is to investigate EFL teachers' ability to translate idioms and to measure their translation strategy awareness. The study tried to answer two questions: To what extent are EFL teachers at October 6 university able to translate idioms and to what extent are EFL prospective teachers at October 6 university aware of translation strategies? The study sample is English majors at the Faculty of Education, October 6 University. Some of the EFL upcoming teachers participated in the study as they were carrying out their final exams of the second term of the academic year 2018-2019. The study involved 43 EFL prospective teachers. The study sample involved only fourth year English language majors that should be highly aware of the courses of English and translation. To collect the required data, a translation test and translation strategy awareness questionnaire were made, validated and administered. The administration of the study instruments happened in their final second term of the academic year 2018-2019. The sample of the present study were asked to translate 20 items in addition to respond to translation strategy awareness questionnaire through ticking the strategies they use in translation. Results manifest that 86.05% of the study sample were unable to pass a translation test and their awareness regarding translation strategies was poor since they got 40.42% whereas the cut-off level was 50%. Finally, some suggestions and recommendations were proposed.

The Effectiveness of Using Dramatic Problematizer Language Learning Model (DPLLM) in Developing EFL Prospective Teachers' Critical Reading Skills and Reading Habits

The purpose of the research is to investigate the effectiveness of using dramatic problematizer language learning model (DPLLM) in developing EFL prospective teachers' critical reading skills and reading habits. The design of the research was a mixed research methodology. It combined both quantitative and qualitative methods of inquiry. The participants of the research consisted of sixty students (N=60). They were chosen from third students enrolled in English section at Benha Faculty of Education, Egypt. They were divided into two groups; an experimental group (N=30) and control group (N= 30). The experimental group was taught through using Dramatic Problematizer Language Learning Model (DPLLM), while the control group was taught by the regular method. Both groups were tested before and after the intervention. The instruments of the research included an EFL critical reading skills test, reading habits scale and semi-structured interview. Results of the research revealed a statistically significant difference between the mean scores of the control group and experimental group students in the pre and post administration of the EFL critical reading skills and reading habits in favor of the experimental group. These results were ascribed to using dramatic problematizer language learning model.