Future English Language Teachers Research Articles

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.

Development of professional-pedagogical competence in future English language teachers

The study examines the professional pedagogical competence of future English language teachers. The concept of "professional pedagogical competence" is increasingly relevant in Kazakhstan's higher education reform. It reflects teachers' pivotal role and professional qualities in achieving high-quality education and upbringing. Our literature review defines the professional pedagogical competence of future English language teachers as an integrative set of qualities that indicate their personal and socio-moral experience. It also reflects their capacity to foster motivational, cognitive, and operational aspects within their professional domain. The outcomes of their pedagogical endeavors evidence this. Our model of professional pedagogical competence for future English language teachers is a pedagogical system that includes four blocks: target, conceptual, content-procedural, and criteria-evaluative. The criteria and indicators of professional-pedagogical competence are communicative, cognitive, operational-activity, and motivational-valuable. The communicative dimension emphasizes foreign languages as a means of personal and professional communication. The cognitive dimension emphasizes skills to solve non-standard lingua-pedagogical tasks. The operational-activity dimension reflects personality, professional development, and pedagogical activities. The motivational-valuable dimension emphasizes linguistic-cognitive motivation, professional self-awareness, the need for self-realization, and self-development. Our research findings contribute significantly to the discourse on teacher education in Kazakhstan. Our comprehensive model aligns with contemporary educational needs. It serves as a valuable guidepost for educational stakeholders and offers insights that can inform policy, curriculum development, and teacher training programs. Ultimately, it advances the overarching goal of enhancing the quality and impact of English language education in Kazakhstan.

A Model to Train English Language Teachers at Mexican Universities

This work evaluates the preparation of English language teachers at Mexican universities. In order to develop a model for training future English language teachers, curricular, operational, and contextual factors are analysed. Extensive professional teaching of English in Mexican universities is necessary given the extensive social, economic and cultural exchanges within North America that require workers to speak English with a certain level of proficiency. The preparation of English language teachers in Mexico has not been adequately researched and there is little objective data on its status. Therefore, there is a need for systematic empirical information to fully understand the status quo of English teacher training in Mexican universities. A case study of a typical university English teacher training programme provides curricular considerations and information from faculty, students and administrators. As a result, this work proposes a model for English teacher training at the university level and discusses its implications for curriculum development.

METHODOLOGY FOR ENHANCING THE DEVELOPMENT OF SPEECH CULTURE AMONG FUTURE ENGLISH LANGUAGE TEACHERS

The development of speech culture is paramount for future English language teachers, as it directly impacts their effectiveness in communication and instruction. This article presents a comprehensive methodology for enhancing speech culture among aspiring English language educators. Drawing upon linguistic theories, pedagogical approaches, and practical strategies, this methodology provides a structured framework forfostering proficient verbal expression, linguistic accuracy, and cultural sensitivity. Through a combination of theoretical insights and practical applications, this methodology aims to equip future English language teachers with the necessary skills to engage effectively with diverse audiences and facilitate meaningful language learning experiences.

PRACTICAL BASICS OF ECO-ORIENTED EDUCATION OF FUTURE TEAC

The research relevance is stemmed from problems of introducing aspects of greening of education in the process of learning a foreign language at pedagogical universities. The research purpose is to develop a model for forming an eco-oriented worldview through a pedagogical approach in training future English language teachers. The main method for investigating this issue is the "Diagnosis of Personal Life Values” testing method developed by Sopov V.F. and Karpushina L.V., which allows for determining an individual's personal attitude towards various aspects of life based on their priorities in defining value orientations as an important component of their essence. The paper presents a model of the establishment of the foundations of personal eco principles based on fostering an internal ideology of respect for nature and environment within the framework of teaching a foreign language in pedagogical universities. This paper introduces a model for cultivating eco principles in individuals by fostering an internal ideology of respect for nature and the environment, integrated into the teaching of foreign languages at pedagogical universities. This model promotes an appreciation for living nature and all its components, including various natural elements and species, encouraging self-identification as a friend of nature. It includes both personal and social life, with a focus on value-driven motivations aimed at enhancing the quality of life for all living beings at every level. The development of an eco-oriented worldview in future English teachers is supported by engaging with authentic online presentations on nature and environment, including conferences, documentaries, and TV programs.

The Practicum Evaluation Conundrum: Perceptions of Preservice English Language Teachers and Their Mentors

The evaluation conundrum during teaching practicum concerning the criteria used and perception of them by faculty mentors, school mentors, and preservice teachers remains a critical concern in language teacher education. This multi-perspective research quantitatively investigates the viewpoints of preservice English teachers and their school and faculty mentors regarding the significance of the evaluation criteria set by the Ministry of National Education for evaluating preservice teachers’ teaching in teaching practicum. While all three groups considered the evaluation criteria to be significant—although at varying degrees—the faculty mentors ascribed greater importance to the evaluation criteria, compared to school mentors and preservice teachers, for both the evaluation criteria used by faculty mentors and school mentors. The study highlights the key role of evaluations and feedback provided by school and faculty mentors during teaching practicum despite higher degrees of significance attached to the evaluation criteria used by school mentors. The implications can inform policy and practice in language teacher education, promoting better outcomes for the preparation of future English language teachers in Türkiye.

REFINING THE ENGLISH SYNTAX COURSE FOR UNDERGRADUATE ENGLISH LANGUAGE STUDENTS WITH DIGITAL TECHNOLOGIES

The English syntax course plays a crucial role in preparing future English language teachers. To enhance the teaching and learning of this subject in philological study programs, a blended approach was adopted, and a Moodle course was created. This course aimed at improving students' linguistic competence, digital skills, and time management abilities. The online course features a combination of uploaded PDF and audio lectures, scanned study materials and exercises, as well as online assignments with solutions that serve as e-portfolios, providing students with feedback on their learning progress and achievement. This study evaluates the teacher's experiences and the students’ attitudes towards the online course to determine whether incorporating digital technologies simplifies or complicates the teaching of this subject. The research methods employed are teachers' self-reflection and a questionnaire survey. In the future, further research should focus on exploring the challenges and benefits of incorporating digital technologies into linguistic education.

Case development technology for the development of English competence in dialogical speech of future English teachers

The article examines the concept of case study technology and its impact on the development of English language competence in the dialogical speech of future English language teachers. The research of Ukrainian and foreign scholars, who in their works described the case study technology as an effective technology for teaching foreign languages and cultures, was analyzed. In order to create an effective case, during its development, it is necessary to take into account its type in accordance with educational goals. The technology for the development of the case itself, that is, a set of educational materials, which reveal a training problematic situation for the development of English language competence in dialogic speech of future English language teachers, is described. The case development technology consists of two blocks. The first block contains points related to the determination of the place of the case in an educational process and the formation of the main goals of the case application, the second block provides some practical pieces of advice on the process of case development. The last stage in the process of introducing the case study technology to the educational process is the creation of a model of the case itself for its further implementation into practice. Using casres involves two stages: preparatory and main one. At the preparatory stage, students independently study case materials and, if necessary, the teacher provides some explanations regarding the given information. At the main stage, students offer their individual vision of solving the proposed problem outlined in the case materials.

The emotional intelligence development of future English language teachers

This article presents a methodology for intelligence development based on the premise of emotive units at the lexical-phraseological level and the emotive content of professional-oriented texts. The methodology of emotional intelligence development for future English language teachers is based on the provisions of the emotional-conceptual approach which includes three stages of teaching: nomination, description and expression of emotions by means of a foreign language. Each stage involves four levels of teaching: presentation, practice, production and assessment. The content of emotional intelligence in ELT includes: subject, procedure and outcome components. Our significant achievements are qualitative and quantitative indicators of the general communicative and professional-communicative aspects of students’ emotional intelligence development. The purpose of the article is to create a scientifically-based methodology for the emotional intelligence development of future foreign language teachers in the process of professionally-oriented education. The objectives of the article are to: substantiate the structural-content and functional characteristics of emotional intelligence; create a methodology for emotional intelligence development in foreign language teachers and define qualitative and quantitative indicators of emotional intelligence development.

Didactic Factors of Improving the Writing Competence of Future English Language Teachers

This study aims to investigate the didactic factors and strategies that contribute to improving the writing competence of future English language teachers. Using a mixed-methods approach, the study surveyed and interviewed pre-service teachers and analyzed their written work. The results revealed that targeted feedback, practice-oriented instruction, collaborative learning, and self-regulated learning were significant contributors to enhancing writing competence. These findings have implications for teacher education programs and the professional development of future English language teachers.

THE PECULIARITIES OF TRAINING FUTURE FOREIGN LANGUAGE TEACHERS IN HIGHER EDUCATIONAL INSTITUTIONS THROUGH THE PRISM OF AN ACMEOLOGICAL APPROACH

The article deals with the analysis of the peculiarities of training future foreign language teachers, English and German in particular, in pedagogical institutions of higher education on the basis of an acmeological approach. In the context of the study of the problem raised, the peculiarities of the subjects of the educational process are identified from psychological and pedagogical points of view. Professionally significant qualities of future teachers of foreign languages are summarized and systematized. They are subject-practical, psychological and pedagogical.
 Keywords: future teachers training; professionally significant qualities; professionogram; acmeological approach; future English and German language teachers; pedagogical institutions of higher education; European integration of specialists; innovations in education.

Pre-service English teachers’ reflective practice via online journaling during school-based teaching internship program at the time of Covid-19 pandemic

This study explores the reflective practices of two pre-service English teachers (PSETs) during their school-based teaching practice and internship program at the time of Covid-19. The purpose of this research is to describe PSETs reflections during their online school-based teaching practicum. The data were collected by utilizing the research participants’ journal writing as part of their e-portfolio projects which they kept during the teaching practicum. The collected data were analyzed thematically referring to Bain, Ballantyne, Packer & Mills, (1999). The research revealed four main thematic findings namely, Focus on Teaching, Focus on Self, Focus on Professional Issues, and Focus on Students or Class. Furthermore, the study also identified frequent sub-themes, such as General Teaching Issues (GTI), Specific Lessons or Incidents (SI), Own Teaching Approach (OTA), Relationship/Discussion with Supervising Teaching (RST), Teaching as Profession (TP), Professional Preparation (PP), Student /Class Behavior (SBC), Student /Class Characteristics (SCC). Overall, this research suggests that the use of online journaling helps to facilitate the reflective practices of prospective future English language teachers introspecting on a multitude of aspects of their teaching practicum/ internship program.

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.

ИНТЕГРАЦИЯ LMS MOODLE В ОБРАЗОВАТЕЛЬНЫЙ ПРОЦЕСС, НАПРАВЛЕННЫЙ НА ФОРМИРОВАНИЕ НАВЫКОВ ПРЕПОДАВАНИЯ ESL В ГЛОБАЛИЗИРОВАННОМ МИРЕ: ВОЗМОЖНОСТИ И ПЕРСПЕКТИВЫ

The author presents an innovative approach to form teaching competence of future English language teachers via integrating LMS Moodle. The issues related to the use of LMS Moodle in the educational process to prepare Master’s students on the basis of data obtained at the Sevastopol State University (SSU) are investigated. The purpose of the study is to evaluate the efficiency of LMS Moodle to develop students’ foreign language teaching skills at the university. The process of development and implementation of the online course “Technologies of Teaching English at the University” at SSU is characterized. The structure and stages of the course are described. The types of tasks to from the methodical competence of Master’s students are considered. To assess the results of the impact of the digital course, the author created a questionnaire and conducted a survey among the teachers who had worked during the pandemic using LMS platform. The LMS platform involves the use of an interactive module designed to master the skills of teaching English. The benefits of using LMS platform in foreign language teaching of future teachers of English were revealed. The results show that the use of the LMS platform in implementing the online course “Technologies of Teaching English at the University” contributes to the development of the methodical competence of Master’s students. The results obtained can help teachers, education specialists to carry out methodical training of future ESL teachers using LMS Moodle.

Development of English Phonetic Competence in Future Primary School Teachers: Contemporary Challenges

The modern paradigm of language training for future primary school teachers is oriented towards the implementation of a competency-based approach to student learning, which is a key element of the New Ukrainian School. This paradigm takes into account fundamental changes and everyday challenges faced by contemporary teachers, and is characterized by high quality, versatility, and flexibility. This article examines English phonetic competence as an important component of the language and methodological training of future primary school teachers. In order to investigate this relevant issue, a set of complementary scientific and theoretical methods were used, including critical analysis and synthesis of psychological-pedagogical, scientific-methodological, and linguistic literature on the research problem, as well as analysis of educational normative documents to determine the state of development of the problem. The theoretical foundations of the concepts of “language competence”, “phonetic competence”, “English phonetic competence”, and “phonetic competence of future teachers” were examined. The review of specialized literature allowed for the synthesis of a definition of “English phonetic competence of future primary school teachers”, which is the first attempt to formulate this competence and its components. Based on the characteristics of the basic concepts under study, the role and place of English phonetic competence in the structure of foreign language communicative competence were determined. Additionally, an analysis of the main trends and directions in the formation of English phonetic competence in higher education students was conducted. The article provides a detailed overview of various aspects of this problem and highlights relevant issues related to the development of phonetic competence in future primary school teachers. The research findings can be useful for the practical work of teachers and tutors involved in the preparation of future English language teachers in primary school.

Implementation of a blended learning course for future English language teachers

Implementation of a blended learning course for future English language teachers

Providing professional and pedagogical culture of future English teachers in the context of European integration

The article presents the features of ensuring the professional and pedagogical culture of future English language teachers in the context of European integration. By professional and pedagogical culture we understand the integral quality of the teacher’s personality, which is a prerequisite for effective pedagogical activity, a generalized indicator of professional competence and the goal of professional self-improvement. A modern future teacher must be comprehensively prepared for various aspects of the future work and demonstrate the results of learning – “knowledge, skills, ways of thinking, skills, views, values and other personal qualities. Modern education and upbringing of an active and independent creative personality, competitive in the conditions of the information society, requires from the future teacher not only interactive skills, but also the ability to independently acquire knowledge, thoughtfully build a schedule, navigate information and prepare oneself for the use of these technologies in future professional activities. This approach determines the organization of pedagogical practice of students, which contributes to the formation of motivational-emotional, cognitive, activity and regulatory structural-criterial components of the intellectual culture of the future teacher. Educators assure that sensitivity to suggestions and the value of accepting one’s own opinion dominate during education. They noted that in an educational institution it is very important to teach the material in an accessible way, as well as to encourage an increase in motivation for better assimilation of knowledge with words and support. They need such encouragement and motivation in writing papers of various research types, supervision and mentoring. Such support will contribute to the formation of the professional and pedagogical culture of future teachers of the English language and the possibility of applying the acquired skills, knowledge and skills in professional activities.

The Nature of Reflective Communication Within Video Clubs: What Matters?

The study’s aim is to shed light on the nature of future English language teachers’ reflective communication in the context of video clubs. The objectives of the video clubs were to further develop students’ pedagogical content knowledge in relation to English language teaching and learning, professional vision, and reflective competence. Concerning the professional and political aspects of communication, this study aims to investigate the influence of different types of video interventions implemented in four different video clubs on the nature of pre-service teachers’ communication and, consequently, its effects on students’ reflections and their professional learning.

Chilean English as a Foreign Language Teacher Educators’ Conceptions and Practices of Online Assessment

As a result of the COVID-19 pandemic, online assessment has become pivotal to allow evaluation of the knowledge and competences of teachers-to-be. In this context, this study explored language teacher educators’ conceptions and practices of online assessment and the implications of this type of assessment for language teacher education. Forty-six language teacher educators working in Chilean English language teaching programmes completed an online adapted version of the Abridged Conception of Assessment inventory. From this group, 16 volunteered to take part in a follow-up semi-structured virtual interview. The results indicate that teacher educators’ conceptions of assessment remained unaltered despite the online context. Their conceptions relied mainly on the purpose of online assessment for improving teaching and learning and checking off student teachers’ language proficiency against standardised criteria. Their assessment practices, however, had to be adapted and modified to fit the online environment, which triggered participants’ concerns about the reliability and authenticity of the assessment methods to evaluate prospective language teachers. These findings suggest that there is a need to enhance teacher education programmes that are remotely delivered in order to shed light on reliable, valid and authentic tools to assess future English language teachers.

Development of Future English Language Teachers’ Self-Efficacy Levels: Blended Learning Versus Face-to-Face Instruction

In the era of digitalization and informatization of the world community blended learning is becoming more and more prominent in improving professional training of students in various specialties as it enables to provide efficient learning, achieve learning goals and, what is more, to build their confidence. The aim of the research is to investigate the influence of blended learning incorporated into the professional training of students doing a BA degree in Teaching English as a Second Language on the increase of their general self-efficacy. To establish the relationship between the students’ general self-efficacy and blended learning we used a questionnaire. 133 students were selected to take part in a quantitative study which was conducted at three Ukrainian universities in 2019/2020 academic year. A non-random sampling technique basing on the fact that all 133 respondents studied the same disciplines was used to select the research sample. All the respondents were divided into experimental and control groups. The experimental group was represented by 65 undergraduate students and the control group was represented by 68 undergraduate students. The disciplines selected for training all the respondents in the experimental and control groups were “Contrastive Grammar of the English and Ukrainian languages”, “Practical Grammar of the English Language”, “The Practical Course of the English Language”. The experimental group was to be taught through incorporating blended learning courses on the selected disciplines using the Moodle platform and the control group was to be taught through providing a face-to-face instruction on the selected disciplines. To draw firm conclusions we used methods of mathematical statistics and computer data processing. Obtained results revealed a positive and significant relationship between the incorporation of blended learning into the professional training of students doing a BA degree in Teaching English as a Second language and the increase in their levels of general self-efficacy.