Pre-service English As A Foreign Language Teachers Research Articles

Pre-Service Teachers' Writing Accuracy and Fluency: The Role of Weekly Reading

The benefits of Extensive Reading (ER) have been extensively explored in the field of English as a Foreign Language (EFL), particularly in how this approach enhances writing skills. In Ecuador, writing represents one of the biggest challenges students face when acquiring language proficiency. Therefore, this study investigates the effects of weekly story reading (WSR) over an eight-week period on improving written accuracy and fluency among twenty-two EFL pre-service teachers at the Faculty of Education, Quevedo State Technical University, Ecuador. This action research employed a pre/post-test design to collect data before and after the pedagogical intervention. Written book reports were used as the pre- and post-test instruments to identify accuracy issues and measure words-per-minute (WPM) rates. The participants´ tokens of accuracy problems and WPM were quantitatively analyzed through descriptive and inferential statistics. The results showed, among the eight types of writing accuracy analyzed, the three most common errors made by students were punctuation, spelling, and syntax. Notably, they increased as more words were produced in writing. The findings indicate that weekly story reading assignments significantly improved writing fluency, with a mean difference of (M=5.24), and moderately reduced written accuracy problems. Extensive reading might magnify writing skills development among pre-service teachers in Ecuador or other contexts.

Enhancing EFL Higher Education through Fliki Videos: An Artificial Intelligence Implementation Approach

Artificial Intelligence (AI) presents different opportunities for enhancing personalized learning experiences within the field of English as a Foreign Language (EFL) education. Its capacity for adaptive learning is particularly noteworthy, as it caters to individual students’ unique styles. In this context, the purpose of this study was to investigate the impact of Fliki AI videos on EFL teaching and learning and determine students’ perceptions of their use. The participants included 84 pre-service EFL teachers at a private university in Ecuador. A mixed-method design was used to analyze quantitative and qualitative data. Instruments were diagnostic and perception questionnaires and an interview. The main findings revealed that Fliki AI videos effectively enhanced student engagement and comprehension. Additionally, participants reported improved understanding of linguistic and pedagogical concepts through clear explanations and visual representations provided by the videos. The adaptability of Fliki AI videos allowed for personalized learning experiences, while supplementary activities reinforced learning outcomes. Further research could explore optimal design features and instructional strategies for maximizing the effectiveness of these resources.

Pre-service EFL teachers’ emotional experiences, emotion regulation strategies and influencing factors in research: A Chinese case study

Currently, teacher emotion in the context of conducting research has drawn much attention in the field of teacher development. However, existing empirical studies mainly focus on in-service teachers’ emotional experiences in conducting research, thus overlooking pre-service teachers. This study involving seven pre-service English as a foreign language (EFL) teachers from a comprehensive university in mainland China as participants adopts a qualitative method to explore their emotional experiences, emotion regulation strategies and influencing factors in research. The first major finding is that the participants experienced positive, negative and complex emotions throughout their research journeys. The negative emotions left the deepest impression, with confusion being the most common emotion. Second, the participants employed both antecedent-focused and response-focused strategies to regulate their negative emotions and sustain the positive ones, but they favored the response-focused strategies. The antecedent-focused strategies included attention deployment, cognitive change, separation, expectation lowering and situation selection, while response-focused strategies cover communication, self-improvement, action taking, relaxation, adaptation and expressive suppression. Third, both personal and environmental factors played a part in the participants’ emotion regulation in conducting research. Personal factors included participants’ past experiences, agency, and personality, while environmental factors included relationships with others and the research support they received. The findings have some implications which may be helpful for pre-service EFL teachers, educators and policy makers in conducting and supervising research.

Investigation of Self-handicapping Behaviours Among Preservice Teachers of EFL

While self-handicapping has been extensively studied in the literature, there is limited research in the field of teaching English as a foreign language (EFL). This current study addresses this gap by investigating self-handicapping behaviours among EFL preservice teachers at a state university. The research focused on examining the frequency of self-handicapping behaviours among participants and identifying the factors influencing these. This quantitative study utilized a survey design and involved 106 participants who completed the abridged Self-Handicapping Scale. The descriptive statistics of the responses revealed a moderate level of self-handicapping among preservice teachers, with procrastination and insufficient study habits being the most common behaviours. To identify the factors affecting self-handicapping, various inferential analyses were conducted. Independent samples t-tests were employed to assess the impact of gender and grade, neither of which yielded statistically significant differences. However, there was a notable statistical significance in the participants’ GPA categorizations, as determined by ANOVA, and their external self-handicapping behaviours. Additionally, Pearson correlation analyses indicated a negative relationship between overall self-handicapping and achievement levels. Furthermore, participants’ self-reported achievement levels were found to be significant factors in the manifestation of self-handicapping behaviours. The findings of this study corroborate the results of similar research in the field.

Pre-service English teachers‘ approaches to technology-assisted teaching and learning: Associations with study level, self-efficacy and value beliefs

Information and communications technology (ICT) plays an important role in teaching and learning English as a Foreign Language (EFL) at school. However, there are still relevant research gaps regarding (prospective) teachers’ attitudes and approaches towards ICT-assisted EFL teaching and learning. The present study examined possible different groups of pre-service teachers based on patterns regarding their approaches to ICT-assisted EFL teaching and learning and associations with study level and value and self-efficacy beliefs based on a sample of pre-service EFL teachers from various universities in North Rhine-Westphalia (Germany). Results from a cluster analysis identified three distinct clusters of pre-service teachers who differed significantly in their transmissive and constructivist approaches to ICT-assisted EFL teaching and learning. Cluster allocation varied significantly depending on participants’ study level. Further cluster comparisons also partly indicated significant associations between participants’ transmissive and constructivist beliefs and their value beliefs regarding ICT-assisted EFL teaching and learning. Participants’ self-efficacy beliefs regarding ICT-assisted EFL teaching did not vary significantly between different clusters of pre-service teachers. Possible implications are discussed conclusively.

Shaping The Way to Teach? Exploring the Adoption of Digital Multimodal Texts As Instructional Tools in EFL Teaching Practicum

This research scrutinizes a case study conducted with 15 pre-service English as a Foreign Language (EFL) teachers in a microteaching class at the English Education Department at UIN Walisongo Semarang. The purpose of the study was to examine the forms, implementation, and reflection of digital multimodal instructional media utilized by pre-service teachers. Observations of classrooms and document analysis were employed to acquire data. Pre-service EFL teachers employ digital multimodal instructional media, including PowerPoint presentations, films, and songs, to enhance English language learning. These tools integrate text, images, video, and audio elements to teach language structures, vocabulary, and emotions effectively. Student portfolios showcase diverse educational strategies across different grade levels, using videos, songs, and PowerPoint presentations to engage students and reinforce language skills. Educator reflections underline the significance of digital multimodal media in simplifying complex topics, improving comprehension, and fostering a holistic learning experience. They also stress the importance of adequate equipment and resources for successful multimedia implementation, affirming the value of multimodal approaches in providing impactful and engaging English language education. The study highlights the potential for these digital tools to provide an engaging and interactive learning environment for EFL students. It is recommended that more research investigate ways for optimizing the use of digital multimodal media in diverse EFL teaching scenarios.

Bridging the Gap: The Reality of Digital Technology Integration by Indonesian Pre-service EFL Teachers

Background: This research investigates the integration of digital technology into teaching practices among pre-service English as a Foreign Language (EFL) teachers in Indonesia, using the Technological Pedagogical Content Knowledge (TPACK) framework. The exploration focuses on the contextual challenges and limited technological infrastructure that hinder effective technology use during teaching practicums. Methodology: Employing a qualitative case study design, the research involved six pre-service teachers from three junior high schools in Indonesia. Data were collected through Video-Stimulated Recall (VSR) interviews, direct observations, and analysis of teaching materials, including lesson plans and multimedia resources used in classroom settings. Findings: The findings reveal that while pre-service teachers were theoretically prepared for integrating technology into education, practical implementation was often compromised by infrastructural deficiencies. Teachers frequently encountered issues such as insufficient internet access and lack of support from supervisory staff, which forced them to rely on basic and offline technological tools despite their preparedness to employ more sophisticated resources. Conclusion: The research underscores a significant gap between the theoretical training provided by teacher education programs and the practical realities in Indonesian schools. It suggests that enhancing technological infrastructure and mentorship in these settings is crucial to effectively translate pedagogical and content knowledge into technology-integrated teaching practices. Originality: This research contributes to the field by highlighting the specific challenges faced by pre-service teachers in developing countries like Indonesia and provides empirical evidence on the discrepancies between their training and actual teaching experiences. The study advocates for an integrated approach in teacher education that aligns theoretical knowledge with practical abilities to navigate technological constraints

Exploring novel approaches to digital self-regulated learning: a study on the use of mobile applications among Polish and Turkish EFL pre-service teachers

AbstractThis study explores the digital self-regulatory practices of English as a Foreign Language (EFL) pre-service teachers via mobile applications in the post-pandemic era. The research is motivated by the need to address the absence of literature on the self-regulatory learning behaviours of EFL pre-service teachers in the aftermath of the pandemic-induced shift to online learning. The study participants were Polish and Turkish EFL students aged between 19 and 23, enrolled at state universities in Poland and Turkey. A validated online survey tool was developed and utilised for data collection based on the piloting phase of the study. The survey employed a combination of multiple-choice and 5-point Likert scale questions to examine participants’ interaction with different types of self-regulated applications after the pandemic. The findings revealed that Duolingo was the most widely used application. This underscored the importance of listening as the most frequently used language skill. The study also revealed a shift in learning patterns among participants following the pandemic as evidenced by the technologies available. Overall, the main findings of this study may serve as significant impetus for further research on pandemic-related changes in digital self-regulated learning practices among EFL learners globally. The results of the study might find broad implications for example for development of a new generation of MOOCs responding various needs of learners as well as incorporating elements of self-regulation into the traditional EFL class to increase its efficiency.

Enhancing Pre-Service EFL Teachers’ Self-Efficacy through the Use of ELF in a Multilingual World

The teaching practicum, a psychologically demanding phase of professional development, yields diverse self-efficacy outcomes for pre-service teachers. While it is crucial to view the practicum as a cornerstone for shaping teaching beliefs, there exists a research gap in understanding its influence on the self-efficacy of pre-service English-as-a-foreign-language (EFL) teachers in East Asia and delving into the cognitive processes during this period. This mixed-methods study (n = 18) aimed to address this gap. The quantitative results revealed an overall increase in participants’ self-efficacy, notably in classroom management. The qualitative findings uncovered challenges faced by those with lower self-efficacy, particularly when discrepancies arose with mentor teachers over teaching English through a communicative approach. Conversely, individuals with linguistically and culturally diverse pre-practicum experiences exhibited resilience while maintaining robust beliefs about their own teaching. The findings suggest the necessity for tailored teacher preparation programs aiming at nurturing a multilingual perspective through interaction in English as a lingua franca.

Employing reflective practice to capture Indonesian EFL pre-service teachers' conceptions of English learning

Understanding the English language learning concept is crucial for success in learning English. Numerous studies have focused on English as a foreign language (EFL) in-service teachers' perceptions of English language learning, while only a few have examined EFL pre-service teachers. This research delves into the different aspects of the experiences, reflections, and conceptualizations of English language learning among EFL pre-service teachers. A group of eight Indonesian EFL pre-service teachers engaged in participatory action research (PAR) during their field experience practices (PPL) in junior and senior high schools. This study employed a thorough approach to data collection, incorporating photovoice, an open-ended questionnaire, and in-depth interviews. The results of data analysis involving identifying and categorizing themes reveal a diverse range of perspectives, wherein English is likened to a lamp, dictionary, cuisine, flowers, class, and artificial intelligence (AI). Furthermore, learning English is often portrayed as an engaging and demanding process, highlighting the importance of innovative pedagogical approaches. This study emphasizes the significance of collaboration between language and technology departments to remain at the forefront of educational advancement, establishing a solid foundation for future research and improvements in EFL teacher education.

Investigating Indonesian EFL preservice teachers’ digital technological awareness and their challenges in EFL learning: A case study

The role of technology in learning English as a foreign language (EFL) remains significant. While numerous studies explored the effectiveness of technology in learning EFL, there is a paucity of research that examines EFL preservice teachers' digital technological awareness and their challenges in using technology in EFL learning. This study aims to investigate EFL preservice teachers' digital technological awareness and their challenges. This case study involved six EFL preservice teachers from the English Education Program at one of the higher colleges in West Nusa Tenggara Province, Indonesia. The data were garnered through in-depth interviews and observations. Thematic analysis was used to analyze the data. The result shows that teachers’ teaching style frequently incorporating technology in learning has been the main influence in enhancing the students' technological awareness. In terms of challenges, EFL preservice teachers faced four main difficulties: financial barriers, technical issues, meeting the lecturer's expectations, and technological anxiety. This study suggests that there is a need for teacher training programs to include components that focus on enhancing digital technological awareness among EFL preservice teachers. This can be maintained through workshops, courses, or specific modules designed to address the challenges EFL preservice teachers face.

Teaching Deep Culture to Develop Intercultural Communicative Competence (ICC) for EFL Pre-service Teachers

In common, EFL (English as a Foreign Language) teachers primarily provide surface-level cultural knowledge to their pupils, who are then expected to use critical thinking to delve into the material. Unfortunately, Universitas Billfath's pre-service teacher education program experienced the same situation. However, candidates for language teachers should possess intercultural competency, which means they should learn about both visible and hidden aspects of culture. To prepare pre-service teachers for their future careers, this study suggests that they be taught profound cultural issues. This will help them to enhance their intercultural communicative competence (ICC). To be specific, this study began with a brief overview of the teaching context and participants. Additionally, a critical analysis of incorporating deep culture to develop ICC was examined. This article also provided an illustration of how the method of teaching deep culture is organized and the reasoning behind it.

Teaching Immunity of Language Teachers: A Reflective Approach

The shield analogy, which teachers have developed to protect themselves naturally against the difficulties that arise in the teaching process, is one of the most effective expressions used to express teacher immunity. Teacher immunity and reflective teaching are very important constructs that can affect language teachers’ practices and professional development. Therefore, this study aimed to investigate how reflection on teaching practice influences the teaching immunity of pre-service EFL (English as a Foreign Language) teachers. It also investigated factors influencing the changes in the teaching immunity of pre-service EFL teachers. The participants were six pre-service EFL teachers at a state university in Turkey. Data were collected through reflection forms during teaching practice and follow-up interviews with the participants. The content analysis method was used to analyse the collected data. The findings revealed that reflecting on teaching practice raised teachers’ awareness about their instructional practice, affective factors, and professional development. Additionally, the results indicated that teaching responsibilities, coping strategies, and contextual factors were the three main factors influencing the changes in the teaching immunity of teachers. It would be fair to state that reflecting on teaching practice may help teachers be resilient to burnout, open to change, tolerate negative behaviours, and, thus, increase their instructional effectiveness.

Boosting Preservice EFL Teachers' Reading Skills via Visual Media

This study investigates the efficacy of metacognitive reading strategies, supplemented with visual media, in improving English reading comprehension abilities among pre-service English as a Foreign Language (EFL) educators. The study intends to enhance reading comprehension test performance by employing a quasi-experimental design that includes pre-test, intervention, and post-test phases. The study included a total of 102 preservice EFL teachers who were currently engaged in a course focused on communicative language learning in an English pedagogy undergraduate program. The intervention consisted of utilizing metacognitive methods in conjunction with visual media. The effectiveness of this approach was assessed through the administration of a widely recognized Reading Comprehension Test (RCT), a Metacognitive Strategy Questionnaire (MSQ), and supplementary visual media. The results demonstrate a substantial improvement in average reading comprehension scores, increasing from 0.5 to 0.72 after the intervention. The study utilized a mixed-methods approach, including questionnaires and interviews to collect qualitative data on students' assessments of the intervention's efficacy. The findings indicate that students consider the metacognitive strategies to be useful at all stages of reading, including pre, while, and post reading. The incorporation of visual media, such as videos and infographics, played a crucial role in promoting metacognitive knowledge, monitoring, and control strategies. This study emphasizes the potential of integrating metacognitive strategies with visual media to greatly improve reading comprehension skills in English as a Foreign Language (EFL) settings.

Pre-service EFL teachers’ identity construction in relation to digital gamification: A social theory of learning perspective

Nowadays, digital technology is a vital aspect of teaching. Therefore, it is essential for pre-service teachers of English as a foreign language (EFL) to develop an identity that fits the current needs. In response to this demand, this study aims to explore pre-service EFL teachers’ identities in relation to digital technology, more particularly gamification. This study employs Wenger's social theory of learning especially the Engagement, Imagination, and Alignment modes of belonging. This study involved four pre-service EFL teachers from two different contexts in Indonesia. Data on participants' involvement in digital gamification were collected from the written history records of the participants and semi-structured interviews. Data which were collected during seven-week period of the participants’ teaching practice were analyzed to grasp how digital gamification influenced the development of their identities as pre-service EFL teachers. The findings indicate that the participants encountered identity struggles in using digital gamification to negotiate their identities when teaching practice in placement schools. Likewise, they claim to have developed a number of identities such as contemporary, tech-savvy, innovative, and up-to-date pre-service EFL teachers. The results of this study assert that initial teacher education would benefit from focusing on the identities of pre-service EFL teachers. This implies that pre-service EFL teachers need to continually maintain their ever-changing digital identities and that schools need to provide pre-service EFL teachers with additional technological resources.

Determinants of Intention to Use ChatGPT for Professional Development among Omani EFL Pre-service Teachers

The integration of ChatGPT within the workplace holds the promise of enhancing professional communication, streamlining task automation, and expediting access to information and assistance. However, the ultimate success of this endeavour hinges on the proactive adoption and utilisation of ChatGPT by professionals. This study endeavours to illuminate the utilisation of ChatGPT for professional development by pre-service teachers specialising in English as a Foreign Language (EFL) in Oman. To this end, it employs an extended conceptual framework rooted in the technology accceptance model (TAM), incorporating critical exogenous factors such as instructor support, personal innovativeness, and perceived learning value. Confirmatory factor analysis (CFA) was employed to assess the construct validity and reliability of the model's components. Utilising a cross-sectional research design, a structured questionnaire was administered to a sample comprising 280 EFL pre-service teachers in Oman. The structural model elucidated that external factors—namely, instructor support, personal innovativeness, and perceived learning value—exerted a statistically significant influence on the EFL pre-service teachers' perceptions of the utility and ease of use of ChatGPT. Moreover, it emerged that the perceived utility and ease of use of ChatGPT were instrumental in shaping the intention of Omani EFL pre-service teachers to embrace this AI-powered tool for their professional development endeavours. Collectively, the model effectively accounted for 63% of the variance in the intention of EFL pre-service teachers in Oman to adopt ChatGPT for their professional growth. These results have practical implications for educators and institutions seeking to enhance the integration of innovative technologies like ChatGPT in language education and professional development programs.

The Impact of Online Reflective Practice-oriented Assessment on the Self-efficacy of Turkish EFL Pre-service Teachers: A Case Study

The purpose of this mixed-methods case study is to explore the impact of online reflective practice-based assessment, virtual mentoring and video-mediated self-assessment on the self-efficacy of Turkish pre-service teachers of English as a Foreign Language (EFL) in a practicum course in the 2021/2022 academic year. The Turkish version of Teachers’ Sense of Efficacy scale by Capa, et al. (2005) was used to collect the quantitative data. Paired sample t-test was employed in the quantitative data analysis. Semi-structured interviews, reflection journals, and video-mediated post-teaching self-assessment forms were utilized in the qualitative data collection. Thematic content analysis was used in the qualitative data analysis. Findings indicated while verbal persuasion and enactive mastery experiences were regarded as the main self-efficacy sources for pre-service EFL teachers, affective states were also found influential in their self-efficacy perceptions. The study revealed the favorable impact of virtual mentoring and video-mediated self-assessment on pre-service EFL teachers’ self-efficacy development.
 
 Key words: online, reflective, practice-based assessment, self-efficacy, EFL pre-service teacher

Eliciting Pre-Service EFL Teachers’ Views on Coursebooks Through Metaphorical Language

Unearthing pre-service teachers’ attitudes towards coursebooks might well have important implications both for pre- and in-service teacher education since of all the wide range of materials used in English language teaching (ELT), coursebooks are still the most widely used materials in school settings. In this regard, this study aims to surface pre-service English as a Foreign Language (EFL) teachers’ beliefs on coursebooks through metaphorical language. Data gathered from 129 Turkish pre-service teachers of English are presented and discussed in the present study. Qualitative content analysis was employed in this study to analyze the metaphors provided by the pre-service EFL teachers. The participants produced 70 different metaphors for coursebooks and data analysis revealed seven conceptual categories: Guidance, Resource, Support, Access to New Opportunities, Worthlessness, Restrictions and Boredom. The participants produced mostly positive metaphors for coursebooks and saw coursebooks as a support and guide for language education.

Investigating pre-service EFL teachers’ language mindset and epistemological beliefs

Learning a new language is widely recognized as a persistent, intricate, and demanding endeavor for learners. Along this journey, various challenges are expected to arise, potentially hindering effective communication. Therefore, Language Learning Mindsets (LLMs) are considered crucial indicators in understanding why learners react differently to these adversities. Additionally, LLMs encompass how learners respond to the learning process, influencing their goals, learning strategies, and effort, consequently impacting their motivation for language acquisition. The goal of this study is to explore the potential relationship betwixt language mindsets (LLMs) and epistemological beliefs among pre-service English as a Foreign Language (EFL) teachers. To accomplish this, 141 pre-service English teachers participated in the study. Quantitative data were gathered using the Language Mindsets Inventory (LMI) and the Epistemological Beliefs Questionnaire. The quantitative data analysis involved the application of descriptive statistics and regression analyses. The findings demonstrated that the sub-dimensions of epistemological beliefs, namely, learning effort and certainity in knowledge, significantly predicted and positively influenced incremental views during the language learning process. Specifically, their respective impacts on the outcome variable concerning treatment differences were somewhat less pronounced but remained in the positive range. Moreover, while innate/fixed ability significantly influenced entity views of language learning, the sub-dimensions of learning process/expert knowledge and learning effort did not serve as significant predictors for entity views regarding language learning. These findings hold implications for the development of EFL teachers' beliefs, suggesting that their perception of innate learning ability, which is transferable, significantly affects their approach to language learning.

Merdeka Belajar–Kampus Merdeka (MBKM) to strengthen the culture and citizenship literacy of EFL pre-service teachers

The purpose of this study is to explain and describe the role of the Merdeka Belajar–Kampu Merdeka (MBKM) or the Independent Learning Program in enhancing the culture and citizenship literacy of EFL (English as a Foreign Language) pre-service teachers at Universitas Almuslim, Indonesia, through the PERMATA-SAKTI Program, a student exchange program. This research employed a mixed method. The respondents of this study were prospective EFL teachers who participated in the program. Five informants were interviewed extensively to collect qualitative data. The interviews were transcribed and the results were analyzed through thematic analysis. A number of 35 pre-service EFL teachers filled in a closed-ended questionnaire to collect quantitative data. These data were analyzed descriptively. The findings of this study indicated that the program could strengthen the cultural and citizenship literacy of EFL pre-service teachers by introducing culture and diversity through the online learning process. The active combined learning process revealed the values of solidarity, tolerance, diversity, and unity. EFL pre-service teachers developed an attitude of mutual respect through a dynamic learning process involving diverse languages, races, ethnicities, religions, and worldviews. This study concluded that the PERMATA-SAKTI Program effectively strengthened the EFL pre-service teachers’ cultural and citizenship literacy.