Pre-service English Language Teachers Research Articles

Examining the Role of Digital Tools in Pre-service English Language Teachers Self-efficacy in Writing

Writing is regarded as one of the most challenging skills for language learners due to its multifaceted nature. Similarly, writing instruction involves a composite skill set varying from teaching structural knowledge to linking ideas logically through using appropriate lexicon and cohesive devices. Like many other EFL learners, most students with intensive English instruction at Turkish universities often report difficulties in their in-class and extracurricular writing tasks, and they do not feel a sense of achievement and self-efficacy in writing in English as a foreign language (L2). Through this study, the researchers provided 35 English preparatory students with 6-week writing instruction integrating digital tools to examine the effectiveness of this intervention in promoting the students' self-efficacy levels and sense of achievement in L2 writing. The study adopted a mixed-methods research model in which the Self-Efficacy Writing Scale (SEWS) created by Bruning et al. (2013) is used as the quantitative data tool, and the interview and minute paper techniques as the qualitative data tools. The study's findings revealed that digital-tool-supported writing instruction had promising impacts on fostering students’ self-efficacy in L2 writing, leading to gains in their ideation, use of writing conventions, and self-regulation abilities. The qualitative findings also suggested that digital tools empowered them as writers in L2 and led to improvements in their perceived sense of achievement in writing tasks.

TÜRKİYE'DE İNGİLİZ DİLİ EĞİTİMİNİN SORUNLARI ÜZERİNE KAPSAMLI BİR ARAŞTIRMA: İNGİLİZCE ÖĞRETMEN ADAYLARININ GÖRÜŞLERİ

The current study aimed to investigate the problems of English language teaching in Turkey from the perspectives of pre-service English language teachers. For this aim, qualitative data were collected from fifteen 4th year pre-service language teachers. Open-ended questions, individual interviews and group discussions were used in the data collection process. Based on the content analysis technique, themes and categories were formed. According to the participants, there are problems with teacher education program, teachers, learners, assessment, curriculum, and context in English language teaching in Turkey. Excessive number of education faculties and teacher candidates, no standardization among ELT departments, divergence between theory and practice, insufficient teaching practicum, absence of assessing communicative skills in YKS, unvaried assessment tools, washback effect, test anxiety, course hours, inflexible curriculum, lack of extracurricular activities, inappropriate course books, non-communicative activities, high amount of L1 use, lack of teacher autonomy, demotivation, unwillingness, fear of making mistakes and anxiety, lack of interaction, lack of self-confidence, discipline issues, crowded classes, inadequate physical and technological resources, and audit gap were among some of the problems of English language teaching in Turkey. The findings were discussed in line with the previous findings and educational implications were offered.

Should English Language Teaching Undergraduate Programs in Turkey be Restructured? Views of Pre-Service English Language Teachers

English language teachers in Turkey are officially entitled to teach at any level (from kindergarten to university) and any age group; however, it has been repeatedly argued that teaching English to young learners is different from teaching English to teenagers and/or adults as they require diverse skills, competences, qualifications and expertise (Bland, 2019; Enever, 2014; Gungor, 2020; Linse, 2005; Öztürk Aydın, 2019; Rich, 2019). Moving from this line of reasoning, this study, first of all, aims to investigate whether ELT undergraduate programs in Turkey need to be restructured from the perspectives of pre-service English language teachers. Closely related to this aim, this study also intends to identify the degree to which their undergraduate training prepares pre-service English language teachers (PSTs) for the different school levels they are to work at. With these two complementary aims in mind, this study has employed a qualitative research paradigm. 192 senior pre-service English language teachers who take practicum courses and study at the English Language Teaching (ELT) programs of 14 different state and private universities in Turkey have participated in this study. The data for the study has been collected via an online survey form and a focus group interview. The findings show that ELT undergraduate programs prepare PSTs satisfactorily to work at primary and secondary level schools from the perspectives of PSTs. However, PSTs believe that their undergraduate program cannot prepare them as satisfactorily to work at pre-primary school, high school and university levels. Furthermore, almost half of the PSTs agree that ELT undergraduate programs within Education Faculties should be restructured as ‘ELT for young learners’ and ‘ELT for teenagers/adults’.

Teaching Practicums During the Pandemic in an Initial English Teacher Education Program: The Preservice Teachers’ Perspective

In an initial English teacher education program at a Chilean institution, early and professional practicums were re-invented during the COVID-19 pandemic to ensure the continuity of this process. This study analyzed the context and conditions under which these practicums unfolded and how the process influenced participants’ pedagogical and professional knowledge development. Forty-two preservice English language teachers undergoing early and professional practicums online throughout 2020–2021 answered an online questionnaire which was analyzed through descriptive statistics and content analysis. Findings revealed preservice teachers’ problems, strengths, weaknesses, and challenges while interacting with pupils, cooperating teachers, and supervisors, as well as the development of some pedagogical and professional knowledge. The findings may serve to make adaptations to increasingly challenging teaching contexts.

Preservice English Teachers’ Preparedness to Teach: Stakeholders’ Perceptions in Teaching Practicum

Preservice English language teachers (PSTs) realize and shape their perceptions regarding preparedness to teach during their education. However, being prepared to teach is complex and multifaceted and requires individual factors and interaction with context and other people. Therefore, understanding it from stakeholders’ lens is needed. Within a descriptive and exploratory design, one-on-one, semistructured interviews were conducted with 8 faculty advisors (FAs) and 11 cooperating teachers (CTs) supervising PSTs in primary, secondary, and high schools in a northwestern city in Türkiye. The data collected in teaching practicum stage of field experience was coded and categorized via constant comparison method of analysis. The FAs, except for few issues, regarded the PSTs as unprepared to teach, while the CTs did as prepared to teach. The emergence of a perception gap could show lack of common understanding and mismatch between the stakeholders’ perceptions regarding their standards of and approaches toward high-quality teacher preparation.

Pre-service English Language Teachers’ 21st Century Skills: A Mixed-methods Study on Digital Literacy

Despite an increasing number of studies on pre-service teachers' digital literacy, there are few studies on pre-service English teachers, especially regarding samples, methodology, and including variables. Hence, this study recruits more participants from different institutions and studies the effects of 5 variables. The participants were 186 pre-service teachers. The quantitative data were collected via the Digital Literacy Scale and analyzed by Statistical Package for the Social Sciences (SPSS) 25.0 via independent samples t-test and one-way variance analysis. The qualitative data were collected via semi-structured interviews and analyzed by Descriptive Analysis. The findings showed that the participants had a medium to high level of digital literacy, while they reported higher levels in the interviews. The analysis of the survey indicated that the most used device and year of digital platform use had a significant effect on the participants’ digital literacy levels. The interview results combined with the survey implied that the vital point in digital literacy training is to ensure "learning how to exploit digital skills" rather than learning all the available tools, applications, and resources.

DYNAMICS OF PRE-SERVICE TEACHERS’ EMPLOYABILITY IN 21ST-CENTURY NIGERIA: A FOCUS ON ENGLISH LANGUAGE TEACHERS IN EKITI STATE

This research sought to investigate the dynamics involved in employing pre-service English language teachers in public secondary schools in Ekiti State, Nigeria. Specifically, the research investigated the dynamics involved assessment of the applicants’ pedagogical skills, personality and classroom management traits in a 21st-century paradigm. The secondary data emanated from the Practical Teaching Assessment Rating Scale (PTARC) and Oral Competence Test (OCT) on 114 unemployed English language teachers. Four research questions and two hypotheses were formulated and raised to guide the research respectively. The research population consisted of 1,050 graduate English language teachers from Ekiti State University, Ado- Ekiti, College of Education, Ikere Ekiti and the affiliated degree programme of the University of Nigeria, Nsukka. The Ministry of Education, Science and Technology, Ekiti State, selected 114 English language teachers for the examination. The sample size of 114 was derived from the selection process aforementioned. The findings of the study revealed that the English language teachers were employable based on impressive performance in oral and theoretical assessments. The research provides recommendations on the need to include digital interactive courses in oral communication and instruction in spoken English while emphasizing earner-friendly strategies of teaching in Ekiti State public secondary schools

Technology Acceptance among English Pre-service Teachers: A Path Analysis Approach

Incorporating technology in English language teaching practices has the potential to generate more lively and captivating learning experiences for learners. The challenge lies in adequately equipping pre-service English language teachers with the skills to seamlessly incorporate technology in their teaching methods and improve students' academic performance, despite their favorable perception of its usefulness. The study aimed to shed light on the factors that contribute to pre-service teachers' acceptance of technology and to determine the applicability of the Technology Acceptance Model in the context of English language Teaching (ELT). For this study, the framework developed by Teo (2009) was utilized. The participants were 286 English pre-service teachers. The study identified 21 pairs of factors that positively and significantly affect technology acceptance, with Perceived Usefulness having the highest correlation coefficient and Facilitating Conditions having the lowest.   The path analysis of the technology acceptance model revealed that while the model was a good fit for this study, there were two non-significant paths. Perceived Ease of Use and Perceived Usefulness were found to directly affect technology acceptance, while Technological Complexity and Facilitating Conditions had indirect effects through Perceived Ease of Use and Perceived Usefulness. The results of this study showed that interventions to improve technology acceptance amongst pre-service teachers should take into account direct and indirect factors.

English language pre-service teachers’ perspectives on TED Talks as an educational support.

The study examines the potential educational value of TED (technology, entertainment, and design) Talks as supplementary resources in the form of an assignment for teaching English as a foreign language in a teacher education context. Three questions guided our research: (1) What are English language pre-service teachers’ perspectives on the use of TED Talks in a course for teacher education? (2) What are the problems uttered by English language pre-service teachers on the use of TED Talks in a course for teacher education? (3) What are English language pre-service teachers’ suggestions for improving the use of TED Talks as educational support? The data for this case study were collected by means of an open-ended survey questionnaire prepared by the researchers. Sixty-one first-grade university students majoring in teaching English as a foreign language participated in this study as a part of their regular listening and pronunciation course for a semester. The data were analyzed using a simple thematic analysis. The results revealed a number of factors affecting the pre-service teachers’ perspectives on the use of TED Talks in a course for teacher education. Varying, interesting, and informative content, exposure to various accents, listening and pronunciation practice outside the class, embracing a positive mindset, and being granted the autonomy to choose the video to watch each week were among the most frequently mentioned positive factors, while workload, time constraints, and difficulty finding a suitable video to watch were among the most frequently mentioned negative ones. Implications for integrating TED Talks into language teacher education and foreign language teaching were discussed.

Exploring the role of an IBT-based Informal teaching practice at an edutainment centre on pre-service English language teachers

The field experience in teacher education programs is limited to the formal teaching at assigned schools. However, there is a need for opportunities for pre-service teachers to practice teaching in other learning contexts. This multiple instrumental case study explored the role of an Inquiry-based Teaching-based informal teaching practice at an edutainment center on a group of 23 pre-service English language teachers. The data were collected through one-on-one semi-structured interviews, retrospective reflection papers and focus group interview. Findings showed that pre-service English language teachers gained valuable insights into different ways of managing the classroom and sustaining interaction with children. Furthermore, they increased their teacher awareness and became more autonomous teachers. The findings of this study have implications for teacher education program designers and teacher educators seeking to enhance the field experience of pre-service teachers.

Pre-service English Language Teachers’ State of Preparedness to Teach and Its Sources in Field Experience

This study examined senior pre-service English teachers’ (PSTs) state of preparedness to teach and its sources during their field experience in practicum schools. In a longitudinal descriptive design, including school experience and teaching practicum phases, one-on-one, semi-structured interviews were conducted with 30 PSTs. Cross-sectional and retrospective data were collected and analyzed through constant comparison method. In the beginning of the entire process, the PSTs were observed to be either prepared or not prepared to teach. However, as the field experience continued, those who felt somehow prepared to teach emerged. Besides, despite obvious decrease in their number over the field experience, those who felt prepared to teach were more compared to those who were not prepared or somehow prepared to teach. Although the PSTs attached their preparedness to teach to higher teaching-efficacy perceptions and their unpreparedness to teach to untested teaching competencies before experiencing field experience, having been through the process, they were observed to put strong emphasis on their fulfilled professional and developmental needs by their school-based mentors. Despite variations and fluctuations in the sources that the PSTs attached their preparedness to teach to, and among others such as perceptions of higher teaching efficacy, the findings revealed the pivotal role that school-based mentoring played upon the development of PSTs’ preparedness to teach.

Teaching and Learning Conceptions of Pre-service English Language Teachers

Teaching and Learning Conceptions of Pre-service English Language Teachers

My Self-Perspective as Future English Language Teacher Analysis of the Predictive Power of Mentoring Process

The preparation of English language teachers to become beacons of global competitiveness necessitates teacher education institutions in the world to put emphasis on the mentoring process. The goal of this research was to assess the average degree of self-efficacy among English language preservice teachers and the variables that influence it. Over the course of the study, 150 third- and fourth-year English language student teachers (N=80/70; 90% females) were asked to fill out a self-report questionnaire about their perspectives and attitudes on the teaching profession. This information was gathered using the Mentoring for Effective Primary Teaching instrument and the Teachers' Sense of Efficacy Scale. Findings suggest that English language student teachers who have a mentor during their practicum experience are more likely to become effective English language educators. It was determined that there was a statistically significant correlation between the two variables. According to the findings, students had a much more positive view of their own teaching abilities in the fourth year compared to the third. The findings of this research suggest that the average level of confidence among English language preservice teachers varies considerably depending on whether or not one or both of their parents are also teachers. Multiple regression analysis shows that aspects of mentor teachers' teaching styles are the most reliable predictor of student teachers' evaluations of their own teaching abilities.

Developing a reading course model for pre-service English language teachers within the framework of critical pedagogy

Today’s global world brought significant changes to our learning and teaching habits, skills, and competencies we need to gain to deal with and make decisions on challenging global issues. One of these essential skills we need to improve is critical thinking skills. Enhancing critical thinking skills and developing an in-depth critical consciousness on challenging issues can be achieved through the improvement of two essential literacy skills, reading and writing. This paper presents a reading course model developed to improve pre-service English language teachers’ critical reading skills within the framework of critical pedagogy. Many English reading courses in higher education level are designed with traditional approaches that aim to improve the basic reading comprehension skills of second language (L2) readers. Unlike these courses, the course model reported in this paper aims to develop pre-service English language teachers’ critical reading skills as well as consciousness on critical global issues by creating a context they experience reading in English as a social act by having a deeper level of engagement with critical global issues such as social justice, gender equality, refugee problems, human rights, and environmental challenges. The paper first provides a detailed description of the theoretical framework behind the design of the course and then presents the course with a focus on learning objectives, course procedure, reading text selection and assessment of students’ works. The pedagogical considerations and implications are provided in the conclusion for instructors who are interested in implementing a reading course enriched with critical pedagogy.

The Impact of Virtual Field Experience during COVID 19 on Preservice English Language Teachers’ Classroom Management Perceptions and Concerns

The Impact of Virtual Field Experience during COVID 19 on Preservice English Language Teachers’ Classroom Management Perceptions and Concerns

SELF-REGULATED LEARNING SKILLS OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS

This study aimed to investigate the self-regulated learning skills of pre-service English language teachers in terms of gender and grade level. The sample of the study consisted of 223 pre-service English language teachers who study at a state university in Turkey. For data collection, the ‘Self-regulating Learning Skills Scale (SRLSS)’ was used. Data were analyzed quantitatively via SPSS by using descriptive statistics, independent samples t-test, and one-way between-groups ANOVA. Descriptive statistics indicated that pre-service English language teachers have a high level of self-regulated learning skills. In addition, the participants’ self-regulated learning skills differed based on gender, in favor of females. Moreover, a statistically significant difference was found only between second and third graders. The results were discussed regarding previous research and some pedagogical implications and suggestions were made. This research yields an important opportunity for further understanding of pre-service EFL teachers' SRL skills. This study aspires to be beneficial for English language teachers, teacher educators, and curriculum developers.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0095/a.php" alt="Hit counter" /></p>

Intercultural Sensitivity and Cultural Othering in English Language Pre-Service Teachers

Developing intercultural communicative competence has become an inevitable need within 21st-century demands, mobilizing global efforts to promote unity through diversity. However, within the Colombian context and supported by an economic interest in bilingualism, most English language teaching programs still advocate educational practices that reaffirm cultural homogenization and legitimation. This presupposes a challenge for pre-service language teachers, who may not be interculturally prepared to overcome their ethnocentrism, and yet have to face a language classroom. The study explored the intercultural sensitivity level of a group of 50 pre-service English language teachers from a Colombian private university, its influencing factors, and explained its relationship with the representation of the Other. A two-stage explanatory sequential mixed-method design was employed, involving, in the first stage, quantitative data from a self-awareness intercultural sensitivity questionnaire and in the second stage, qualitative data from semi-structured interviews and two in-class observations. Findings indicated that the participants demonstrated ethnocentric intercultural sensitivity arising from a traditionalist culture teaching approach, misleading artificial means to culture learning, and limited overseas cultural experience, which led them to perpetuate Cultural Othering, a social representation materialized through mechanisms of overgeneralization, cultural pride, and cultural underestimation. The conclusions and implications are further discussed.

”Sometimes you got to do what you got to do”: pre-service English language teachers’ experiences of online microteaching practices during the COVID-19 pandemic

ABSTRACT Microteaching, one of the teacher training techniques in-use to help pre-service teachers gain knowledge and experience with teaching, is conventionally provided on-campus. However, the COVID-19 pandemic necessitated a switch to remote education, thereby moving teacher training practices to online platforms. This novel situation indicated a need to understand pre-service English language teachers’ experiences of their microteaching practices conducted on online platforms. To this end, this study adopted a qualitative research design. Over a semester, 62 pre-service English language teachers provided written reflective papers after they delivered their microteaching online. Thematic analysis of the data revealed that the participants attributed positive qualities to their online microteaching; however, the challenges they met outnumbered these qualities. The most frequently stated qualities involved valuable experience with online teaching, improved technology use and knowledge, and reduced anxiety. On the other hand, the main drawbacks were poor internet connection, low engagement in classes, and limited interaction. The significance of these findings lies in the fact that several courses of action are available to improve the effectiveness of the praxis and highlight its strong sides. Therefore, the findings were discussed in line with the relevant literature, and recommendations were offered for both pre-service teachers and teacher educators.

A study of pre-service English language teachers' engagement with faculty-school collaboration at the English fest

In recent years, collaboration between faculty and schools has widely drawn attention in teacher education. However, little is currently known about the impact of faculty-school collaboration on pre-service teacher (PST) learning in the field of ELT. For this purpose, this study aims to investigate PSTs' insights of the English Fest event in terms of faculty-school collaboration, professional, personal, and pedagogical benefits, challenges, and their willingness to volunteer again. The study adopted a qualitative research design, and data were collected through open-ended survey questions with 34 PSTs who participated in the English Fest event. The findings of thematic analysis indicated that PSTs reported positive perceptions of the English Fest event, highlighting the benefits in terms of bridging their theoretical knowledge with practice. However, the study also revealed that PSTs faced some challenges during the event, including material development and lack of support from in-service teachers. Nevertheless, PSTs were willing to participate in future events and suggested improvements, such as more frequent events, better organizational planning, and more support in terms of materials and technological equipment. To conclude, the study contributes to the benefits and challenges of collaborative events from perspectives of PSTs and provides insights for improving future English Fest events.

교수 경험이 예비 영어교사의 교수 효능감에 미치는 영향

This study investigates the impact of the 2022 Pre-service teachers' tutoring program on the self-efficacy of pre-service English language teachers. Online surveys, teacher logs, and interview results were analyzed to examine the changes in teacher efficacy. Online surveys based on Kwon's (2017) teaching efficacy scale were conducted before and after the tutoring program. The teaching efficacy scale consisted of the following constructs: motivational strategy, practice and feedback, material development and utilization, explanation and questioning, and encouragement of self-directed learning. In addition, follow-up interviews were conducted with each teacher and transcribed. A deductive coding scheme was developed based on the teaching efficacy constructs, and the interview transcripts were repeatedly read and coded according to the scheme. The results indicated that teaching experience improved the efficacy of pre-service English language teachers. Teacher efficacy improved when teachers enhanced their learners' motivation and achievement using appropriate teaching strategies and learning materials. Enactive experiences were the most influential factor in teacher efficacy. On the contrary, teacher efficacy decreased because of the difficulty in communicating with students and providing feedback in speaking activities. This result implies that it is important to learn how pre-service teachers can increase learners’ motivation and their self-efficacy by practicing it through teaching practice.