English Language Teacher Training Research Articles

The impact of training provisions on novice English language teachers in Hong Kong: A systematic review

AbstractThe early years of learning and the transition period are important for novice teachers. This systematic review investigated the influence that training provisions for novice primary and secondary English language teachers in Hong Kong have had on their initial workplace experience. From a large body of literature dated between 1980 and 2023, a final set of 20 articles that met our inclusion criteria was analysed using Kumaravadivelu's (2012) model of second language teacher education (consisting of the five modules of Knowing, Analysing, Recognising, Doing and Seeing). The findings were condensed into three thematic strands: (i) teacher authority: novice teachers can feel lost among different authorities (including ideological conflicts between university and school authorities) and their desire to establish their own teacher authority, but must eventually learn to think from the students' perspective to improve teaching, (ii) teacher socialisation: whether obtaining sufficient colleague and mentor support or not would lead to their diverse experiences, and (iii) two weaknesses in teacher preparation that require attention across both university preparation and in‐school training: the novice teachers were under‐prepared in procedural knowledge and in learning to theorize. These findings provide internationally relevant theoretical contributions that can advance the understanding of both novice teacher development and primary and secondary English language teacher training. From a practical perspective, the findings point to areas that need attention in novice language teachers' transition to the workplace and this may be relatable to international audiences. Context and implicationsRationale for this studyThis systematic review aims to reveal how the training provisions in Hong Kong have influenced early‐year primary and secondary school English language teachers' initial workplace experience.Why the new findings matterOur findings will reveal what impact training provisions for novice English language teachers may have on their initial workplace experience and what gaps may exist in such provisions.Implications for researchers, practitioners and teacher educatorsThe findings in this study can be applied to many other contexts like Hong Kong where English is used as one of the official languages or as a second language. Our recommendations can inform English language teacher education, by highlighting: (a) how novice teachers can feel lost between two different authorities: the school and the university; (b) how novice teachers can undergo a range of positive and negative experiences in their socialisation process; (c) how novice teachers struggle to develop their procedural knowledge; and (d) that novice teachers may not have received enough support in theory‐building.

INTEGRATING REPETITIVE READING WITH SERVICE LEARNING IN AMELIORATING CRITICAL READING AT A PRIVATE ISLAMIC JUNIOR HIGH SCHOOL

The Community Service Programme carried out by lecturers and students of the English Language Education Study Programme, Tarbiyah and Teacher Training Faculty of IAIN Langsa aimed to improve the English language skills of the community in the environment around the campus. This activity is carried out in the form of training to find the needs of the participants. In this activity, the intended participants were students of MTS Swasta An-Nur Kota Langsa grade VII that consisted of 11 students. The methods used in this activity included repetitive reading methods with a communicative approach through service-learning activities. The results of this programme showed a significant improvement in the critical reading skills of English narrative text as evidenced by the results of the score analysis with SPSS. The success of this programme not only has a positive impact on the participants, but also provides practical experience for students in applying English learning theory in the field, as well as strengthening the role of lecturers as community servants. The implementation of this programme reflects the institution's commitment to supporting sustainable educational development and contributing to improving the quality of human resources in the community.

Methodical system of training future english language teachers based on a complex of approaches

Introduction. The article describes a methodical system for developing professional competencies of future English language teachers based on communicative, cognitive and synergetic approaches. The relevance of the study is due to the need to ensure effective professional training of future teachers in the context of the increasing complexity of the educational environment and the diversity of student needs. The purpose of the study is to design a methodical system based on a complex of approaches that allows creating more adaptive and flexible conditions for the training and professional development of future English language teachers, taking into account modern requirements and challenges in the field of education. Materials and Methods. During the study, a theoretical analysis of scientific literature and legal documents on the issue under study was carried out, as well as a comparative analysis of existing concepts of methodical systems and models for the formation of professional competencies of future teachers. The methods of analysis, synthesis, comparison, generalization and modelling are used in the study. Results. As a result of theoretical and comparative analysis of scientific research, generalization of our own practical experience, a methodical system for developing professional competencies of future English language teachers based on a complex of approaches has been developed, its key components, which ensure the comprehensive and systematic nature of the educational process, have been described, as well as the mechanism of their interaction. All components of the system are presented in target, content, conceptual and methodical, effective blocks. Discussions and Conclusions. The development of a methodology for the formation of professional competencies of future English language teachers based on communicative, cognitive and synergetic approaches in the process of studying special disciplines with a focus on the integration of disciplinarydevelopment and the progressive formation of competencies is a prospect for further research.

The Use of Short Clip Movie on Reading Comprehension at Higher Education

Reading is a fundamental skill that requires deliberate study and mastery in order to acquire knowledge and collect information. Conversely, videos provide an enjoyable method for both language acquisition and entertainment. The goal of this study is to investigate if watching short clip movies can enhance the reading comprehension of higher education students, who often have challenges in learning to read. The research approach employed in this study is correlation. The researcher collects data from second semester students at the English Language Education Study Program, Teacher Training and Education Faculty Universitas Muhammadiyah Kalimantan Timur. The study used a convenience sample approach to gather data. The allocation of this research is done in a convenience sampling among students belonging to a specific class. The researcher will employ a questionnaire and a test to gather data regarding the experience of watching a brief movie clip with English subtitles. The test will specifically focus on measuring reading comprehension abilities. The study findings indicate a very low correlation and a positive correlation between students' reading comprehension and using of short clip movie.

A Comparative Analysis of English Language Student and Teacher Training in Inclusive Education and Specific Learning Difficulties in Canton Sarajevo in Bosnia and Herzegovina

The aim of this study was to conduct a comparative analysis of topics on inclusive education and Specific Learning Difficulties (SpLDs) provided in initial and continuing training opportunities for English language students and teachers in Canton Sarajevo in Bosnia and Herzegovina. The study follows a convergent mixed methods design with an explanatory nature. A questionnaire was used to gather both quantitative and qualitative data on student and teacher views about training in inclusive education and SpLDs at the English Department of the University of Sarajevo and the formal English language teacher professional development programs in Canton Sarajevo. The results suggest that teachers are exposed to more topics on inclusion and SpLDs in their professional training compared to students and potential future English language teachers in their initial training, with a focus on strategies of reflective practice to inclusive language teaching and language learning processes of students with SpLDs.

THE ROLE OF CROSS-CULTURAL APPROACH AND ITS IMPLEMENTATION IN THE TRAINING OF PROSPECTIVE ENGLISH TEACHERS BASED ON ROMANIAN EXPIRIENCE

The article highlights the problem of professional training of prospective English language teachers at the current stage of globalization transformations in the European educational space. The role of the cross-cultural approach in the training of prospective Englishteachers is determined. The relevance of the investigated problem is substantiated; the reasons for unresolved problems related to the topic of the article are indicated. The theoretical aspects of the cross-cultural approach to the training of English language teachers and ways of its implementation are presented. The study of the cross-cultural approach in education, presented in domestic and foreign scientific literature is analyzed. The role of the English language as a means of intercultural communication, which contributes to the acquisition of international educational experience and spreading of cultural relations and forming professional competences is determined. Three levels of strategic planning for the development of intercultural competence are distinguished and characterized. The main learning strategies of formation prospective English language teachers’ cross-cultural competence are defined. Also, the didacticnecessity of using authentic textbooks and materials in training prospective English teachers has been proven.

Analysis on the Problems in Writing References of Undergraduate Students’ Research Proposal

As a fundamental skill of academic writing, academic writers are supposed to be able to acknowledge all authors cited in their references. However, undergraduate students find it difficult. This research aimed at finding and describing problems in writing references done by undergraduate students. This research was carried out at Tanjungpura University, Pontianak, in the English Language Education Study Program, Teacher Training and Education Faculty. This research involved 16 undergraduate students academic year 2015. The objects of this research were the research proposals written by 16 undergraduate students. This was a descriptive qualitative study. Document analysis was used to gather the 161 references taken from the research proposals. Content analysis was the analysis instrument. The data denoted that problems arouse mainly from 5 major problems: 1). Improper way of writing in- text citation, 2). Improper way of writing reference list, 3). Not including page information in direct quotation, 4). Citation style inconsistency, 5). Indication of plagiarism. From these research findings, it can be concluded that commonly, the students of English Education of English Study Program, Teacher Training and Education Faculty, Tanjungpura University still have problems in writing citation and reference list.Keywords: Reference problems, Academic writing

Investigating EFL teacher candidates’ acceptance and self-perceived self-efficacy of augmented reality

The mixed-methods sequential explanatory design study presented here sought to investigate the acceptance and self-perceived self-efficacy of Augmented Reality technology among English as a Foreign Language teacher candidates. This study’s contribution to the field of AR as an instructional technology lies in that research on the using AR technology in language teacher education are particularly limited. To bridge this research gap, one-group pre-test-post-test design was used in this study, in which ten weeks of AR-enhanced English language teacher training treatment was carried out. To answer the research questions, quantitative data were gathered from 50 volunteers by using the Technology Acceptance Model survey and Self-Efficacy Scale. Qualitative data were received via semi-structured interviews carried out with 12 pre-service teachers. Findings revealed that there was a significant increase in EFL teacher candidates’ levels of AR technology acceptance whereas no significant difference was identified in their self-perceived self-efficacy. The interviewees proposed interpersonal, intrapersonal, technological, and technical factors to explain their low self-efficacy levels. Based on the findings, the paper offers implications and suggestions for researchers, teacher educators, and policymakers. The solutions to increase the level of acceptance and self-perceived self-efficacy levels to use AR among EFL Teacher Candidates include courses on Emergent Technologies (ICT, MALL, CALL, AR), training via seminars, workshops, input sessions through (inter)nationally funded projects, real-life examples, field-specific samples, and hands-on experiences.

Pedagogical Content Knowledge and the Nepali English Language Teacher Training

The paper attempts to explore the crucial role of Pedagogical Content Knowledge (PCK) within the realm of English language teacher training in Nepal. PCK serves as a vital bridge between teachers’ Content Knowledge (CK) and Pedagogical Knowledge (PK), facilitating effective teaching practices and enhancing student learning outcomes. The study examines the interconnectedness of PK, CK, and PCK, with the aim of improving the quality of teacher preparation programs and ultimately, the English language education system in Nepal. Through an extensive literature review, the research establishes a theoretical foundation, examining the conceptual framework of PCK and its significance in teacher education. It identifies existing gaps and challenges in current Nepalese English language teacher training practices, emphasizing the need for the seamless integration of PK, CK, and PCK in classroom instruction. The paper concludes that the contents of the teacher education and training programs differed from what the experts thought should be given. The broader areas of subject matter become narrower in the TPD program in Nepal. However, the nature of the programs is also responsible for the type of content being tried to be imparted to the English teachers. The research identified various factors influencing the successful implementation of PCK in teacher training. These included limited emphasis on PCK in the curriculum, time and resource constraints, and a lack of alignment between teacher education institutions and school practices. The findings underscored the importance of curriculum reforms and the provision of ongoing professional development opportunities to strengthen PCK integration.

Telecollaboration in English Language Teacher Education: A Systematic Review

Telecollaboration practices enable geographically dispersed participants to interact with each other through synchronous or asynchronous computer-mediated communication tools. Telecollaboration plays a significant role in learning cultural differences, raising awareness, and training language teachers by improving intercultural communicative competence (ICC) and language skills. With this role in mind, this paper aims to present a systematic review of the telecollaboration studies conducted within the scope of English language teacher training programs between 2018 and 2022 by analyzing twenty up-to-date and peer-reviewed articles according to the steps of the systematic review study. Along with the differences among study aims and designs, it is found that the findings of the reviewed studies can be grouped under three main themes, which are the benefits of telecollaborative exchanges, the drawbacks associated with telecollaboration and suggestions for further telecollaborative projects. Accordingly, some implications are provided for integrating telecollaboration into language teacher education programs.

‘I Can Teach English More Confidently’: How Madrassas’ and Pesantrens’ English Teachers Perceived ELTT Program

The study sought to investigate the perception of English teachers in madrassas and pesantrens toward the English Language Teacher Training (ELTT) program they underwent for five months. A convergent mixed-method research design was used, comprising a set of questionnaires administered to thirty-two teachers across three cities, namely Banjarmasin, Metro, and Palembang. Subsequently, interviews were conducted with twelve teachers who participated in the study. Interactive data analysis was employed to analyze the results obtained from the questionnaires and interviews. The study found that numerous teachers reported receiving significant benefits in their teaching and learning skills after participating in the ELTT program, including a boost in self-esteem when delivering English language instruction and enhanced English teaching abilities. However, participants also highlighted internet connectivity and time management as major hurdles that required attention. Hence, it is recommended that the Ministry of Religious Affairs continues to implement the program since it provides teachers with opportunities to enhance their English teaching skills. Consequently, this will enable students to receive greater exposure to the English language, facilitating their learning process.

Mind maps as an effective tool in “Practical English language course”

The article considers the issue of using mind maps in the Practical English course. It is emphasised that they help to structure, analyse, understand and memorise the necessary material. With their help, teachers can explain a new topic, systematise information, exercise control, summarise what they have learned, encourage communication, and create supports. This study aimed to consider the concept of “mind maps” and to highlight the possibility of their application in the study of the educational component “Practical English Language Course”. Research methods includes analysis, systematization, and generalization of scientific research, as well as abstraction, idealization, and logical-structural analysis of the use of mind maps in the educational process. It is noted that this tool is also effective for a student, in particular, for systematizing knowledge, for preparing for classes, for test control, etc. The student can actively participate in the educational process, participating together with the teacher in the development of mind maps. The article states that one of the main uses of mind maps is to create visual schemes or diagrams to represent and organize ideas, vocabulary, grammatical structures, or thematic concepts. In the “Practical English Language” classes, students of higher education can use mind maps to create a schematic representation of the studied material, to activate speaking skills, to work with lexical material, with grammatical material, with text material, to present the results of project activities, to conduct brainstorming storming, discussion, debate, etc. Teachers adapt the use of mind maps according to the specific needs and preferences of their students, which promotes active learning, development of critical thinking and effective communication in the classes. The article emphasizes that in classes you can use ready-made mind maps presented in textbooks or on posters, prepare your own samples for class in the form of presentations or reference notes, in the process of presenting the material, build them in class, organize various types of individual and group activities of students with using ready-made mind maps. Their advantages in use by both teachers and students of higher education are indicated. The practical significance of the research is that its results can be used in the process of professional training of future philologists and English language teachers in higher education institutions, as well as for the preparation of scientific and methodological support using mind maps and in the self-educational activities of students

A Case Study of English Language Teacher Training during Emergencies: Critical Junctures

Teacher training was carried onto the online platforms during the Covid-19 outbreak. Although it was a novel experience for the whole field, this period stands as a beneficial source for language teacher training in emergencies. This study, therefore, was conducted to document the experiences of pre-service language teachers, teacher mentors, and university lecturers. The study was conducted between February and June 2021 at a university in the Black Sea region of Turkey. Following the data analysis procedures of grounded theory and the inquiry traditions of the case study, semi-structured interviews with 22 pre-service language teachers during the 2020 – 2021 fall semester were conducted. Additionally, qualitative online surveys were conducted with six university lecturers and three teacher mentors. The data analysis indicated that the critical junctures, which are constituted of antecedents, impacts, and consequences, present implications for effective language teacher training on online platforms. Taking these junctures into account while designing online teacher training could help prevent potential problems.

English language teacher trainers’ capacity building in sustainable development goals through MOOCs

PurposeThis study makes an enquiry of the existing sustainable development goals (SDGs) knowledge of English language teacher trainers (ELTTs), who remain an overlooked stakeholder in education for sustainable development. Despite the literature on SDG integration into traditional teacher education curriculum, how massive open online courses (MOOCs) can help with capacity building of ELTTs is unclear. This study aims to further explore how the knowledge and capacities of ELTTs on SDGs could be promoted through MOOCs.Design/methodology/approachFor the study’s action research approach, data of 28 ELTTs from higher education institutions in Ankara, Türkiye, were collected for six weeks using a survey, reflective reports and focus group interviews.FindingsELTTs with no previous training experience have a partially fragmented understanding of SDGs. MOOCs proved to be highly practical and cost-effective in building ELTTs’ capacity for building knowledge of and improving motivation to address SDGs in training programs. Further findings are drawn from ELTTs’ reflections on the lack of pedagogical content knowledge and collegial interactions in MOOCs.Originality/valueThere is little to no literature on ELTTs’ existing knowledge of SDGs and whether MOOCs can be used for their capacity building to achieve SDGs. The present findings may encourage higher education institutions to launch professional development programs that will equip ELTTs with the competencies to apply education for sustainable development in in-service English language teaching and teacher training programs.

Using a design‐based approach to develop a checklist for evaluating preservice teacher learning materials

AbstractTeacher educators drive preservice teachers' learning about teaching particularly through feedback. The learning materials produced by preservice teachers also play a crucial role in English language teacher training but may not be receiving the necessary attention in teacher education programs. Preservice teachers lack formal teaching experiences, which may result in their overemphasizing material delivery while underemphasizing material suitability. Providing teacher educators with criteria for evaluating learning materials developed by preservice teachers could aid in their providing quality formative feedback. Therefore, this study was designed to construct a research‐based contextualized evaluation checklist for learning materials. Adopting a systematic yet flexible design‐based method allowed for the integration of design and intervention to develop a solution for this targeted educational problem. The researchers adopted a three‐phase process for this study: analysis and exploration of a teacher educator's needs and extant literature on learning materials; design and construction; and evaluation and reflection. Learning materials designed by a preservice teacher were used to pilot the checklist. The results showed a need for refinement to form the final evaluation checklist. The checklist can be used by teacher educators for preservice teacher evaluation purposes or by preservice teachers as a quality check.

Pre-service EFL teacher's perceptions of foreign language writing anxiety and some associated factors

Researchers have been striving to investigate the causes and consequences associated with writing anxiety experienced by students of foreign languages. This study aimed to investigate the level and nature of writing anxiety experienced by learners of foreign languages, considering gender as a variable. The study's second goal was to uncover the learners' perspectives on writing anxiety and the factors that contribute to it. The convenience sample method was used to choose seventy-six students to participate in the English language teacher training course. Second Language Writing Anxiety Reasons Inventory (SLWARI) and Second Language Writing Anxiety Inventory (SLWAI) (Cheng, 2004; Kara, 2013) [1,2] were used in order to determine the levels and types of anxiety that are associated with learners' foreign language writing. Both inventories were used to determine what causes learners' foreign language writing. In order to gain a comprehensive understanding of how students perceive the level of anxiety they feel when writing, a semi-structured interview was conducted with each participant. The data showed that there was no difference when taking into account learners' gender concerning their anxiety levels and kinds. The vast majority of individuals reported feeling a significant amount of anxiety. The subjects exhibited cognitive anxiety symptoms, although there were no indications of gender effect. The responses to the interview questions highlighted a deficiency in both writing practice and linguistic expertise as critical contributors to anxious sentiments.

EFFECTIVE STRATEGIES FOR ENHANCING ORAL PROFICIENCY IN ENGLISH LANGUAGE EDUCATION THROUGH INNOVATIVE APPROACHES AND INTERACTIVE MATERIALS

In our increasingly interconnected world, proficiency in English has become a vital skill for individuals seeking to engage in global communication, education, and business. One of the critical aspects of language proficiency is the ability to express oneself effectively through spoken communication. In the context of English language education, enhancing oral proficiency is a central goal. This essay explores the effective strategies for achieving this objective through innovative approaches and interactive materials. The main methods used in this research include scientific analysis and synthesis, description, discussion, and lesson modeling. The research results encompass the enhancement of the professional competence of future English language teachers and practical experience in the use of innovative approaches and interactive materials in English language teaching, leading to the improvement of the educational process in pre-service training. Conclusions drawn from the research demonstrate how the application of research materials contributed to the development of the professional expertise of future English language teachers.The research materials are original and were obtained during the professional training of future English language teachers in September-December 2022.

Exploring Causes Behind Ineffectiveness of In-service English Language Teacher Training in Nepal: A Causal Layered Analysis

Teacher professional development has remained the focus of the government of Nepal since the late 1940s. Various initiatives have been taken by the government for the professional development of the teachers. However, the transfer rate of the training skills to the classroom is found to be very low. Despite the continuous involvement of the teachers in in-service training opportunities there is the dominance of teacher-centred activities in the classroom and learners’ language achievement has remained unsatisfactory. The aim of this study was to explore the causes behind the ineffectiveness of the in-service English language teacher training in Nepal. The main method used was the Causal Layered Analysis (CLA) (Inayatullah, 2004). Systematic analysis of the existing literature revealed that ineffectiveness of the training is caused by various factors which are operating at four different levels, viz. litany, systems, worldviews and myths and metaphors. However, the causes at system level are more serious and hence need early attention for reform initiatives in the future. At the system level there are teacher-related, training-related and school-related factors playing an unsupportive role for the effectiveness of the training. Based on these findings, some recommendations for future actions have also been made.

The Evaluation of the English Language Teacher Education Program in Turkey

<p style="text-align:justify">This study aims to evaluate the English language teacher training program which was put into practice in 2006, according to the views of lecturers and English teachers. This study aims to contribute to the studies on foreign language teaching by presenting an evaluation of teacher education, which is an important dimension of English as a foreign language teaching. The qualitative method was used in the study, which was designed in a descriptive survey model. The population of the research consists of 35 lecturers working at the English Language Teaching Department of different Education Faculties in the 2016-2017 academic year and 11 English teachers working in public schools affiliated with the Ministry of National Education and who have not completed 5 years in the profession. NVIVO-11 program was used in the analysis of the data. The results of the study were compared with the 2018 English teacher education program renewed by the Council of Higher Education. English teachers and lecturers think that the content knowledge, pedagogical content knowledge, and general culture courses in the teacher training program are insufficient. According to English teachers and lecturers the content knowledge, pedagogical content knowledge, and general culture courses in the English language teacher education program are insufficient. Furthermore, English teachers stated that they could not apply what they learned during their training to real-life conditions. Therefore, they propose that the English language teacher training program should be revised considering the current conditions.</p>

A Review of English Language Teacher Training Programmes in Bangladesh

This paper reviewed the contents and objectives of three English language teacher education programmes offered by government and non-governmental organizations to in-service secondary school teachers in Bangladesh. Semistructured interviews were used to collect additional data from the programme coordinators who were trainers as well. The aim of the study was to find out whether the training programmes created opportunities for teachers to engage in critical reflection on their own beliefs in order to develop a critical approach towards their teaching. Hence, this study drew on the extensive literature on teacher beliefs and critical reflection to advocate the need for designing teacher development programmes which focus on these two aspects. The study sought to establish the advantages of helping teachers to articulate their beliefs so that they can themselves identify whether their beliefs are in sync with language education today. This can be possible only if teachers reflect on their core beliefs about teaching that propel them to teach in a particular way. The study found that the training programmes which were reviewed all focused on classroom practices. None of the programmes focused on helping teachers to articulate or identify their beliefs so that their awareness of their own beliefs could help them appreciate the need for implementing what they were being trained to do in the classroom. It was argued that if teacher development programmes created opportunities for teachers to collectively and critically reflect on their pre-existing beliefs, it could help them use their newly acquired skills more effectively and convincingly. Keywords: critical reflection, teacher beliefs, teacher educators, teacher training modules.