Pre-service English Teachers Research Articles

Virtual exchange among pre-service teachers of English as foreign language: Literature recommendations for practice

Use of technologies and online presence is now almost inevitable in language learning. The practice of virtual exchanges (VEs) has been receiving a lot of attention among educators at all levels over the past years. This research paper sheds light on 13 VEs carried out in pre-service teacher education in the last six years and proposes its own VE design based on recommendations from the literature with the future perspective of designing a specific VE for the research. The aim of the systematic review was at first to determine the exchange and interaction set-ups and the potential gains in the terms of pre-service teachers’ skills development. Afterwards, we identified areas for improvement and proposed our design of a VE between pre-service teachers of English in Slovakia and Turkey. Some of the expected contributions of the proposed VE design are development of a linguistic and intercultural communicative competence, digital literacy, and other competences relevant for development of VEs.

Urban Pre-service English-as-a-Foreign-Language (EFL) Teachers’ Challenges During Teaching Practicum in Rural Schools: A Photovoice Phenomenological Approach

While many previous studies focused on English-as-a-Foreign-Language (EFL) teachers’ teaching practices in urban schools, little study has been indulged regarding pre-service English teachers’ (PSTs) challenges and experiences to practice teaching in a rural school. This study aimed to explore various difficulties encountered by urban PSTs during teaching practicum (TP) in rural schools. A total of seven PSTs enrolled in urban universities were voluntarily involved in a study that involves people’s senses and perceptions, rather than scientific evidence, also known as a phenomenological study. Data were collected through multiple semi-structured interviews, followed by a photovoice approach through which the participants were asked to take emotional photos. The results revealed that the PSTs encountered four main challenges during TP in rural schools, including changes in teacher identity construction, intercultural sensitivity barriers, a lack of supporting resources, and limited teacher professional development. Each challenge was accomplished by photographs representing PSTs’ emotions and feelings, such as a collection of dolls, natural scenery, old-printed books, and blank paper. In conclusion, integrating emotional photos into descriptive exploration is paramount evidence of how the challenges were encountered, managed, and solved for better future teaching and learning practices.

Exploring a Collaborative Synchronous Online Learning Environment in an Initial Language Teacher Education Program

This qualitative study explores pre-service language teachers’ experiences in a collaborative synchronous online course in language teacher education program in Turkey. A course was designed to equip pre-service language teachers of English with the skills and knowledge necessary to effectively incorporate technology into their teaching and self-learning practices. Adopting a generic qualitative inquiry design, data were collected over 14 weeks from 63 pre-service EFL teachers through weekly reflection papers, online surveys, and face-to-face follow-up semi-structured interviews. The study found that technology-enhanced collaborative online course had a positive influence on participants’ engagement, interaction, and professional development with participants perceiving the course experience positively. The findings suggest that collaborative online courses, when they are effectively taught, can be a valuable professional development opportunity in initial language teacher education programs.

Pre-service English teachers’ learning traits

The present study aimed to characterize a comprehensive learning profile of pre-service teachers at an English teacher education programme of a public university in Southeast Mexico. The learning attributes comprise their English entry level, learning strategies and styles, learning approaches, and learning preferences. The research design was non-experimental, descriptive transectional, with a single data collection procedure during the August 2023 term. Four learning scales and two placement tests were used to identify the predominant learning traits of the cohort studied. The results show a preference to use cognitive learning strategies more than any other type. In terms of learning styles, the findings show that most participants are primarily aural, but some students are bi- and even tri-oriented. In terms of their learning preferences, most students identified as analytical. Regarding learning approaches, most students typically employ a deep approach, which could be quite inadequate because they depend more on surface strategies.

EVALUATING ENGLISH PRE-SERVICE TEACHER PROFESSIONAL EDUCATION PROGRAM IMPLEMENTATION

The English Pre-Service Teacher Professional Education Program is a breakthrough established by the Indonesian government to produce certified professional English teachers who are trained to teach at the elementary, secondary, and preschool levels. This study aims to evaluate the implementation of the English Pre-Service Teacher Professional Education Program (PPG) at Sanata Dharma University using a Context, Input, Process, Product (CIPP) evaluation model. By evaluating and identifying the advantages and disadvantages of the current English Pre-Service Teacher Professional Education Program, this study would provide a framework that would improve the standard of English Pre-Service Teacher Professional Education Program implementation at Sanata Dharma University. This study employed mixed methods. The study participants were 30 English pre-service teachers enrolled in the English Pre-Service Teacher Professional Education Program in the English Department at Sanata Dharma University. A focus-group interview, an open-ended questionnaire, and a CIPP survey were used to collect data for this study which was conducted during the implementation of the English Pre-Service Teacher Professional Education Program. It is expected that utilizing the CIPP Model as a decision-making tool can help Sanata Dharma University improve the efficacy of the English Pre-Service PPG implementation.

Language Teacher Researcher Identity Construction in Activity: Navigating Entanglement of Two English PSTs in Undergraduate Thesis Work in the Indonesian Context

ABSTRACT Addressing the issue of colonial humanism ideologies plaguing undergraduate thesis work of English pre-service teachers in the Indonesian context and perpetuating the dichotomy of teacher and researcher identities, this study explored two pre-service teachers’ entanglements in their day-to-day praxes of undergraduate thesis work as a site of identity construction by framing it in the lens of postcolonial, posthuman and transnational Cultural-Historical Activity Theory. Orienting toward movement of actions and praxes, they actively participated in entanglements of identity construction by making visible layers of contradictions and continuously maneuvering the contradictions to achieve meaningful outcomes in each praxis. The contradictions at the micro level further revealed contradictions at the meso level of actions and the macro level of networked activity systems at the institutional level, indicating the pivotal role of understanding their micro level of praxes to unveil issues hindering undergraduate thesis to serve as a democratic space to generate meaningful knowledge.

Discovering Pre-Service English Teachers' Orientations and Experiences in Designing Communicative Language Teaching Based-Activities by Using Islamic Songs

Discovering Pre-Service English Teachers' Orientations and Experiences in Designing Communicative Language Teaching Based-Activities by Using Islamic Songs

Empowering tomorrow s educators: Critical literacy journeys of pre-service English teachers

Empowering tomorrow s educators: Critical literacy journeys of pre-service English teachers

A A corpus-based study on the use of cohesive devices in the lesson plans of pre-service teachers

This study explores the use of cohesive devices in lesson plans (LPs) prepared by pre-service teachers across various subjects, specifically focusing on English, Math, and Biology majorships in a state university in the Philippines. The research highlights the prevalent use of personal references among English pre-service teachers, who favor the word "you" for its role in maintaining a second- and third-person perspective. In contrast, Math and Biology pre-service teachers predominantly employ nominal substitutions and conjunctions to enhance coherence in their LPs. The study also notes the absence of ellipsis in the analyzed LPs and identifies the predominant use of nominal substitution and extension conjunctions across subjects. By comparing the frequency and types of cohesive devices used, the research underscores the variations in linguistic strategies employed by pre-service teachers of different disciplines. The findings suggest a need for greater awareness and training on the effective use of cohesive devices to improve lesson planning and instructional clarity.

Exploring Preservice Teachers' Translanguaging Practices and Perceptions in Teacher Training: A Global Englishes Perspective

AbstractThis study explores how preservice English teachers in China perceive and leverage their Chinese and English linguistic repertoires in ELT methodology training, and how a reflective understanding of their use of these repertoires can contribute to their development as teachers. To understand how their practices and conceptualizations of language and teaching are in accord with an orientation toward or away from principles of Global Englishes Language Teaching (GELT), we drew on theories of translanguaging space and stance (García, Ibarra Johnson, & Seltzer, 2017; Li, 2011) and the GELT framework (Rose & Galloway, 2019) to examine preservice teachers' experiences in teacher training. Through multimodal conversational analysis of lesson recordings, we found that preservice teachers created translanguaging spaces to utilize different languages in the critical negotiation of pedagogies. In addition, they displayed traslanguaging stance by strategically incorporating multimodal and multicultural resources in microteachings. We also carried out semistructured interviews in which the preservice teachers, influenced by factors such as language ideologies and curriculum design, displayed mixed views toward translanguaging practices in teacher training, and the ELT classroom. By investigating the feasibility of GELT in TESOL teacher training in China, this study emphasizes the need to empower preservice teachers as critical agents in terms of assessment design and curriculum delivery for sustainable Global Englishes‐oriented innovations to occur.

English language teacher education and linguistic shame and shaming in non-Anglophone settings: the case of Sri Lanka

ABSTRACT Affect plays a significant role in language teaching and learning and in use of languages, and this includes the phenomenon of linguistic shame. Although shame is considered personal by many, its origins are social; linguistic shame is inextricably connected to language use as a social practice. In this paper, we focus on English language teacher education in settings outside the Anglosphere where English is taught and learned as an additional language, in which pre-service English teachers are generally also learners of English. Awareness and understanding of linguistic shame within language teacher education in such settings has implications for participation in the learning of pre-service teachers. Drawing on data from pre-service English teacher education in the non-Anglophone setting of Sri Lanka, we discuss the understanding of linguistic shame and shaming as a social practice, awareness of and responses to it in teacher education classrooms, and the implications.

Reflecting on Pre-Service English Teachers' First-Time Experience in Designing an Online Lesson : TPACKEA Perspective

Reflecting on Pre-Service English Teachers' First-Time Experience in Designing an Online Lesson : TPACKEA Perspective

English language teacher educators’ knowledge and skills on early grade reading instruction

This study investigated English language teacher educators' knowledge and skills on early grade reading instruction. It employed a quantitative design, particularly the descriptive comparative one, utilizing cluster random sampling method to include all (N = 43) English language teacher educators from three teacher education colleges (15 from Arba Minch, 11 from Hosana and 17 from Hawassa) in Ethiopia. The study used test and years of teaching experience as instruments to collect data. It employed descriptive statistics and One sample t-test to identify level of knowledge and skills English language teacher educators had on early grade reading, Multiple regression and Beta weights to determine the combined and relative contributions of domains of the early grade reading for English language teacher educators' knowledge and skills while Spearman's rho Correlation to examine the relationship between English language teacher educators' years of teaching experience and their knowledge and skills test score. Findings revealed that majority of English language teacher educators were at low level of knowledge and skills; they scored the skills test better than the knowledge one. Moreover, English language teacher educators in the current study had significantly low’ level of early grade reading knowledge and skills compared to participants' early grade reading knowledge and skills in the hypothesized population, indicating that there are substantial differences on early grade reading knowledge and skills between the two groups. Although early grade reading domains together significantly contributed to English language teacher educators' level of content knowledge and skills, phonemic was the most while morphology was the least contributor. However, English language teacher educators' years of teaching experience did not show any significant correlation with their early grade reading knowledge and skills. The study concluded that English language teacher educators might not fully equip the preservice English language teachers with the content knowledge and skills to teach the early grade reading.

Preservice English teachers’ views on online language assessment in Turkey

Technology has rapidly accelerated the adoption of online language assessments (OLA), presenting unique opportunities and challenges. This study explores preservice English teachers’ views on OLA in Turkish Turkey. Using a qualitative phenomenological approach, interviews were conducted with 11 English preservice teachers from a state university in Turkey. The findings reveal both the advantages and disadvantages of OLA. On the positive side, preservice teachers highlighted the environmental and financial benefits of reducing paper use and operational efficiencies like automated grading and the flexibility of remote assessments. They also appreciated the enhanced learning experiences provided by multimedia and interactive elements and the innovative assessment opportunities offered by online platforms. However, significant challenges were identified, including technical and infrastructure barriers, varying levels of digital literacy, and concerns about assessment integrity and security. Psychological challenges were also prominent, with many preservice teachers experiencing increased stress and anxiety due to unfamiliarity with online formats and the pressures of adapting to new technologies. These insights underscore the need for comprehensive training and support to help preservice teachers navigate the complexities of OLA, ensuring both effective implementation and the well-being of future educators.

EXPLORING INDONESIAN EFL PRE-SERVICE TEACHERS’ EXPERIENCES IN AI-ASSISTED TEACHING PRACTICUM: BENEFITS AND DRAWBACKS

The integration of Artificial Intelligence (AI) in educational settings is rapidly evolving, presenting both opportunities and challenges for pre-service English teachers. This case study explored three Indonesian EFL pre-service teachers’ experiences in using AI technologies and the implications for their pedagogical practices during teaching practicum. Several AI tools, namely ChatGPT, Copilot, Twee, and Quizizz AI, were used to help the pre-service teachers in planning, creating learning content, and assessing students. Data were collected from semi-structured interviews, reflective reports, and artifacts from the three Indonesian pre-service teachers majoring in English language education joining a teaching practicum program in a local school for 6 weeks. The qualitative data analysis revealed that the Indonesian EFL pre-service teachers saw three essential benefits of AI-assisted teaching practicum: (1) AI assists them with brainstorming and ideation process, (2) AI makes teaching preparation more time efficient, and (3) AI assists them in crafting tailor-made English materials for students. Meanwhile, they also addressed some challenges in the process, namely (1) overreliance, (2) ethical violation, and (3) fabricated and misleading contents.

English Preservice Teachers’ Perceptions of Listening Comprehension Difficulties

This study examines the perceptions of listening comprehension difficulties among English preservice teachers at a university in Thailand. Survey-based research was conducted using a questionnaire designed by Ahkam Hasan Assaf. The questionnaire consisted of 45 close-ended questions on a five-point Likert scale. Out of 98 English preservice teachers selected through simple random sampling, 63 respondents completed an online questionnaire. Data were analyzed using descriptive statistics. The results indicated that the greatest difficulties were associated with the physical setting (M=3.84) as the most challenging, followed by content of spoken text (M=3.77), the speaker (M=3.72), failure to concentrate (M=3.51), difficulties related to the listener (M=3.49), and linguistic features (M=3.45). Rated as moderate, the importance of listening skill (M=3.05) was rated the least. The study reveals how individual learner differences impact listening comprehension and trigger the need for effective educational approaches, such as diagnostic assessments to identify specific listening challenges faced by students, allowing for customized listening exercises. Additionally, curriculum designers can incorporate diverse and comprehensive listening components to directly target these difficulties. This also emphasizes the need for enhanced teacher training programs that focus on pedagogical strategies, including adaptive teaching methods and effective use of technology, to improve the engagement and effectiveness of listening lessons.

Exploring the Possible Selves of Pre-Service English and Filipino Language Teachers: Insights into Language Teacher Preparation

Despite the growing interest in understanding the complex nature of possible selves among pre-service language teachers, an in-depth exploration into its intricacy and how this can directly inform language teacher preparation remains relatively scarce. Using qualitative-descriptive research design, this study provides a comprehensive analysis of the possible selves of pre-service English and Filipino language teachers, specifically focusing on identifying their hoped-for selves and feared selves as future language teachers. The participants were 20 pre-service language teachers from a state university in the southernmost part of the Philippines, evenly divided between Bachelor of Secondary Education-English and Bachelor of Secondary Education-Filipino, who were selected using purposive sampling technique. Data were collected through a reflective journal, an unstructured questionnaire which explored the participants’ experiences with 40-session practice teaching, and an experiential learning course which ran for 10 weeks. The reflective journals were analyzed thematically following an AI-assisted inductive thematic analysis procedure. The analysis revealed a complex panorama of pre-service English and Filipino language teachers’ possible selves, highlighting a myriad of their hoped-for and feared selves. The findings enhanced theoretical understanding of possible selves in language teacher education and further propounded the critical need for a multifaceted approach to language teacher preparation.

Evaluating English Teachers’ Artificial Intelligence Readiness and Training Needs with a TPACK-Based Model

With the rapid development and widespread adoption of artificial intelligence (AI) tools, the implementation of instructional pedagogy has transformed significantly. English teachers need to understand how AI tools can improve their teaching and must acquire the necessary technical and pedagogical knowledge to effectively utilize AI technology. Although the integration of AI into language teaching shows potential benefits, there remains a dearth of comprehensive research on English teachers’ perceptions, readiness, and professional development requirements in relation to AI.To address these knowledge research gaps, our study aims to evaluate English teachers’ current understanding of AI tools and their training needs for integrating AI into the English language classroom. Our proposed model uses the technological pedagogical content knowledge (TPACK) framework, which incorporates English language teaching and information literacy contexts. This framework allows for a holistic assessment of teachers’ readiness for integrating AI within English language teaching practices.A study was conducted with a class of preservice English teachers in Hong Kong. An online survey was designed to assess the readiness of English teachers for applying AI tools in the classroom as well as their understanding and level of information literacy. This study helped identify and address potential issues with the survey before launching it to a wider audience. Our findings confirmed the validity and reliability of the instrument and indicated that preservice English teacher participants are generally prepared to integrate AI tools into the English classroom. Corelation analysis was also conducted to assess the relationships among the constructs and showed that technological pedagogical knowledge (TPK) and instructional literacy (IL) were significant predictors of the overall TPACK construct. The study suggested professional training in the selection, implementation and progress monitoring of specific AI tools for English Language teaching; pedagogy design; and the ability to search for appropriate resources for the English classroom. The framework can be enhanced by using a mixed-method approach and incorporating a qualitative study to triangulate the findings. An explanatory sequential design will be recommended to collect quantitative data first, then qualitative data will be collected for further analysis.

Informal Learning For Pre-service English Teachers in a Chinese Context: A Case Study

Informal Learning For Pre-service English Teachers in a Chinese Context: A Case Study

Integrating AI chatbots into the metaverse: Pre-service English teachers’ design works and perceptions

Integrating AI chatbots into the metaverse: Pre-service English teachers’ design works and perceptions