English Language Teaching Students Research Articles

A Review of Intercultural Language Teaching from the Perspectives of ELT Teaching Material Evaluation and Application

Review on the evaluation of English Language Teaching (ELT) materials has been carried out by many researchers. Focusing on the cultural aspect, the review covers the three important participants in a classroom setting - coursebook, instructors and students. The review aims to reveal the evaluation of the culture content on ELT materials, to explore and students’ attitude towards source culture and international culture teaching in English as Foreign Language (EFL) class as well summarize some strategies adopted by teachers in their teaching process to give inspirations to current EFL teaching. After analyzing the objects, methods and findings of Several empirical researches in a bottom-up method, this review found: 1) there is an imbalance of cultural representation in ELT textbooks between target culture, home culture and international culture; 2) students show a positive attitude towards home culture and international culture learning in the learning process; 3) teachers notice the importance to cultivate students’ awareness of their own culture and culture relativism consciously and take measures accordingly in their class.

On the Relationship between Iranian English Language Teaching Students’ Self-efficacy, Self-esteem, and their Academic Achievement

The present study explores the relationship between self-esteem, self-efficacy, and academic achievement among Iranian graduate students majoring in English Language Teaching (ELT) by presenting a model of the interrelationship among these three constructs. To this end, 229 students, male (N=80) and female (N=149), were selected from among different universities of Khorasan Razavi Province, Iran. AMOS software, Schwarzer, and Jerusalem’s self-efficacy questionnaire were utilised to conduct the study and Rosenberg’s self-esteem questionnaire. Also, to assess the participants’ academic achievement, their Grade Point Average (GPA) was used as a criterion measure based on their self-report evaluation. The results of the Pearson correlation indicated that there were significant positive relationships between self-efficacy and self-esteem (r=.641, p<.05), selfefficacy and academic achievement (r=.609, p<.05), and self-esteem and academic achievement (r=.519, p<.05). The goodness of fit indices revealed that all the fit indices lie within the acceptable fit thresholds. Results of the model showed that both self-efficacy (β= .44, p<.05) and self-esteem (β= .22, p<.05) were significant positive predictors of students’ achievement. Therefore, self-efficacy was a better predictor of GPA. The model also demonstrated that self-efficacy positively and significantly (β= .57, p<.05). The findings of the study might have some pedagogical implications for language teaching and learning.

THE USE OF YOUTUBE-BASED INTERACTIVE LEARNING MEDIA IN LEARNING ENGLISH IN THE NEW NORMAL ERA

The research objective is to determine the use of interactive learning media based on YouTube and also to see the response of educators and students regarding the use of YouTube. This study used a qualitative research method with a phenomenological approach to see the response of the use of YouTube. In order to get accurate results, the researchers used interviews and observations. The subjects of this study were 7th semester English education students who are familiar with the YouTube. The data analysis technique used in this research is thematic data analysis techniques with instruments in the form of observation and direct interviews with students. Based on the results of the study, it was concluded that the use of interactive multimedia learning media based on YouTube for English language education students of UMN AW was mainly for accessing information media. Educators and students' responses in using YouTube also showed how YouTube has become as an alternative media in learning English, both with positive and negative sentiments. The implication of the study is hoped to motivate lecturers and students to develop interactive media based on YouTube in learning English.
 
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Best Digital Platforms in ELT during New Norms Era for Remote Area

The use of E- learning in English Language Teaching (ELT) has been strongly promoted since the pandemics Covid-19 is widely spread. Many researches have been conducted to find the best digital online learning to be used in the classroom. However, little to no research investigates about the most suitable digital online learning for the students living in the remote area whereas, especially in Indonesia, there were so many remote areas. Thus, this paper assists to describe the best digital platforms to be used in the remote Area. There were 15 ELT students involved as the participants. The chosen students were the students living in remote area. The instruments were a questionnaire. The result showed that Messenger Application, especially WhatsApp is the most preferred by the students living in the remote area, following by LMS represented by google classroom, and the last is video conference, particularly zoom. The finding of this research can become a consideration for the educators, especially teaching in remote area, in selecting the digital platform in online learning.

Measuring English Language Education Department Students’ Speaking Fluency Level

This research aimed at investigating English Language Education department students’ speaking fluency level. The research subjects were twelve third-semester students of English Language Education Department at the University of Muhammadiyah Malang. Mixed method was used in this research. The data were collected in the form of audio transcription. Three fluency standards were used, namely speech rate, pause rate, and disfluent syllable. The result showed that all of the students obtained the disfluent syllable, with a score below 30 disfluencies per minute. The majority of students obtained a low level of speaking fluency in terms of speech rate and pause rate. The average of students’ speech rate was below 162 syllables per minute and the majority of students’ pause rate was above 1 second. In conclusion, two students achieved level 3 (good) of speaking fluency and ten other students achieved level 2 (intermediate). Key Word: English language education students, fluency level, speaking

Analysis of EFL Learners’ Integrative and Instrumental Motivation Factor at English Language Education Undiksha

This study aimed (1) to analyze motivation’s factor that affects English Language Education Students in achieving learning English both in instrumental and integrative motivation; (2) to analyze the major factor of motivation that affect students; and (3) to analyze how the major factor of motivation influence the students in achieving their goal in learning English. The survey was employed as a method of data collection through questionnaires and interviews. Both instruments consisted of instrumental and integrative motivation, which each dimension involves three factors of motivation. The results showed that English Language Education students were affected by six motivation factors. Those are academic, social, economic, attitude toward learning the target language, attitude toward the target language community, and desire to learn the target language. Among those motivation factors, the academic and attitude toward learning the target language were the major factor that affects students in achieving their goal in language learning.

Learner autonomy assessment of English language teaching students in an international program in Thailand

The objective of this study was to assess learner autonomy of English Language Teaching students in terms of technical, psychological, political-philosophical, and sociocultural dimensions. The 19 participants were in their first semester of MA ELT, which is an international program in an international university in Thailand. Among them, there were 15 Chinese, three Burmese, and one Thai. This study employed the explanatory mixed-methods design. First, Measuring Instrument for Language Learner Autonomy (MILLA) questionnaire (Murase, 2015) was used to collect quantitative data (QUAN). Then, a semi-structured interview with five participants was carried out to gather follow-up qualitative data (QUAL). The findings revealed that, on average, the students demonstrated a high level of autonomy in all four dimensions. The thematic content analysis generated four themes concerning each autonomy dimension: 1) the use of metacognitive strategies through professional goal setting 2) the intrinsic and extrinsic motivation in support of autonomous learning, 3) the teacher as authority partner in a negotiable learning process, and 4) the preference for self-dependence and collaborative learning. The results of the study can be pedagogically contributive to programs similar to the study’s context with regards to learner autonomy awareness and learner autonomy development.

İNGİLİZCE ÖĞRETMENLİĞİ ÖĞRENCİLERİNİN COVID19 SALGINI SIRASINDA UZAKTAN EĞİTİME BAKIŞ AÇILARININ GRICE-TARZI ANALİZİ: BİR DURUM ÇALIŞMASI

Clear communication is both a crucial need and a strong desire on the part of every human being who famous Greek philosopher Aristotle named “a social animal”. As a natural part of their social nature, human beings are in constant communication with each other to serve their many different needs and wants. However, this does not hold true in some, if not most, cases when it comes to interpersonal communication, including student and lecturer interactions. That is, human interaction continues to suffer from ambiguity and/or obscurity, leading to ineffective communications, which might then result in nothing but unsatisfied needs. Linguist H. Paul Grice proposed an approach called the Cooperative Principle (CP) to help facilitate clear, effective communication. The CP, along with its four maxims, is intended to help gauge clarity and effectiveness of human interactions. With Grice’s CP and its four maxims in mind, the researcher designed this study to analyze English Language Teaching (ELT) students’ views regarding their own distance learning experiences during the Covid19 pandemic. Descriptive in its nature, this case study involved 33 ELT students, including 15 males and 18 females, volunteering to be interviewed. In the fall semester of 2020-2021 academic year, the researcher interviewed these interviewees one by one, asking ten specific pre-determined, open-ended questions all related to distance learning. Each interviewee was asked the same questions in the same order as part of a structured interview. Conducted via zoom, all the interviews were recorded for further detailed analysis to see if the interviewees’ responses violated any of Grice’s four CP-related maxims. As part of the study, the researcher analyzed a total of 330 mostly lengthy chunks of speech produced as contributions in the form of responses to the ten questions asked during the interviews (10 questionsX33 interviewees=330). Upon close scrutiny, the researcher spotted and categorized a sizable sum of maxim violations which were then converted into statistical data. The statistics revealed that the interviewees violated all the maxims, but the maxim of quality. The type of interaction and interactional context did not allow for the detection of any flouting of this maxim, which seems to be the hardest to detect any way. Of the four maxims, the maxim of manner was found to be the one that was mostly violated (75%). No violation of the quality maxim could be detected in interviewee responses. Average count of violations per response was rated at 1.8 for both male and female interviewees. The research findings suggest that both male and female interviewees, at least in this study, can conduct equally productive or unproductive communications, considering the overall maxim observances and/or non-observances.

"I am just shy and timid": Student teachers’ explanations for their performances of their presentations

As part of the research on motivation, causal attribution studies have an important role in predicting and improving academic performance since controllable and uncontrollable attributions have an effect on learners’ future actions. Following this path, the present qualitative study investigates the attributions of students in an English Language Teaching (ELT) program for the performances of their presentations as part of an oral communication skills course. Upon the completion of the course, a total of 83 second year ELT students scored their performances out of 10 and provided explanations for their performances. This data set illustrated their attributions and estimated future achievements. Data analysis consisted of two phases: first, the students were divided into two groups based on the perceived successes of their performances, and secondly, their explanations were examined with content analysis. The initial analysis showed that 20 students scored themselves as less successful and 63 students scored themselves as successful. It revealed that the less successful group attributed their performances mostly to their mood and lack of effort, both of which are categorized in the internal attributions. In contrast, the successful students attributed their performances to effort, mood, and strategy use, all of which fell into the internal category as well. From these results, it can be concluded that the learners had a higher locus of control in that they attributed their performances to mostly internal attributions. In addition, providing immediate teacher feedback and creating a classroom environment for vicarious learning were effective for increasing learners’ effort and motivation for their presentations. These findings may imply that teachers focus on providing immediate feedback and create an effective classroom atmosphere that will probably lead to vicarious learning.

The Application of Process-Oriented Guided-Inquiry Learning (POGIL) Techniques through Lesson Study Activities in Educational Management Courses at English Education to Increase Learning Activity

Facing the industrial revolution 4.0, Indonesian citizens are challenged to be ready to feel some changes in many sectors including education sector. That is why Faculty of Teacher Training and Education of Mathla’ul Anwar University of Banten, a study programme which will prepare the graduates for industrial era 4.0 should start designing a learning process in order to create the graduates who are ready to face technology era that will be headed. This learning process innovation can be started by changing the learning paradigm from Teacher Centered Learning (TCL) to Student Centered Learning (SCL). One of technique that can be used is POGIL (Process-oriented guided-inquiry learning). It is a collaborative learning (cooperative, integrated inquiry, metacognitive). To make POGIL technique work optimally, it can be done by doing some learning activities of Lesson Study. Lesson study is an educator profession guiding model through learning assessment collaboratively and sustainably according to collegiality principals and mutual learning to improve the learning quality and learning community. Learning activities through the POGIL technique, are thought to be able to help improve the metacognition skills of English language education students, one of which is by seeing the results of the level of student activity while studying. This research is aimed to find out the student’s activity by using POGIL technique through learning activities of Lesson Study. The research question of this article is how to increase student learning activities with the POGIL technique through LSLC? This research is descriptive statistical analysis. The populations in this research are 25 university students who take English Education Course. The data collecting technique was done by using questionnaire. After data collecting, normality testing was done by using Shapiro-Wilk testing (because the population is less than 100) with signification degree α = 5%, followed by T one-sample test.According to data processing result done by using SPSS version 25, it is concluded that the average is 82,24 and deviation standard is 4,47. Then the normality test is applied and we get Sig. for 0,549, because the amount of Sig. is more than 0,05 so that data has normal distribution. Then T one-sample test is applied, and we get tcount=1,734 at the significant level 5%. The number of ttable got from t distribution table with dk=25 is 1,708. So, according to the result of data processing and t distribution table, it is known that the score of tcount=1,734 > ttable=1,708 at the significant degree 5%. It can be concluded that by POGIL technique application through Lesson Study activity, 80% students become more active in learning activity process at the class.

The influence of mathematics anxiety and emotional quotient on English language education students’ statistics learning outcomes

The internal factors (characteristics) of students are assumed to have an impact on the learning process. Internal factors of students include motivation, creativity, intelligence, emotional intelligence, anxiety, etc. Most English language education students still worry about statistics course, which contains numbers and different calculation process types. However, the ‘statistics’ course is a compulsory subject that students must study, particularly at IKIP PGRI Bojonegoro, which is very useful to complete final and daily assignments. Statistics is a part of mathematics that studies how to access, analyze, and interpret data. Most English language education students find numbers-related topics difficult. Anxiety in subjects related to numbers is assumed to affect students' psychological state, especially emotional states, which is an important factor that leads to achievement. This study aimed to determine the effect of mathematics anxiety and emotional quotient on English language education students' statistics learning outcomes at IKIP PGRI Bojonegoro. The subjects in this study were the third-year students of English language education in 2019/2020. The technique of data analysis used was the Multiple Regression Analysis. The data were obtained from questionnaires and documentation. The results showed that mathematical anxiety and emotional quotient affect English Language Education students' statistics learning outcomes at IKIP PGRI Bojonegoro. This is evidenced by the value of Fcount = 69,992 higher than Ftable = 1,607. Mathematical anxiety and emotional quotient affect the statistics learning outcomes by 74.9% (strong category).
 
 Faktor internal (karakteristik) mahasiswa diduga dapat mempengaruhi proses pembelajaran yang dilakukan. Ada banyak faktor internal (karakteristik) mahasiswa diantaranya motivasi, kreatifitas, kecerdasan spiritual, kecerdasan emosi, kecemasan, dan lain-lain. Sebagian besar mahasiswa prodi pendidikan bahasa inggris masih merasa cemas dengan mata kuliah statistika yang banyak mengandung angka dan berbagai macam proses penghitungan. Padahal statistika wajib dipelajari oleh setiap mahasiswa khususnya di IKIP PGRI Bojonegoro karena merupakan mata kuliah wajib yang sangat bermanfaat dalam penyelesaian penulisan tugas akhir maupun kehidupan sehari-hari. Statistika merupakan bagian dari ilmu matematika yang mempelajari tentang cara memperoleh, menganalisis, dan menginterpretasikan data. Mahasiswa menganggap mata kuliah yang berhubungan dengan angka selalu sulit. Perasaan cemas pada mata kuliah yang berhubungan dengan angka tersebut diduga dapat memengaruhi kondisi psikis mahasiswa khususnya ranah emosi, padahal emosi merupakan faktor penting yang dapat mempengaruhi prestasi seseorang. Dari penjelasan tersebut tujuan dari penelitian ini adalah untuk mengetahui pengaruh mathematic anxiety dan emotional quotient terhadap hasil belajar statistika mahasiswa Pendidikan Bahasa Inggris IKIP PGRI Bojonegoro. Subjek pada penelitian ini adalah mahasiswa tingkat III tahun akademik 2019/2020. Teknik analisis data menggunakan Analisis Regresi Ganda. Data diperoleh melalui kuesioner dan dokumentasi. Hasil penelitian menunjukkan mathematic anxiety dan emotional quotient memengaruhi hasil belajar statistika mahasiswa Pendidikan Bahasa Inggris IKIP PGRI BOJONEGORO. Hal ini dibuktikan dengan nilai Fhitung = 69,992 lebih besar daripada Ftabel=1,607. Mathematic Anxiety dan emotional quotient memengaruhi hasil belajar statsitika mahasiswa pendidikan bahasa inggris sebesar 74,9%. Pengaruh mathematic anxiety dan emotional quotient sebesar 74,9% masuk dalam kategori kuat.

English Language Education Students� Perception of the Use of English Subtitled Movies

English is an international language that most people in the world use to communicate. Video or movie is one of the effective media to be used in a language classroom. In the English Language Education Study Program (ELESPA) of Sanata Dharma University, movies with English subtitles were used in a class as a learning media. This research aims to know how ELESP students perceive English subtitled movies as learning media. There are two research questions in this research: (1) What is the ELESP students perception on the use of English subtitled movie? (2) What are the effects of using English subtitled movie for ELESP students? The researcher used a survey as the method in this research. The participants for this research were the students from C class batch 2016. The instruments used by the researcher were questionnaire and interview. The results of this research showed that most of the respondents had a positive perception of the use of English subtitled movies.

UNDERGRADUATE STUDENTS PERCEPTIONS ON EXTENSIVE READING STRATEGY IN VOCABULARY CLASS

AbstractVocabulary is one of the essential elements of English Language Teaching. It is therefore important to ensure that the students are able to obtain sizable vocabulary knowledge during their academic performance. Extensive reading strategy played a major role in that process. Two research problems were proposed in this study. The first is to know the effectiveness of extensive reading strategy in vocabulary class. The second is to discover the significant improvement of English Language Education students’ vocabulary knowledge through extensive reading strategy. In this qualitative study, three research instruments: observation, classroom survey, and focus group discussion were employed. Qualitative content analysis was implemented to draw meanings out of the data gathered. Five major findings were as follows: (a) ELESP students viewed vocabulary as an important element in English language mastery (b) Loved reading extensively (c) Had limited time to read (d) Lose their reading motivation easily (e) Suggested regular checking of vocabulary books.Keywords: vocabulary, extensive reading strategy, qualitative content analysis

A survey on the intercultural communicative competence of ELT undergraduate students

Intercultural communicative competence (ICC) is the ability to communicate effectively and appropriately with other cultures to negotiate meaning. A high level of ICC is required for a successful communication across numerous cultures. Since English has recently been accepted as the main intercultural communication language among different cultures, teaching/learning English has gained popularity. As long as learners master English and understand its cultural contexts, they are better at intercultural communication, which results from the ICC level. Hence, there is a relationship between the development of ICC and the development in the target language. Based on this idea, the current study aims to investigate the ICC levels of undergraduate English language teaching students to find out the effect of language competence on intercultural communicative competence, and also whether there is a change throughout the four-year teacher training program. A total of 238 first-year and fourth-year undergraduate ELT students were surveyed. The collected data revealed a high level of ICC regardless of study year. It also yielded a significant difference between first-year students’ ICC and fourth-year students’ ICC, which means mastering in English positively affects the ICC level. In accordance with the results, some implications were shared.

Public Library Services & information Literacy Level for Curriculum Implementation: A Case Study of Language Education Students in Ambrose Ali University

The study investigated some of the public library services and information literacy level amongst students. The study was guided by four research questions and one hypothesis. The study adopted the descriptive survey designs. The population for the study consisted of all the 718 English and French language education students while the sample consisted of 168 language education students who patronize the library. The instrument used for data collection is a questionnaire titled Public Library Services and Literary Level Questionnaire (PLSLLQ). The study adopted Descriptive survey design. Statistics of the mean and standard deviation were used to answer the research questions while the Pearson Product Moment Correlation was used to answer the hypothesis. The study revealed amongst others that there is a positive relationship between the services offered in the library and information literacy level, thus revealing that when the services are poor, information literacy will also be poor. Based on the findings, recommendations were made amongst which is that the Nigerian government and stakeholders should ensure adequate funding of public library

English Language Education Students’ Intercultural Sensitivity in Cross Cultural Understanding Subject

Understanding cultural differences is one of the affective aspects in education. In English Language Education Program, Department of Language Education, Universitas Brawijaya, students are facilitated by learning the meaning of respecting cultural differences through the CCU subject course. This study aims at describing the intercultural sensitivity level of English education students who have taken the CCU course. It also tries to find out what factor that affects the students’ intercultural sensitivity level. This study used quantitative research design for measuring, assessing, and calculating the result based on numerical data. The questionnaires were distributed to 142 participants who from second, third, and fourth-year students and who have taken CCU course. The result of the study showed that 25% of students have ethnocentric level and 75% of ethno-relative level. The factor that affects both levels was the interaction engagement. It means that the students’ sensitivity level of cultural differences is very sufficient. However, there are still 25% students have no posttive perceprion about cultural differences. Therefor, faculty members still need to give innovation to the introduction of culture such as giving them insight into Indonesian culture.

Teaching English for Specific Purposes (ESP) to the Students in English Language Teaching (ELT)

This article will provide 1) general overview and course design of English for Specific Purposes in the field of ELT (English Language Teaching), 2) the role of teacher and student in English for Specific Purposes (ESP), and 3) the difficulties related to teacher, student, environment and others in teaching English for Specific Purposes (ESP). In the field of English Language Teaching (ELT), English for Specific Purposes (ESP) concerns the specific English language needs of the target learners/students. It refers to teaching a specific genre of English for students with specific goals which is oriented and focused on English teaching and learning. ESP is designed and developed based on an assessment of purposes and needs and the activities for which English is needed. There are many teacher’s roles, such as asking to organize courses, setting the learning objectives, establishing a positive learning environment and evaluating the students' progress. While, the learners are related to a specific interest in learning, subject matter knowledge, and well-built learning strategies. In the implementation of ELT, there are any difficulties or problems related to the teacher in teaching ESP, such as the low quality of lectures and textbooks, teachers’ improper qualification and teaching methods and lack of a theoretical framework of teaching ESP. Difficulties related to the students, such as demographic characteristics and demands of learning ESP, English proficiency, differences between different languages, lack of vocabulary, depending on the dictionary and lack of skills in using dictionary especially ESP terms. While, the difficulties related to the environment and others are lack of teaching materials, classes with a too large student number, and heavily focused on the examination.

English Language Education Students Perceptions of Self Efficacy in Public Speaking Class

<em>Self-efficacy is one of the most pivotal springboards determining EFL learners’ success in acquiring the target language in the communicative classroom contexts. Therefore, well-planned learning strategies and enjoyable learning environments should be provided continuously in order to breed proficient communicators in the target language. To do so, English language teachers need to shift their roles from instructors as facilitators facilitators to nurture EFL learners’ self-efficacy development continuously. This study aimed to investigate the students’ perceived self-efficacy in public speaking class. One research problem was proposed in this study namely, what are the significant factors that can heighten learners’ self-efficacy in public speaking class? This study employed a qualitative method utilizing three research instruments i.e., classroom survey, students’ speaking learning reflections, and interview to collect data from public speaking class of the English Education Study Program, Sanata Dharma University, Yogyakarta. Qualitative content analysis was employed to draw meanings out of the data gathered. Findings from this study revealed that EFL learners will be able to be proficient target language communicators when they believe in their speaking competencies and obtain meaningful feedback from the teachers.</em>

An Analysis of English Language Education (ELE) Students' Motivation in Learning Pedagogical Courses

Previous studies on motivation had been broadly researched, but little attention was given to learning pedagogical courses motivation. Thus, this qualitative research with case-study research design was conducted. This research aimed to describe ELE students’ motivation in learning pedagogical courses. The collecting data used were questionnaire, interview guidance, and human instrument. The obtained data were analyzed qualitatively through interactive data analysis. The result portrays there are more ELE students tend to be intrinsically motivated in learning pedagogical courses; the rest are identified to be extrinsically motivated, amotivated, and undefined motivation students. The reasons underlying their motivation in learning pedagogical courses can be categorized into: 1) internal reasons (mood, goals, passion, perspective, & personality) and 2) external reasons (parental, score, and lecturer).

Investigating Preservice Teachers’ Efficacy Level and Factors Influencing It

This study investigated preservice teachers’ efficacy level and factors influencing it. The participants were English Language Teaching students of cohort 2015, Universitas Negeri Malang. The data were taken from 41 preservice teachers by using an online questionnaire and a face-to-face interview. The online questionnaire provided the data about the participants’ efficacy level and factors influencing it. The Teachers’ Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was adapted to measure the participants’ efficacy level. An in-depth interview with six respondents who agreed to participate was conducted to follow-up the questionnaire data. The interview was aimed to get profound data about factors influencing the participants’ efficacy level. The preservice teachers reported that four significant factors influenced their self-efficacy of teaching. They are the participants’ experience in a formal and informal teaching practice, feedback and support from the school environment, observing other teachers’ performance, and English proficiency as factors influencing their efficacy. The average result also shows that the preservice teachers’ efficacy level was 3.31 (5-scale rating for highly effective). The participants perceived that they were highly efficacious in instructional strategies (3.41) and a little efficacious in student engagement (3.16). By knowing their efficacy level, preservice teachers are suggested to start joining teacher professional development (TPD) to develop and maintain their English and teaching skill. In-service teachers are also suggested to join TPD to maintain their skills because preservice teachers look up to them as role models. Preservice teachers should also be given support from in-service teachers and Department of English.
 
 Keywords: preservice teacher, teacher-efficacy, student engagement, instructional strategies