Pre-service English As A Foreign Language Teachers Research Articles

Shaping The Way to Teach? Exploring the Adoption of Digital Multimodal Texts As Instructional Tools in EFL Teaching Practicum

This research scrutinizes a case study conducted with 15 pre-service English as a Foreign Language (EFL) teachers in a microteaching class at the English Education Department at UIN Walisongo Semarang. The purpose of the study was to examine the forms, implementation, and reflection of digital multimodal instructional media utilized by pre-service teachers. Observations of classrooms and document analysis were employed to acquire data. Pre-service EFL teachers employ digital multimodal instructional media, including PowerPoint presentations, films, and songs, to enhance English language learning. These tools integrate text, images, video, and audio elements to teach language structures, vocabulary, and emotions effectively. Student portfolios showcase diverse educational strategies across different grade levels, using videos, songs, and PowerPoint presentations to engage students and reinforce language skills. Educator reflections underline the significance of digital multimodal media in simplifying complex topics, improving comprehension, and fostering a holistic learning experience. They also stress the importance of adequate equipment and resources for successful multimedia implementation, affirming the value of multimodal approaches in providing impactful and engaging English language education. The study highlights the potential for these digital tools to provide an engaging and interactive learning environment for EFL students. It is recommended that more research investigate ways for optimizing the use of digital multimodal media in diverse EFL teaching scenarios.

Bridging the Gap: The Reality of Digital Technology Integration by Indonesian Pre-service EFL Teachers

Background: This research investigates the integration of digital technology into teaching practices among pre-service English as a Foreign Language (EFL) teachers in Indonesia, using the Technological Pedagogical Content Knowledge (TPACK) framework. The exploration focuses on the contextual challenges and limited technological infrastructure that hinder effective technology use during teaching practicums. Methodology: Employing a qualitative case study design, the research involved six pre-service teachers from three junior high schools in Indonesia. Data were collected through Video-Stimulated Recall (VSR) interviews, direct observations, and analysis of teaching materials, including lesson plans and multimedia resources used in classroom settings. Findings: The findings reveal that while pre-service teachers were theoretically prepared for integrating technology into education, practical implementation was often compromised by infrastructural deficiencies. Teachers frequently encountered issues such as insufficient internet access and lack of support from supervisory staff, which forced them to rely on basic and offline technological tools despite their preparedness to employ more sophisticated resources. Conclusion: The research underscores a significant gap between the theoretical training provided by teacher education programs and the practical realities in Indonesian schools. It suggests that enhancing technological infrastructure and mentorship in these settings is crucial to effectively translate pedagogical and content knowledge into technology-integrated teaching practices. Originality: This research contributes to the field by highlighting the specific challenges faced by pre-service teachers in developing countries like Indonesia and provides empirical evidence on the discrepancies between their training and actual teaching experiences. The study advocates for an integrated approach in teacher education that aligns theoretical knowledge with practical abilities to navigate technological constraints

Exploring novel approaches to digital self-regulated learning: a study on the use of mobile applications among Polish and Turkish EFL pre-service teachers

AbstractThis study explores the digital self-regulatory practices of English as a Foreign Language (EFL) pre-service teachers via mobile applications in the post-pandemic era. The research is motivated by the need to address the absence of literature on the self-regulatory learning behaviours of EFL pre-service teachers in the aftermath of the pandemic-induced shift to online learning. The study participants were Polish and Turkish EFL students aged between 19 and 23, enrolled at state universities in Poland and Turkey. A validated online survey tool was developed and utilised for data collection based on the piloting phase of the study. The survey employed a combination of multiple-choice and 5-point Likert scale questions to examine participants’ interaction with different types of self-regulated applications after the pandemic. The findings revealed that Duolingo was the most widely used application. This underscored the importance of listening as the most frequently used language skill. The study also revealed a shift in learning patterns among participants following the pandemic as evidenced by the technologies available. Overall, the main findings of this study may serve as significant impetus for further research on pandemic-related changes in digital self-regulated learning practices among EFL learners globally. The results of the study might find broad implications for example for development of a new generation of MOOCs responding various needs of learners as well as incorporating elements of self-regulation into the traditional EFL class to increase its efficiency.

Enhancing Pre-Service EFL Teachers’ Self-Efficacy through the Use of ELF in a Multilingual World

The teaching practicum, a psychologically demanding phase of professional development, yields diverse self-efficacy outcomes for pre-service teachers. While it is crucial to view the practicum as a cornerstone for shaping teaching beliefs, there exists a research gap in understanding its influence on the self-efficacy of pre-service English-as-a-foreign-language (EFL) teachers in East Asia and delving into the cognitive processes during this period. This mixed-methods study (n = 18) aimed to address this gap. The quantitative results revealed an overall increase in participants’ self-efficacy, notably in classroom management. The qualitative findings uncovered challenges faced by those with lower self-efficacy, particularly when discrepancies arose with mentor teachers over teaching English through a communicative approach. Conversely, individuals with linguistically and culturally diverse pre-practicum experiences exhibited resilience while maintaining robust beliefs about their own teaching. The findings suggest the necessity for tailored teacher preparation programs aiming at nurturing a multilingual perspective through interaction in English as a lingua franca.

Employing reflective practice to capture Indonesian EFL pre-service teachers' conceptions of English learning

Understanding the English language learning concept is crucial for success in learning English. Numerous studies have focused on English as a foreign language (EFL) in-service teachers' perceptions of English language learning, while only a few have examined EFL pre-service teachers. This research delves into the different aspects of the experiences, reflections, and conceptualizations of English language learning among EFL pre-service teachers. A group of eight Indonesian EFL pre-service teachers engaged in participatory action research (PAR) during their field experience practices (PPL) in junior and senior high schools. This study employed a thorough approach to data collection, incorporating photovoice, an open-ended questionnaire, and in-depth interviews. The results of data analysis involving identifying and categorizing themes reveal a diverse range of perspectives, wherein English is likened to a lamp, dictionary, cuisine, flowers, class, and artificial intelligence (AI). Furthermore, learning English is often portrayed as an engaging and demanding process, highlighting the importance of innovative pedagogical approaches. This study emphasizes the significance of collaboration between language and technology departments to remain at the forefront of educational advancement, establishing a solid foundation for future research and improvements in EFL teacher education.

Investigating Indonesian EFL preservice teachers’ digital technological awareness and their challenges in EFL learning: A case study

The role of technology in learning English as a foreign language (EFL) remains significant. While numerous studies explored the effectiveness of technology in learning EFL, there is a paucity of research that examines EFL preservice teachers' digital technological awareness and their challenges in using technology in EFL learning. This study aims to investigate EFL preservice teachers' digital technological awareness and their challenges. This case study involved six EFL preservice teachers from the English Education Program at one of the higher colleges in West Nusa Tenggara Province, Indonesia. The data were garnered through in-depth interviews and observations. Thematic analysis was used to analyze the data. The result shows that teachers’ teaching style frequently incorporating technology in learning has been the main influence in enhancing the students' technological awareness. In terms of challenges, EFL preservice teachers faced four main difficulties: financial barriers, technical issues, meeting the lecturer's expectations, and technological anxiety. This study suggests that there is a need for teacher training programs to include components that focus on enhancing digital technological awareness among EFL preservice teachers. This can be maintained through workshops, courses, or specific modules designed to address the challenges EFL preservice teachers face.

Teaching Deep Culture to Develop Intercultural Communicative Competence (ICC) for EFL Pre-service Teachers

In common, EFL (English as a Foreign Language) teachers primarily provide surface-level cultural knowledge to their pupils, who are then expected to use critical thinking to delve into the material. Unfortunately, Universitas Billfath's pre-service teacher education program experienced the same situation. However, candidates for language teachers should possess intercultural competency, which means they should learn about both visible and hidden aspects of culture. To prepare pre-service teachers for their future careers, this study suggests that they be taught profound cultural issues. This will help them to enhance their intercultural communicative competence (ICC). To be specific, this study began with a brief overview of the teaching context and participants. Additionally, a critical analysis of incorporating deep culture to develop ICC was examined. This article also provided an illustration of how the method of teaching deep culture is organized and the reasoning behind it.

Teaching Immunity of Language Teachers: A Reflective Approach

The shield analogy, which teachers have developed to protect themselves naturally against the difficulties that arise in the teaching process, is one of the most effective expressions used to express teacher immunity. Teacher immunity and reflective teaching are very important constructs that can affect language teachers’ practices and professional development. Therefore, this study aimed to investigate how reflection on teaching practice influences the teaching immunity of pre-service EFL (English as a Foreign Language) teachers. It also investigated factors influencing the changes in the teaching immunity of pre-service EFL teachers. The participants were six pre-service EFL teachers at a state university in Turkey. Data were collected through reflection forms during teaching practice and follow-up interviews with the participants. The content analysis method was used to analyse the collected data. The findings revealed that reflecting on teaching practice raised teachers’ awareness about their instructional practice, affective factors, and professional development. Additionally, the results indicated that teaching responsibilities, coping strategies, and contextual factors were the three main factors influencing the changes in the teaching immunity of teachers. It would be fair to state that reflecting on teaching practice may help teachers be resilient to burnout, open to change, tolerate negative behaviours, and, thus, increase their instructional effectiveness.

Pre-service EFL teachers’ identity construction in relation to digital gamification: A social theory of learning perspective

Nowadays, digital technology is a vital aspect of teaching. Therefore, it is essential for pre-service teachers of English as a foreign language (EFL) to develop an identity that fits the current needs. In response to this demand, this study aims to explore pre-service EFL teachers’ identities in relation to digital technology, more particularly gamification. This study employs Wenger's social theory of learning especially the Engagement, Imagination, and Alignment modes of belonging. This study involved four pre-service EFL teachers from two different contexts in Indonesia. Data on participants' involvement in digital gamification were collected from the written history records of the participants and semi-structured interviews. Data which were collected during seven-week period of the participants’ teaching practice were analyzed to grasp how digital gamification influenced the development of their identities as pre-service EFL teachers. The findings indicate that the participants encountered identity struggles in using digital gamification to negotiate their identities when teaching practice in placement schools. Likewise, they claim to have developed a number of identities such as contemporary, tech-savvy, innovative, and up-to-date pre-service EFL teachers. The results of this study assert that initial teacher education would benefit from focusing on the identities of pre-service EFL teachers. This implies that pre-service EFL teachers need to continually maintain their ever-changing digital identities and that schools need to provide pre-service EFL teachers with additional technological resources.
  

Determinants of Intention to Use ChatGPT for Professional Development among Omani EFL Pre-service Teachers

The integration of ChatGPT within the workplace holds the promise of enhancing professional communication, streamlining task automation, and expediting access to information and assistance. However, the ultimate success of this endeavour hinges on the proactive adoption and utilisation of ChatGPT by professionals. This study endeavours to illuminate the utilisation of ChatGPT for professional development by pre-service teachers specialising in English as a Foreign Language (EFL) in Oman. To this end, it employs an extended conceptual framework rooted in the technology accceptance model (TAM), incorporating critical exogenous factors such as instructor support, personal innovativeness, and perceived learning value. Confirmatory factor analysis (CFA) was employed to assess the construct validity and reliability of the model's components. Utilising a cross-sectional research design, a structured questionnaire was administered to a sample comprising 280 EFL pre-service teachers in Oman. The structural model elucidated that external factors—namely, instructor support, personal innovativeness, and perceived learning value—exerted a statistically significant influence on the EFL pre-service teachers' perceptions of the utility and ease of use of ChatGPT. Moreover, it emerged that the perceived utility and ease of use of ChatGPT were instrumental in shaping the intention of Omani EFL pre-service teachers to embrace this AI-powered tool for their professional development endeavours. Collectively, the model effectively accounted for 63% of the variance in the intention of EFL pre-service teachers in Oman to adopt ChatGPT for their professional growth. These results have practical implications for educators and institutions seeking to enhance the integration of innovative technologies like ChatGPT in language education and professional development programs.

The Impact of Online Reflective Practice-oriented Assessment on the Self-efficacy of Turkish EFL Pre-service Teachers: A Case Study

The purpose of this mixed-methods case study is to explore the impact of online reflective practice-based assessment, virtual mentoring and video-mediated self-assessment on the self-efficacy of Turkish pre-service teachers of English as a Foreign Language (EFL) in a practicum course in the 2021/2022 academic year. The Turkish version of Teachers’ Sense of Efficacy scale by Capa, et al. (2005) was used to collect the quantitative data. Paired sample t-test was employed in the quantitative data analysis. Semi-structured interviews, reflection journals, and video-mediated post-teaching self-assessment forms were utilized in the qualitative data collection. Thematic content analysis was used in the qualitative data analysis. Findings indicated while verbal persuasion and enactive mastery experiences were regarded as the main self-efficacy sources for pre-service EFL teachers, affective states were also found influential in their self-efficacy perceptions. The study revealed the favorable impact of virtual mentoring and video-mediated self-assessment on pre-service EFL teachers’ self-efficacy development.
 
 Key words: online, reflective, practice-based assessment, self-efficacy, EFL pre-service teacher

Eliciting Pre-Service EFL Teachers’ Views on Coursebooks Through Metaphorical Language

Unearthing pre-service teachers’ attitudes towards coursebooks might well have important implications both for pre- and in-service teacher education since of all the wide range of materials used in English language teaching (ELT), coursebooks are still the most widely used materials in school settings. In this regard, this study aims to surface pre-service English as a Foreign Language (EFL) teachers’ beliefs on coursebooks through metaphorical language. Data gathered from 129 Turkish pre-service teachers of English are presented and discussed in the present study. Qualitative content analysis was employed in this study to analyze the metaphors provided by the pre-service EFL teachers. The participants produced 70 different metaphors for coursebooks and data analysis revealed seven conceptual categories: Guidance, Resource, Support, Access to New Opportunities, Worthlessness, Restrictions and Boredom. The participants produced mostly positive metaphors for coursebooks and saw coursebooks as a support and guide for language education.

Investigating pre-service EFL teachers’ language mindset and epistemological beliefs

Learning a new language is widely recognized as a persistent, intricate, and demanding endeavor for learners. Along this journey, various challenges are expected to arise, potentially hindering effective communication. Therefore, Language Learning Mindsets (LLMs) are considered crucial indicators in understanding why learners react differently to these adversities. Additionally, LLMs encompass how learners respond to the learning process, influencing their goals, learning strategies, and effort, consequently impacting their motivation for language acquisition. The goal of this study is to explore the potential relationship betwixt language mindsets (LLMs) and epistemological beliefs among pre-service English as a Foreign Language (EFL) teachers. To accomplish this, 141 pre-service English teachers participated in the study. Quantitative data were gathered using the Language Mindsets Inventory (LMI) and the Epistemological Beliefs Questionnaire. The quantitative data analysis involved the application of descriptive statistics and regression analyses. The findings demonstrated that the sub-dimensions of epistemological beliefs, namely, learning effort and certainity in knowledge, significantly predicted and positively influenced incremental views during the language learning process. Specifically, their respective impacts on the outcome variable concerning treatment differences were somewhat less pronounced but remained in the positive range. Moreover, while innate/fixed ability significantly influenced entity views of language learning, the sub-dimensions of learning process/expert knowledge and learning effort did not serve as significant predictors for entity views regarding language learning. These findings hold implications for the development of EFL teachers' beliefs, suggesting that their perception of innate learning ability, which is transferable, significantly affects their approach to language learning.

Merdeka Belajar–Kampus Merdeka (MBKM) to strengthen the culture and citizenship literacy of EFL pre-service teachers

The purpose of this study is to explain and describe the role of the Merdeka Belajar–Kampu Merdeka (MBKM) or the Independent Learning Program in enhancing the culture and citizenship literacy of EFL (English as a Foreign Language) pre-service teachers at Universitas Almuslim, Indonesia, through the PERMATA-SAKTI Program, a student exchange program. This research employed a mixed method. The respondents of this study were prospective EFL teachers who participated in the program. Five informants were interviewed extensively to collect qualitative data. The interviews were transcribed and the results were analyzed through thematic analysis. A number of 35 pre-service EFL teachers filled in a closed-ended questionnaire to collect quantitative data. These data were analyzed descriptively. The findings of this study indicated that the program could strengthen the cultural and citizenship literacy of EFL pre-service teachers by introducing culture and diversity through the online learning process. The active combined learning process revealed the values of solidarity, tolerance, diversity, and unity. EFL pre-service teachers developed an attitude of mutual respect through a dynamic learning process involving diverse languages, races, ethnicities, religions, and worldviews. This study concluded that the PERMATA-SAKTI Program effectively strengthened the EFL pre-service teachers’ cultural and citizenship literacy.

PRE-SERVICE EFL TEACHERS’ PERCEPTION OF TEACHING COMPETENCY DEVELOPMENT OVER THE TESOL COURSE

The English teaching practice is an essential part of a TESOL methodology course as it can offer TESOL students or pre-service English as a foreign language (EFL) teachers valuable experience in actual teaching environments. Additionally, TESOL methodology courses play a crucial role in providing pre-service EFL teachers with excellent chances to master their professional knowledge to become competent language teachers in the future. In this regard, pre-service teachers’ improvement in knowledge, attitudes, and professional skills in teaching English is of vital importance to their teaching career since they assist pre-service EFL teachers in displaying teaching abilities. This study aimed at examining pre-service teachers’ perception of their teaching competency development after taking 45 periods of the English teaching course, which is a compulsory course in the MA program. 121 pre-service EFL teachers, whose majors are TESOL methodology, answered the self-assessment questionnaire survey in this study. The SPSS software was utilized for data analysis. The findings disclosed that pre-service EFL teachers believed that their teaching competencies were developed after learning the teaching practice course. Specifically, they improved their knowledge and teaching skills so as to attract students to their lessons. Pedagogical implications are suggested for policymakers and teacher trainers to enhance pre-service EFL teachers’ teaching competencies based on the preliminary results of the current study.

Critical thinking, autonomous learning, and academic grit among preservice EFL teachers

The current study aims to explore the relationships between critical thinking, autonomous learning, and academic grit. With this purpose, a descriptive correlational design was followed in the research. “Critical Thinking Disposition Scale”, “Autonomous Learning Scale”, and “Academic Grit Scale” were used to collect data in the study. The study consisted of 475 preservice English as a Foreign Language (EFL) teachers in several state universities in Türkiye. Pearson Product Moment Correlation Coefficient was used to explore the correlations among the variables, and Regression Analysis was used to see the indirect effect of critical thinking on academic grit through autonomous learning. The study displayed significant differences between the participants’ critical thinking, autonomous learning, and academic grit scores and sub-scores, except for the autonomous learning-study habits sub-score, in terms of their self-perceived foreign language proficiency (p < .05), and significant differences between the participants’ all scores in terms of their academic success (p < .05). Critical thinking acted a positive predictor of autonomous learning (β = .66, p < 0.001) and academic grit (β = .19, p < 0.001), while autonomous learning was a positive predictor of academic grit (β = .57 p < 0.001). Furthermore, the study discovered the indirect effect of critical thinking on academic grit through autonomous learning (β = .37, p < 0.001). Based on the results, implementations that enhance “critical thinking”, “autonomous learning”, and “academic grit” can be suggested in EFL teacher training, which can contribute to the promotion of these skills of preservice teachers and foster the quality of prospective teachers along with the efficacy of teacher training programs would be affected positively.

Changes in orientations among pre-service EFL teachers’ correction practices: From teaching materials to underlying knowledge structures

This article focuses on how the correction practices of pre-service teachers change over a one-year period. This multimodal, longitudinal conversation analytic study is based on recordings of 22 EFL (English as a foreign language) classes taught by two pre-service teachers in lower secondary schools during their initial and final school placements. Several changes in the correction practices were observed in the final school placements: the pre-service teachers (1) used teacher-initiated student self-correction more frequently, (2) displayed no verbal orientation and less visual orientation to the teaching material, and (3) engaged more in clueing and pointing at inscriptions on the board. These findings document a shift from a rather mechanistic orientation to the teaching materials during the initial school placement to an orientation to the underlying structures and knowledge, and thus student understanding, during their final school placements.

Video Games and English Learning: An Exploratory Study of EFL Pre-Service Teachers’ Perceptions

The present study explores the knowledge and perceptions that 72 Chilean EFL (English as a foreign language) pre-service teachers have regarding the effect of video games in their daily and academic routine in terms of foreign language learning. By applying a 5-point Likert scale, it was possible to gather data concerning their sociodemographic characteristics and their views in relation to five dimensions: (1) Generalexperience with video games, (2) general preferences about video games, (3) strengths and weaknesses of video games, (4) video games as a learning experience, and (5) video games and the four language skills. Once the data were collected, the Spearman’s orrelation coefficient was used with the purpose of determining the relationships among the respondents’ answers. The results indicated that the four language skills, especially the receptive skills, can be practiced while playing video games. Also, digital games allowed the participants to teach and learn from other players through gameplay. This process was followed by a hierarchical cluster analysis that allocated the respondents into four groups based on the similarities of their responses.

Pre-service EFL Teachers' Anxiety regarding the Online Teaching Practicum during the COVID-19 Pandemic: Thailand Case Study

Before the COVID-19 pandemic, pre-service English as a Foreign Language (EFL) teachers (PSTs) experienced various forms of teaching anxiety. However, during the pandemic, they likely encountered additional, different types of teaching anxiety, especially at the teaching practicum stage. This study investigated factors causing anxiety in these PSTs prior to the practicum. It surveyed 257 PSTs from 10 polytechnic universities across Thailand scheduled to conduct a teaching practicum in the subsequent semester. The findings indicated that 246 PSTs (95.7%) had no prior experience with online learning. The PSTs reported being most familiar with Zoom and Google Meet, that these were the most convenient learning platforms, and also being most proficient in them. Two of their greatest concerns regarded online teaching, namely how they would do their practicum, e.g., hybrid, and what equipment and facilities schools would provide for them. Regarding anxiety, the participants demonstrated extremely high levels on four factors all associated with online teaching: the mode of instruction, whether online, onsite, or hybrid; the stability of the internet connection during online teaching; their teaching skills in the online mode; and their ability to integrate technological applications into their teaching. Given the participants' anxiety towards online teaching, pedagogical implications are discussed.

Descriptive of Pre Service English as a Foreign Language (EFL) Teachers’ Motivation to Become Teachers in Turkey

Purpose of the study: To describe the motivation of Pre Service English as a Foreign Language (EFL) Teachers to Become Teachers in Turkey, to determine the effect of gender on the motivation of pre-service EFL teachers to become teachers and to find out the influence of the community on a pre-service EFL teacher's decision to become a teacher&#x0D; Methodology: This study was conducted according to a mixed research method. The researcher analyzed the Quantitative data with the SPSS program (Statistical Package for the Social Sciences). In the SPSS program, the researcher created three tables, which are the answer to research questions. The researcher analyzed qualitative data by Computer-assisted qualitative data analysis software (CAQDAS) Quirkos&#x0D; Main Findings: Participants were very excited to become English teachers because they were going to become English teachers; furthermore, during the interview, all participants stated that society influenced their choice of profession. In addition, according to the quantitative data, it appears that the participants were motivated by 9 factors to choose teaching English as a career choice.&#x0D; Novelty/Originality of this study: This study was conducted in one of the state universities in Turkey participant number was limited for this study. Also, this study was conducted in a short time. Due to the limitations, this study’s findings and conclusions can’t be generalized. More detailed and long-lasting studies should be carried out to understand the motivations of pre-service EFL teachers to become teachers.