Pre-service English As A Foreign Language Teachers Research Articles

Proposing a Theoretical and State-of-the-Art Didactic Model to Balance Oral Communication Fluency and Accuracy in English as a Foreign Language

The profile of English as a Foreign Language (EFL) teacher education programs in Chile requires graduates to communicate effectively and master phonetic-phonological, lexical, morpho-syntactic, semantic, and pragmatic aspects of the English language. Graduates should possess an advanced level of oral proficiency which entails an adequate balance of fluency and accuracy in oral communication. Attaining a correct balance between oral fluency and accuracy from the start of EFL pre-service teacher training programs is currently a goal of Chilean Universities. The objective of this article is to analyze EFL oral communication development and propose a theory-based didactic model to address and overcome EFL teacher constraints in Chile (first year EFL pre-service teachers) regarding fluency and accuracy in oral communication development. The proposed didactic model is based on a theoretical revision of constructs in Second Language Teaching literature. The proposed model contributes to the developing research that can support the progress of fluency and accuracy in EFL pre-service teacher oral communication, which is limited by second/foreign language teaching theories, methodologies and approaches which require further study.

An Investigation of Pre-Service EFL Teachers’ Self-Efficacy Beliefs

The purpose of this study was to investigate pre-service English as a foreign language (EFL) teachers’ self-efficacy beliefs. The study was a descriptive study based on a single screening model. A total of 291 freshman, sophomore, junior and senior students studying at a state university in Turkey during the fall semester of the academic year 2018-2019 participated in the study. Teachers’ Sense of Efficacy Scale (TSES) which was originally developed by Tschannen-Moran & Woolfolk Hoy (2001) and adapted into Turkish by Çapa, Çakıroğlu, and Sarıkaya (2005) was used to determine pre-service EFL teachers’ self-efficacy beliefs. Pre-service EFL teachers’ self-efficacy beliefs were analyzed by descriptive statistics. Differences in participants’ self-efficacy perceptions by class level were analyzed by one-way ANOVA. The Tukey multiple comparison test was used to determine significant differences among the different class levels. Research results revealed that pre-service EFL teachers had relatively high-level teacher self-efficacy perceptions in general and for classroom management, student engagement and instructional strategies subscales. Also, it was found that juniors had significantly higher scores than sophomores in both total scale and student engagement subscale. Total and subscale scores at other class levels did not differ significantly. It was suggested that pre-service EFL teachers’ self-efficacy perceptions should be considered with greater attention in the ELT program at the university and special efforts are required to strengthen seniors’ self-efficacy perceptions.

Self-Assessment of the Sounds of the English Language that Pre-Service EFL Teachers Consider Problematic to Pronounce

The article presents and discusses a mixed-method study that aimed at establishing how pre-service teachers of English as a Foreign Language (EFL) self-assessed those sounds of the English language that would cause problems for their pronunciation in EFL. Fourteen pre-service EFL teachers on the intermediate level of EFL proficiency whose first language (L1) was Norwegian were recruited for the study. They were asked to write reflectiveessays concerning the sounds of the English language that they considered problematic to pronounce. The participants’ essays were contrasted with the essays written by the control group that was comprised of 14 in-service EFL teachers whose L1 was Norwegian. The results of the analysis revealed that the participants identified several English sounds that they self-assessed as problematic to pronounce, e.g. /z/, /ð/, /θ/, and /ʌ/. The analysis of the controls’ essays yielded similar results. These findings and their linguo-didactic implications are discussed in the article.

Pre-service EFL Teachers’ Expectations, Needs, and Challenges in a Language Learning and Technology Course

This study contributes to and expands the existing body of knowledge on the subject by examining the needs, expectations, and challenged by pre-service English as a foreign language (EFL) teachers in a language learning and technology (LL&T) course. This study was conducted in a Bachelor of Arts program at a Saudi university. Research results are based on a qualitative survey utilising open-ended questions. The purposes of the questionnaire were to explore instructor: Expectations, needs, experiences, preferred technology, challenges, and suggestions. The survey sample size was 79 pre-service EFL teachers, and the survey period spanned two consecutive semesters. The results of the research indicate that each of the foregoing are important factors in the quality of technology-based pre-service EFL teachers training courses. See supra. The study also suggests that several important issues might easily be overlooked in course syllabus development and material usage.

Understanding EFL pre-service teachers’ behavioral intentions to use cloud applications

The purpose of the present study is to investigate the behavioral intentions of Turkish English as a foreign language (EFL) pre-service teachers to use a cloud application in their future classes. Preliminary data were collected from 22 senior EFL pre-service teachers via a questionnaire, semi-structured interviews, and an observation form. Before the questionnaire was administered, the participants were trained on the use of Voicethread in language teaching for three weeks. At the end of the training, a Unified Theory of Acceptance and Use of Technology questionnaire was used to collect the data. Semi-structured interviews were designed to have a deeper understanding why pre-service teachers accepted or rejected the use of Voicethread in language teaching. In addition, the teaching demonstrations of the pre-service teachers were observed to see how they used Voicethread in the activities they designed and whether they could carry out an activity based on incorporating Voicethread. The findings indicate that pre-service teachers in this study do not seem to intend to use Voicethread in their future classes. Given some significant potential benefits for use of the tool, this paper then considers more effective approaches to engaging pre-service teachers in exploring and applying the benefits as well as negotiating any difficulties experienced in the use of Voicethread.

Pre-Service EFL Teachers’ Perception of Blended Learning

Due to its great prospects to maximize the advantages of both online learning and faceto-face learning, blended learning (BL) has been growing as one of the most important educational advances of the 21st century. Current studies have revealed that BL is very potential to help address students’ diverse need and learning style, advance students’ learning experience by developing their engagement, motivation, and capacity for reflection, and provide learners with direct experience with technology-supported skills essential for 21st-century success style. This study aimed at investigating the perception of pre-service EFL teachers of blended learning in learning English as a foreign language (EFL) setting. Employed a mixed methods research design, quantitative and qualitative data were collected from 32 students of the English Education Department of Universitas Kristen Indonesia Jakarta. The findings revealed thatthe students’ perception towards blended learning was positive. The participants also valued learning using the online platform not only because it offers convenience, flexibility, and immediate access but also increases their engagement and independence and develops their technical and information literacy skills. However, they viewed face-to-face instruction more effective for it is more realistic due to the presence of direct interaction, immediate response, and the convenience of reading printed texts.

Preparing preservice EFL teachers for CALL normalisation: A technology acceptance perspective

This study aims to provide a practical framework to measure the effect of current English as a foreign language (EFL) teacher education programmes on preparing preservice teachers for computer-assisted language learning (CALL) normalisation. To this end, the study compared the attitudinal and cognitive differences between preservice teachers at the junior and senior levels. Guided by prior technology acceptance research, a research model consisting of six relevant dimensions was proposed. Preservice EFL teachers from a Chinese university were invited to respond to an online questionnaire and the resultant data were analysed through structural equation modelling. Following confirmatory factor analysis, participants were divided into two groups according to their year level. Measurement invariance was checked first and then latent mean differences between the junior group (n = 204) and the senior group (n = 91) were compared. Measurement invariance results suggest that there existed measurement invariance across groups. Meanwhile, for the latent mean difference test, only one significant mean difference was detected in perceived usefulness, with the senior group showing a higher mean score. The findings demonstrate that though progress has been made, the programme may need further improvement. Implications for teacher educators, institutional leaders, and policymakers are also discussed.

PERSONALIZING POTENTIALS OF WEBLOG IN EFL CLASSROOMS

A weblog (also called a blog) has been pervasively used as an alternative language learning technology in English as a Foreign Language (EFL) settings. However, there are still limited attempts to shed more lights on the (a) integration of various applications in the blog and (b) how they can be maximized for teaching and learning purposes in the context of Indonesian higher education. Therefore, this study aims to explore issues concerning the use of a tutor blog run in an English Education Study Program of a private university. The exploration focuses on the potentials of the tutor blog and their relevance to current blogging activities as well as draws on related literature and reflective experiences in utilizing the blog in EFL classrooms. This study seems to confirm the potentials of the tutor blog, as asserted by Campbell (2003). The analysis also reveals some possibilities of integrating the blog into other technological applications, which should be beneficial for pre-service and in-service EFL teachers who wish to utilize blogs to support their pedagogical agendas. The study concludes with directions for further studies.

Games people (don’t) play: An analysis of pre-service EFL teachers’ behaviors and beliefs regarding digital game-based language learning

Despite the prevalence of digital gaming as a leisure activity and research attesting to the affordances of digital game-based language learning (DGBLL) for English as a foreign language (EFL), the use of DGBLL remains low, especially outside the United States. A survey was carried out in order to understand both the beliefs and behaviors of pre-service EFL teachers in Germany regarding DGBLL. Utilizing constructs from a variety of instruments, students were asked about their prior experience with digital media for language learning, their perceived language skills and language learning strategies, their digital game playing behaviors, their digital language learning behaviors, and their beliefs regarding DGBLL. The results demonstrate that the cohort engages in limited DGBLL despite holding generally positive beliefs about the activity. While favorable beliefs were found to be inversely related to prior experience in formal school settings, current engagement in game playing affects perceived English language skills and language learning strategies positively. These findings have significant implications for EFL teacher education as regards DGBLL and further illuminate the habits and attitudes of so-called “digital natives.”

Reflection in pre-service teacher education: exploring the nature of four EFL pre-service teachers’ reflections

ABSTRACTThis year-long study examined the nature of reflections belonging to four EFL (English as a Foreign Language) pre-service teachers. It was longitudinal in nature, taking place during the phases of teachers’ initial observation, teaching practice, and entry into the teaching profession. This study aimed to investigate the nature of student-teachers’ individual reflections throughout the phases of school experience, teaching practice, and entry into the workplace. Data collection was facilitated via interviews conducted throughout the study’s duration, and the collected data were subsequently analyzed deductively using content analysis. In addition, the onion model of reflection of was employed for interpretation of the data. The findings of this interpretation indicated that although most of the reflections concerned environment, behavior, and competence (outer level of the onion model), some of the reflections nevertheless pertained to mission (inner level of the onion model). Moreover, an examination of participants’ individual reflection processes revealed that although reflections initially were outer-level in nature, by the end of the study they had become more inner-level-oriented.

EFL Pre-service Teachers’ Perceptions towards the Use of CALL in the English Language Classrooms

This study aimed to investigate English as a Foreign Language (EFL) pre-service teachers’ perceptions towards the use of Computer Assisted Language Learning (CALL) in the English Language Classrooms concerning the teachers’ computer competence and their perceptions of CALL after creating and using their own CALL in language teaching. The participants were EFL pre-service teachers studying in the faculty of education, Mahasarakham University, Thailand. Questionnaires were used to collect the data after teaching with CALL. The findings revealed that the overall computer competence of the participants was a moderate to a high level, yet the participants were not competent in accessing the different types of information and CALL materials online. Furthermore, the participants reported that the use of a computer made language learning interesting and encouraging. However, they demonstrated that a computer training program was required due to the lack of competence in operating some computer programs as well as the inadequate knowledge of new technology for the language learning. It can be surmised that though the EFL pre-service teachers have learned about CALL, they still find the CALL knowledge gained from the teaching methodology courses insufficient for effective CALL integration and design. Therefore, the study suggests that in order to improve teacher preparation courses, the knowledge of CALL including what CALL is, various types of CALL, as well as CALL materials evaluation be provided. Additionally, the understanding of teaching approaches should also be improved along with the technological skills since the knowledge of CALL solely is inadequate to make effective teaching. The teachers need the capability of selecting the right CALL materials and teaching approaches which are appropriate to the lesson.

PRE-SERVICE EFL TEACHERS’ OBSERVATION-IN-ACTION DURING SCHOOL EXPERIENCE: IMPLICATIONS FOR PROFESSIONAL DEVELOPMENT

Observation skills and strategies which prospective teachers acquire during their school experience are of paramount importance for the development of their experiential knowledge about the teaching profession in the field of English as a foreign language (EFL). The intent of the present study is to explore the effect of different types of observation on the professional development of twenty pre-service EFL teachers during their school experience under the supervision of two EFL teacher trainers as the researchers in the current situation. To this end, the unstructured and structured forms of observation which pre-service teachers completed according to a twelve-week observation task schedule, student teachers’ and supervisors’ field notes and an opinion questionnaire provided a wide range of data in a qualitative research design. Also, in-depth interviews were conducted with six participants willing to reflect more on the contributions of these tools on their professional development. The tasks of observations consisted of both learner-centred and teacher-centred areas such as the learner, the lesson, learning, materials, teaching skills, and classroom management, and each task demanded pre-service teachers to pay attention to different elements of what went on in the classroom. The pre-service teachers were encouraged to explore teaching in the areas of their interest and choice in addition to the areas specified by the supervisors; therefore, each of them chose one extra area in the last week of observation they conducted unstructurally. The findings point out that both unstructured and structured types of observation are beneficial for the professional development of pre-service teachers from different aspects. While the first gives way to them to see the whole picture of a classroom and record the important points according to their own perceptual differences in particular teaching situations, the latter facilitates their concentration on more specific issues about the teaching profession and methodology. The study concludes by showing the fruitful sides of bringing both kinds of observation together and suggesting the need to develop such tools of observation-in-action for the possible integration into the training of prospective teachers. Article visualizations:

A Study of Emotional Intelligence and Attitudes Towards Teaching Profession Among Turkish EFL Pre-service Teachers

This study sought to investigate the relationship between emotional intelligence and attitudes towards teaching profession among 124 English as a foreign language (EFL) pre-service teachers at a major state university in Turkey. Data were collected using the Emotional Intelligence Scale and the Attitudes towards Teaching Profession Scale. The collected data were analyzed through descriptive and inferential statistics. Findings indicated that there was a significant positive relationship between emotional intelligence and attitudes towards the teaching profession of Turkish EFL pre-service teachers. Moreover, findings indicated that the majority of the participants had moderate levels of emotional intelligence and attitudes towards teaching profession. Findings may serve as insights for teacher training programs to promote pre-service teachers’ emotional intelligence and their attitudes towards the teaching profession.

Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

The primary aim of current study was to investigate the possible relationship between Metacognitive Awareness (MA) and Critical Thinking Skills (CTS) in a foreign language learning context. In addition, this research aimed to probe the effect of gender and years of pre-service English language teachers on the relation between metacognitive awareness and critical thinking abilities. 218 pre-service EFL (English as a Foreign Language) teachers participated in the study. Metacognitive Awareness Inventory and Critical Thinking Questionnaire were employed to gather necessary data. Obtained results confirmed that there existed a highly significant positive correlation between MA and CTS. Besides, the results indicated that there was a strong relation between the years of pre-service EFL teachers and their MA and CTS. Seniors were found to be more metacognitively aware and critical thinkers than their counterparts. Conversely, it was revealed that there was no gender effect on both MA and CTS. Finally, certain suggestions were set for tertiary institutions to develop metacognition and critical thinking skills in foreign language classroom settings.

Impact of repetitive listening, listening-aid and podcast length on EFL podcast listening

Repeated listening to English as a Foreign Language (EFL)/second language (L2) podcast has been recognized as cognitively beneficial, while it is usually perceived as boring by learners. As part of a two-year project funded by the Scientific and Technological Research Council of Turkey (TUBITAK, Grant No:113K727), the present study examined the effects of EFL-podcast length, repetitive listening and a listening aid on the listening comprehension of Turkish pre-service EFL teachers. The study was conducted using a repeated measure experimental design with 29 pre-service EFL teachers and 24 different “listening treatments”. The listening activities were delivered via Tablet PCs in Lab conditions. Qualitative data was compiled at the end of the experiment as a complement to quantitative data in order to better understand the perceived attentional and motivational factors identified during the study. Data showed that podcast length, repetitive listening and use of a listening aid had a significant impact on listening comprehension. Although repetitive listening was perceived as boring, it helped to improve comprehension and attention, and podcast topics and the use of Tablet PCs were perceived as motivating. These findings highlight the notion that using a listening aid can facilitate listening comprehension and help to reduce the number of repetitions required to achieve similar levels of comprehension.

Introducing an innovative technology integration model: Echoes from EFL pre-service teachers

Information and Communication Technologies (ICT) has been considered an important component to integrate into teacher education programs in the twenty-first century. However, neither faculty members nor the pre-service teachers seem to benefit from ICT efficiently throughout the 4-year teacher education program in Turkey. This study was designed to find out the experiences of Turkish EFL (English as a Foreign Language) pre-service teachers about their practice-based training on ICT integration into language learning and teaching. The junior pre-service teachers were given training about ICT integration based on SAMR model (Substitution, Augmentation, Modification, Redefinition) throughout 4 weeks. Data were collected via semi-structured interviews and observations. The findings show that the participants found SAMR model beneficial and held positive attitudes towards using SAMR in their future classes.

Challenges in Practicum: Views and Perceptions of EFL Pre-service Teachers towards Field Experience Skills in Real Classrooms

The purpose of this classroom action research was to investigate the perceptions of English as a Foreign Language (EFL) pre-service teachers towards the challenges they face in teaching experience during the practicum period. The participants were 35 Saudi EFL female pre-service teachers in the Educational Diploma Program (EDP) attending Teaching Practicum (1) Course in Taibah University, Saudi Arabia. A mixed method, which contains both quantitative and qualitative research design, was used to collect data. Research instruments comprised a perception opinionnaire designed to measure the perceptions of EFL pre-service teachers towards the challenges they face in teaching experience during the practicum. The results showed that EFL pre-service teachers considered the observation period during the Teaching Practicum (1) Course between moderately and extremely beneficial. The results of the perceptions of EFL pre-service teachers regarding classroom-teaching skills were between highly and moderately to low challenging. Additionally, their skills related to school environment indicated less challenging than skills related to classroom teaching experiences. The results of the open-ended question were divided into three meaningful and thoughtful categories to add much depth and understanding of the research problem. Some recommendations based on the results were derived. For example, EFL pre-service teachers needed further development in teaching experiences and skills related to classrooms and school setting. Furthermore, meetings, workshops, and/or small discussion sessions need to be conducted between all the stakeholders in the practicum to explore problems and anticipate possible solutions.

Are Turkish EFL pre-service teachers ready to manage intercultural challenges?

English as a foreign language (EFL) teachers, as the backbone of language teaching system, are expected to raise the awareness level of students’ intercultural communication competence by helping them relate their own culture to foreign cultures, empathise with foreign cultures’ perspectives and tolerate the ambiguities or differences. This study examines the relationship between certain personal factors such as age, gender, year of study, overseas experience and students’ preferences for Turkish movies over foreign ones and three predictors of intercultural communication competence namely, ambiguity tolerance, empathy and open-mindedness. The sample group of the study consisted of 145 prospective English teachers in the Educational Faculty of a state university in Turkey. The participants were asked to fill out a questionnaire consisting of two parts which investigated their background and perceived levels of ambiguity tolerance, open-mindedness and empathy in Turkish EFL context. The results indicated that half of pre-service EFL teachers had poor intercultural communication competence. In particular, males, the final-year students and those who had been abroad indicated higher levels of tolerance than their respective counterparts. Besides, age and students’ preferences for Turkish or foreign movies were not significant factors in any of the predictors of intercultural communication competence.

Identifying Motivational Factors of Pre-service EFL Teachers

Abstract For over sixty years what motivates individuals to become teachers and how they perceive teaching as a career have been investigated through a growing body of research. The underlying reasons for the research are mostly the problems of teacher shortages and teacher quality. To maintain informed and intelligent generations, teacher quality and teaching cover an important ground in the development of many countries all around the world. The issue of teacher shortages and teacher quality not only differs from one country to another but also from one field to another. In this regard, English language teaching (ELT) is one of the fields that experience teacher shortage and teacher quality issues in Turkey than other teaching fields. Therefore, this study aimed to explore the motivations of pre-service EFL teachers for choosing ‘teaching as a profession and their perceptions about teaching career’. A total of 210 preservice EFL (English as a Foreign Language) teachers voluntarily participated in the study. The data was gathered by utilizing a motivation scale. The results revealed that prior experiences as a learner, social utility values were the most significant motivation factors for teacher trainees. The findings were discussed in relation to language teacher education.

Content- and Language-Integrated Learning Based Strategies for the Professional Development of Early Childhood Education Pre-Service Teachers

This research article presents the results of an exploratory study that was conducted with a group of 14 early childhood education pre-service teachers at a private Colombian university. It intended to determine: 1) the amount of metalanguage expressions used for teaching English as a foreign language (EFL) and foreign language (FL) content; 2) the number of concepts related to the teaching of EFL and FL content pre-service teachers were able to learn in a 7-session (14 face-to-face hours) course based on a methodology inspired by the content and language integrated learning (CLIL) approach, using songs, rhymes, and poems in English; 3) the degree of difficulty pre-service teachers perceived about teaching English and English content to young children. This quasi-experimental study was performed with pre- and post-study tests given to one group, analyzing quantitative data through a non-parametric statistical hypothesis test and a non-parametric measure of rank correlation. Pre-service teachers were found to successfully learn vocabulary and concepts, but their perceptions about the degree of difficulty of teaching EFL and FL content remained basically the same as prior to the course. In addition, the correlation between the participants’ level of English and their learning process was analyzed, as well as the correlation between English proficiency level and perception of the degree of difficulty of teaching EFL and FL content. The results show a strong correlation in the first case, but no correlation for the second one.