English Language Teacher Training Research Articles

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

AbstractThe 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.

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.

Distance Learning & English Language Teachers’ Professional Development

The paper aims to share the experience in the field of the professional training of English language teachers. The authors describe the ways the English language teaching methodology classes are held as a part of distance learning. Students work out the materials for teaching pupils in google docs and discuss them using a cloud-based video communications app ‘Zoom’, then share their google docs links with students from other groups and comment on the tasks for potential pupils. Particular attention is paid to the detailed plan of the class, its coherence and cohesion, applied approaches and methods, given tasks. The paper contains a number of teaching materials developed by the senior students of the Institute of Foreign Languages of Moscow Pedagogical State University. These materials can be used as practical recommendations for EFL teachers or students of pedagogical universities studying foreign languages and doing teaching practice at schools.

The Role of Teachers' Interpersonal Behaviors in Learners' Academic Achievements.

In the context of English as a foreign language classroom, affections that form between teacher and students may affect the teaching/learning process. This review aimed to investigate the related studies on the effect of teacher-learner interpersonal relationships on learners’ educational performance in English as a Foreign Language (EFL) educational contexts. This review concluded that there is a significant constructive correlation between teacher-learner interpersonal relationships and learners’ academic achievement. Learners are required to have some sense of belonging to improve their educational performance. Moreover, other positive emotional factors such as grit, wellbeing, self-efficacy, academic engagement, motivation, and foreign language enjoyment can mediate the association between teacher-learner interpersonal relationships and learners’ academic success. The study concludes with some implications for English learners, English language teachers, and English language teacher trainers. The ideas can improve their awareness of teacher-student interpersonal relationships, including teacher stroke, rapport, and teacher immediacy and their role in improving learners’ foreign language learning.

The Implementation of awareness raising for pre-service teachers’ management of classroom interaction with a focus on extended wait-time

This study investigates the effect of awareness raising on pre-service English teachers’ utilization of extended wait-time in an English as a foreign language context in material and classroom context modes, and it considers the place of extended wait-time in increasing the prospects of interaction in classrooms. Utilizing extended wait-time is an indicator of Classroom Interactional Competence, and thus it is an essential skill for successful language teachers. Accordingly, this paper studies pre-service English teachers’ extended wait-time use, and whether awareness raising gives way to teachers’ more successful utilization of it. This study has a qualitative methodological design analyzing seven classroom video recordings and two feedback interviews with the pre-service teachers. The classroom video recordings were analyzed considering the sequential analysis, turn-taking and repair mechanism of Conversation Analysis, and the reflection interview sessions were analyzed via Descriptive Analysis focusing on the participants’ views and perceptions about the implementation. The findings suggested that the training in the form of awareness raising improved the participants’ efficient use of extended wait-time as a part of Classroom Interactional Competence, and it was also found to have beneficial effects on students’ participation and self-selection. The study more specifically found that the development in Classroom Interactional Competence with regard to extended wait-time happens in a continuum. This study offers insights into management of classroom interaction, and it provides some suggestions for English language teacher training and development.

Reinforcement of White Native-Speakerism: An Analysis of English Language Teacher Training Materials

This article draws awareness to Whiteness as a centered phenomenon in ELT which contributes to discriminatory practices through reliance on and privileging of White norms on a global scale. This study sought to address this issue through a critical discourse analysis of 14 English as a foreign language (EFL) open-source teacher training modules with the following guiding question: How are ideologies that reinforce White native-speakerism demonstrated in open-source English teaching methodology training materials designed for global ELT audiences? Critical Whiteness Studies (CWS; Nayak, 2007), the concept of native-speakerism (Holliday, 2006), and the ‘native speaker’ frame (Lowe, 2020) informed the theoretical assumptions of the study. Critical Discourse Studies (CDS; Wodak & Meyer, 2015) provided an analytical lens to examine discourses of power and framing of ideology in the texts. The main thread that emerged from the analysis was an avoidance of stance, demonstrated through contradictory, simultaneous representations of resistance to and reinforcement of ideologies of White native-speakerism. This avoidance of stance is exemplified through representation of language varieties, the emergence of a monolingual view of teaching, representations of culture, and the framing of authenticity. Keywords: White native-speakerism, Whiteness, English teacher training, training materials, English as a foreign language (EFL), English language teaching (ELT), reinforcement, resistance

Reinforcement of White Native-Speakerism: An Analysis of English Language Teacher Training Materials

This article draws awareness to Whiteness as a centered phenomenon in ELT which contributes to discriminatory practices through reliance on and privileging of White norms on a global scale. This study sought to address this issue through a critical discourse analysis of 14 English as a foreign language (EFL) open-source teacher training modules with the following guiding question: How are ideologies that reinforce White native-speakerism demonstrated in open-source English teaching methodology training materials designed for global ELT audiences? Critical Whiteness Studies (CWS; Nayak, 2007), the concept of native-speakerism (Holliday, 2006), and the ‘native speaker’ frame (Lowe, 2020) informed the theoretical assumptions of the study. Critical Discourse Studies (CDS; Wodak & Meyer, 2015) provided an analytical lens to examine discourses of power and framing of ideology in the texts. The main thread that emerged from the analysis was an avoidance of stance, demonstrated through contradictory, simultaneous representations of resistance to and reinforcement of ideologies of White native-speakerism. This avoidance of stance is exemplified through representation of language varieties, the emergence of a monolingual view of teaching, representations of culture, and the framing of authenticity. Keywords: White native-speakerism, Whiteness, English teacher training, training materials, English as a foreign language (EFL), English language teaching (ELT), reinforcement, resistance

Öğretmen eğitiminde yarım kalan şarkı: Türkiye’de Köy Enstitüleri deneyimi

There was a successful and valuable experience that was implemented in Turkey between 1940 and 1954. It was called the Village Institutes which were established in different parts of the country that greatly enlightened their environments. Unfortunately, because of a clash of political interests, the institutes were closed in 1954. The Village Institutes have been under scrutiny in terms of different courses and activities. However, there still seems to be a gap in the reviewed literature in terms of foreign language teaching in the Village Institutes and its reflections to today’s English language teacher training programmes. Although Turkey is not the same as the 1940s Turkey, this paper is an attempt to show that with their certain features, they still stand as a model to look up to and we should benefit from their outputs in teacher education practices in Turkey. They raised teachers who were aware of themselves, the surrounding environment and their own transformative power and were able to think critically. When we consider the limited practicum hours for pre-service teachers and high ratio of theoretical lessons in the curriculum at the faculties of education, it seems that we have a lot to learn from the Village Institutes experience.

The Adaptive Expertise of Expert ELT Textbook Writers

Although the ELT (English Language Teaching) materials development literature points to the influence of classroom experience on materials design, the literature is less specific about how such experience affects skilled textbook writing. Drawing primarily upon concurrent verbalization and pre- and post-concurrent verbalization interview data collected from two expert ELT textbook writers as they produced coursebook content, this study finds the participants tapped their English language teaching and teacher training experience – with experience operationalized here as knowledge and skills developed as a result of time and effort spent operating in a domain – during writing episodes when using problem-solving skills, navigating constraints, applying pedagogical reasoning skills, and engaging repertoire. The participants, in other words, were able to effect transfer from the neighbouring domains of English language teaching and teacher training to the expertise domain of ELT textbook writing, demonstrating adaptive expertise. This study demonstrates the usefulness of collecting data while participants are writing to discover how transfer effects and adaptive expertise are realized in real-time work and thus makes an important contribution to the research field of materials development. In addition, the results of this study may benefit teachers who look to textbooks for guidance as they develop pedagogic confidence.