Pre-service Language Teachers Research Articles

Evaluating the effectiveness of a preservice teacher technology training module incorporating SQD strategies

Preparation to use information and communication technology (ICT) is an important component of preservice language teachers’ training, and various existing teacher training models propose a range of strategies for increasing their technology knowledge and technology adoption rates. However, the relative effectiveness of these strategies remains unclear. Based on Tondeur et al.’s (2012) Synthesis of Qualitative Data model, which delineates the six main teacher preparation strategies (i.e., role modeling, reflection, instructional design, collaboration, authentic experience, and continuous feedback), the present study designed a 4 week training module for preservice language teachers and examined how these training strategies affected 63 participants’ perceived technology knowledge and attitudes toward technology adoption. Among the six training strategies, reflection and instructional design had the highest positive impacts on these preservice teachers’ self-reported knowledge about and attitudes towards using ICT. As well as revealing the relative impacts of each training strategy, the results indicate that our designed training module has considerable potential for application to teacher training in other subjects.

Communicative Language Teaching (CLT) through Synchronous Online Teaching in English Language Preservice Teacher Education

Communicative Language Teaching (CLT) through Synchronous Online Teaching in English Language Preservice Teacher Education

Communicative Language Teaching (CLT) through Synchronous Online Teaching in English Language Preservice Teacher Education

Communicative Language Teaching (CLT) through Synchronous Online Teaching in English Language Preservice Teacher Education

English language testing and evaluation course through the lens of EFL student teachers

Researchers have promulgated the idea that the rapid and continuous changes in foreign language teaching environment put new demands on language teacher education programs. Accordingly, recent debates have centered on fundamental issues: testing, evaluation and assessment and have been investigated by a burgeoning number of studies at tertiary level. Thus, the current study aimed at revealing EFL student teachers’ perceptions of assessment and evaluation, touching upon their expectations for better assessment, and scrutinizing their needs of assessment. A total of 39 senior students in Ondokuz Mayıs University at the English Language Teaching (ELT) program participated in the study. The research adopted a qualitative research design. Data were gathered through semi-structured interviews, and analyzed using selective coding. The findings indicated that student teachers perceived a great need of training in English language assessment, and lack of deep insights into testing and evaluation process. Another noteworthy finding was the majority of the participants agree that “English Language Testing and Evaluation” (henceforth ELTE) course should be offered just before graduation in language education program. Further, it was ascertained that almost all student teachers remarked the contribution of ELTE course for their own future careers and they put suggestions about the content of the course by listing three topics to be taught in the ELTE course. Lastly, the study offered suggestions for pre-service language teacher education programs on English language assessment and evaluation in Turkish higher education setting.

Research-based Instruction, an Essential Tenet of the Foreign Languages Pre-service-Teacher Education at Universidad de Pamplona

This paper reports a personal reflection that describes how the Bachelor of Arts in Foreign Languages at the Universidad de Pamplona provides preservice teachers with a research-based instruction. In an attempt to contribute to today’s scholar discussions on foreign language pre-service teachers’ education, this reflective piece illustrates a unique way of teaching research to FL undergraduates. The author first provides an overview on the area of teaching research to undergraduates in Colombia; second, a description of how pre-service teachers learn the theoretical foundations, paradigms, designs and approaches mostly used in educational inquiry; and the two-year process student researchers go through. Finally, the author discusses the lessons learned and what the future of this process might be like. 

Developing classroom mediation awareness and skills in pre-service language teacher education

The introduction of mediation as the fourth mode of communication into the CEFR has the potential to revolutionise language teaching. The development of teachers’ competence in this area has become a challenge for teacher training. The paucity of curricula and courses aimed at developing pre-service teachers’ awareness and competence in mediating communication has motivated this research, and the article is intended to serve two main purposes, namely, to identify mediation activities performed by in-service teachers and to outline strategies of training preservice teachers. Research methodology included both qualitative analysis of 15 video-recorded lesson transcripts and quantitative analysis of a survey of 100 pre-service teachers of English in Russia. The lessons by Russian in-service teachers of English were analyzed to find evidence of classroom mediation and the survey was conducted to discover their familiarity with the CEFR and to elicit their views on the changes needed in teacher training after the appearance of the CEFR Companion Volume. The results indicate that communicating ideas and concepts lies at the core of classroom interaction, and thus special training is needed for language teachers to perform it. The practical implications of this study include a sample of piloted tasks for various proficiency levels aimed at facilitating the pre-service teachers’ awareness of mediation and the ability to perform it in the classroom.

Modelling testing competence formation in pre-service foreign language and culture teachers

Testing competence of a future teacher of foreign languages and cultures is the ability to select, independently create and effectively use testing technologies to implement foreign-language communicative competence formation monitoring along with its individual constituents. An important prerequisite for its formation is a scientifically substantiated model, which is implemented within the framework of the discipline «Modern approaches to testing in teaching foreign languages at schools». In the given article, the model of testing competence formation in future teachers of foreign languages and cultures is presented as a systematic schematic representation of the constituents that ensure the efficiency of its formation and are implemented as organic unity. These constituents include among others purpose; approaches and principles of testing competence formation; educational process organization forms; teaching methods and technologies; testing competence formation means and monitoring methods as well as outcomes. The methodological basis of the model of testing competence formation in future teachers of foreign languages and cultures includes the approaches (competence-based, differenciated approach, project, and reflexive approaches), principles of their implementation; methods and technologies (problematic, game, computer based methods, portfolio method, project technology), textbooks (“A textbook of preservice language and culture teachers testing competency”), as well as monitoring methods (survey, presentation of creative professional and methodological tasks, electronic testing, presentation of individual project tasks, interviewing, written assignments). Crucial factors for the effeciency of the proposed model implementation are quasi-professional activities carried out by the future teachers of foreign languages and cultures on designing, compiling and implementing of tests to monitor students’ foreign language communicative competence formation.

A Grassroots Virtual Exchange between Pre-Service Language Teachers and Language Students

A Grassroots Virtual Exchange between Pre-Service Language Teachers and Language Students

İNGİLİZCE ÖĞRETME VE İZLEME ETKİNLİKLERİ PROGRAM İLKELERİ İLE UYUM GÖSTERMEKTE MİDİR? 2. SINIFLARDA İNGİLİZCE ÖĞRETİM PROGRAMININ UYGULANMASINA DAİR BAKIŞ AÇILARI

The implementation of macro-level language education policies in the field of teaching English to young learners (TEYL) plays a decisive role in designing and administering micro-level instructional practices. Bearing this in mind, the present study aims to describe English as a foreign language (EFL) teaching and monitoring practices in the 2nd grade, which is the starting level for English learning at state primary schools in Turkey. Following that, it attempts to display the match between EFL practices and the English language teaching (ELT) curriculum. To achieve these aims, qualitative data were collected from 13 EFL teachers through open-ended written surveys. Overall, the findings point out that the 2nd grade TEYL practices largely reflect the curricular underpinnings in terms of teaching and monitoring methodology, language skills and materials; however, there are slight mismatches in some issues such as teaching literacy skills, error correction and the implementation of projects. In line with these findings, this research elaborates on the importance of TEYL course content and principles in pre-service language teacher education. Also, it draws attention to teacher training on language assessment within the framework of continuing professional development.

Pre-service Language Teachers’ Reflections and Initial Experiences on the Use of Textbooks in Classroom Practice

In foreign language (FL) teaching and learning, textbooks provide the major source for both teachers and learners (see e.g., Guerrettaz & Johnston, 2013; Richards, 2014). Although the use of textbooks and other teaching materials is one of the factors that makes the difference between novice and experienced teachers (see e.g., Savova, 2009), too little attention is paid to their use in teacher training programmes (see e.g., Canniveng & Martinez, 2003). Based on research literature and empirical data derived from a questionnaire (N = 51) and interviews (N = 12) among FL teacher trainees during the one-year teacher training programme at a Finnish university, the following questions are addressed: What are pre-service language teachers’ reflections on FL textbooks and their use? What kinds of experiences teacher trainees had with FL textbooks during the one-year teacher education programme? The results of this study give us more information on how language teacher trainees learn to use textbooks and other teaching materials. For instance, it emerged from the findings that the trainees were willing to create learner-centred teaching materials. In addition, the study can give ideas of how to develop courses for FL teacher education in order to pay more attention to a more independent use of textbooks and other teaching materials.

Can writing for publication improve student-teachers’ English (L2) language proficiency?

ABSTRACT This report is part of a larger collaborative action research-based study examining the relationship between writing for publication, English language proficiency, and motivation in pre-service English language teacher education. Data come 171 book review drafts completed by 57 student-teachers as part of their coursework in Argentinian teacher education institutions. Quantitative analysis shows that student-teachers’ English language proficiency improved in terms of textual organisation, academic vocabulary use, and grammar. The findings may encourage teacher educators to engage pre-service student-teachers in writing for publication initiatives in order to promote authentic and meaningful writing experiences.

‘We teach, we record, we edit, and we reflect’: Engaging pre-service language teachers in video-based reflective practice

The significance of reflective practice (RP) has been widely recognized in both general education and language education. The past years have witnessed an exponential growth of studies in examining how technology can be utilized to promote teachers’ RP and video-based RP has been extensively reported as a powerful tool for teacher learning in many educational contexts. While existing literature has documented the potential benefits that student teachers may reap from video-based RP, there is a lack of attention to the complex interplay between the process of their RP and the contextual factors in their situated learning environment. This article reports on a study which aims to promote video-based RP among student teachers in a pre-service language teacher education course in Hong Kong. Drawing on data from post-course interviews with and the videoed reflection of six student teachers, the study uncovered the complex and dynamic process of the student teachers’ video-based RP. This article offers practical implications for language teachers, teacher educators and school leaders on how to promote RP in second language teacher education.

REDEFINING IDENTITY: THE INTERNATIONAL SCHOOL LANGUAGE TEACHERS� NARRATIVES OF THE PAST AND PRESENT ENTERPRISE

Researchers have been studying pre-service and in-service language teacher identity for more than two decades across countries. However, there is few research conducted in Indonesia regarding in-service language teacher identity in an international school. The present study aims at investigating international school language teachers prior experience and current teaching enterprise in redefining their professional and personal identity. The study employs qualitative method embracing questionnaire and in-depth interviews. There are 6 participants including teachers of Indonesian, English, Chinese, French, and Spanish language subjects. This study found that language teachers at AHS perceived their professional identity through the production of metaphors and the recalling of past and present teaching enterprise. Further exploration on the language teacher identity construction in Indonesia is then needed.DOI: 10.24071/ijiet.2020.040110

Are Pre-Service Foreign Language Teachers Ready for CLIL in Catalonia? A Needs Analysis from Stakeholders’ Perspective

Content and Language Integrated Learning (CLIL) is an educational approach that has been fostered as a way to increase students’ foreign language competence. However, its implementation has not always come along with the sufficient teacher training. This study aims to examine CLIL teachers’ competences and identify what training needs preservice language teachers have towards these competences. The participants of this study are pre-service primary and secondary foreign language teachers (n=44), CLIL teacher trainers, inspectors and CLIL coordinators (n=18). Peacock’s (2009) questionnaire is used to analyse pre-service teachers’ training needs towards language, self-reflection, methodological and classroom management competences. A semi-structured interview is used to elicit stake-holders’ perceptions towards CLIL teachers’ competences and training needs. The quantitative data shows that stakeholders believe that language, methodological and classroom management competences are equally necessary for a CLIL teacher. Apart from the initial domains analysed, participants consider that content knowledge and teamwork, interschool collaboration and material development competences are also relevant. In addition, training needs relative to these competences are found. However, considerable deep training needs for methodology and foreign language competence are identified. The findings have implications for CLIL teacher education.

A comparison between academic achievement and language aptitude among pre-service language teachers

The main purpose of this research is to investigate whether there is a correlation between university pre-service language teachers’ language aptitude and their English achievement levels. The sample of the study determined by the stratified sampling method consists of 72 pre-service language teachers who are selected from 1st, 2nd, 3rd and 4th year pre-service language teachers at Language Teaching Department. In this study, the data were collected through “Verbal Aptitude Test” modified from the psychometric success site. In this program, the Spearman Correlation Coefficient analysis was used to elicit the correlation of pre-service language teachers’ language aptitude with their English achievement levels. The results indicated that while there is a moderate relation of pre-service language teachers’ English achievement levels with their rote learning ability and grammatical sensitivity there is a weak relation of phonetic coding ability with language aptitude. Additionally, a slight correlation between pre-service language teachers’ inductive learning ability and their achievement levels is found. All in all, even if the dimensions of language aptitude test pointed to some degree of correlation between the components of language aptitude and English achievement level, the overall results of the language aptitude test indicated that there is a weak correlation between pre-service language teachers’ language aptitude and achievement levels. However, the fact that pre-service language teachers have low language aptitude scores does not guarantee they will be less successful in language learning.

What Learning Can Do to Teaching: Assessing the Impact of Apprenticeship of Observation on Pre-service Teachers’ Beliefs

Past school experiences have been found to influence English as a Foreign Language (EFL) pre-service teachers’ beliefs and their teaching choices. Although a great deal of research has addressed the idea that EFL/ESL teaching behaviour may be influenced by teachers’ proficiency level, their personal ideals and beliefs, and their social and economic environment, few studies have attempted to understand and explore the role that ‘apprenticeship of observation’—i.e. the thousands of hours that EFL pre-service teachers have spent as students in classrooms before entering teacher education programmes—plays in the shaping of teacher beliefs with EFL pre-service teachers. To this end, a qualitative multiple case study that included narrative frames and semi-structured interviews was conducted with eight students in a teaching training programme at a Chilean private university. Findings suggest that these pre-service teachers were strongly influenced by several aspects of apprenticeship of observation, as it led them to replicate or avoid their school teachers’ practices depending on their context. It is argued that pre-service teachers should become aware of how their prior learning experiences influence their current teaching practices in order to improve the reasoning behind their teaching choices.

Changing Pre-service Teachers' Beliefs about Oral Corrective Feedback through a Training Course

This study investigated the effects of a corrective feedback (CF) training course on the beliefs of two groups –experimental and control- of 14 Algerian French as a foreign language (FFL) pre-service teachers. The research instruments included a five Likert-scale questionnaire and a focus group interview. Each of the two instruments was administered for the two groups before the training started and immediately after it ended. Data were analysed descriptively. Findings demonstrated the effectiveness of the CF course. For the experimental group there was an obvious shift toward more positive beliefs about immediate CF and more negative beliefs about recasts.

The Perceptions of Foreign Language Pre-Service Teachers Towards Multicultural Education: Case of the Faculty of Education, TIU-Erbil, Iraq

This study was conducted to investigate the perceptions of pre-service teachers majoring in English at the department of English Language Teaching (ELT)—Tishk International University Education Faculty in Iraq at the level of knowledge and attitude. Studies related to the concept of multiculturalism are significant as being discussed recently in our globalized world and Mesopotamia in Iraq. The present study was planned in 2018–2019 academic year by using case study design within the framework of qualitative research method. The study was carried out with 90 final year students (48 females and 42 males). The subject participated in the study on a voluntary basis. The data of the study were obtained by using semi-structured interview technique. The data obtained from the study was collected under certain codes and themes by content analysis. As a result of the analysis of the data, it was determined that pre-service teachers had both right and wrong learning about the concepts of multiculturalism and multicultural education, and their attitude levels were both positive and negative. In this regard, it is thought that it may be beneficial for prospective teachers to receive a training in the vocational education process related to multiculturalism and multicultural education. Conducting the studies to be planned for multicultural education applications by revealing different variables will enable the subject to be evaluated from different perspectives and will be beneficial for the enrichment of the literature on the subject.

The flipped classroom in ESL teacher education: An example from CALL

Abstract The flipped classroom is one of many technology-enhanced teaching strategies. In this approach, students are responsible for initial learning at home (often via instructional videos) and class time is used for problem-solving and activities to deepen understanding. Although research on and use of the flipped classroom in language education is growing, little work has examined its use in teacher education, particularly for language teachers. To address this gap, this study examined the flipped classroom through the eyes of pre-service language teachers to reveal what hinders them from or encourages them to adopt this approach. Data were collected from students in a Computer-Assisted Language Learning (CALL) course; they experienced two flipped class sessions (complementing the traditional instructor-led sessions) and completed a survey about their experiences. Semi-structured interviews were also conducted with a sub-set of students to examine their perceptions in greater depth. Three major themes emerged regarding benefits of the flipped classroom: learner autonomy, learning by doing with support, and preventing cognitive overload. Four challenges emerged: learners’ technology access and technical ability, technical support for instructors, ambiguous student responsibility, and an inability to provide immediate clarification. Three additional notable themes emerged: heightened awareness of peers in the classroom, different reactions to content-oriented versus technically-oriented instructional videos, and student workload. These themes are discussed in detail, along with suggestions for teacher training and professional development. Also considered is the need to establish guidelines for best practices in flipped classrooms and to develop high-quality approaches to flipping without a dependence on instructional videos.

Analysis of the pre-service teachers’ teaching anxiety and coping strategies: A Turkish Elementary School Context

The aim of this study is to investigate the construct of English as a foreign language (EFL) pre-service teachers' feelings of anxiety before, while, and after experiencing teaching English within a Turkish elementary classroom setting. Specifically, this intrinsic qualitative study investigates the anxiety sources for pre-service teachers in their practicum experiences and the ways they adapted to cope with these anxiety-provoking sources. The data were triangulated by consulting three sources of data (e.g., open-ended questions in the self-report forms, open-ended questions in the peer-reflection forms, and diaries) relating the 32 participants' teaching experiences. The findings indicated that prior to teaching experience, classroom management is the major teaching anxiety source and the frequently employed coping strategy is to consult their mentors and cooperating teachers. However, during the actual teaching experience, being observed by a mentor was the most common concern and to cope with it, each participant developed different coping mechanisms. Finally, receiving negative feedback from mentors decreased self-confidence and to compensate, pre-service teachers frequently asked mentors to provide further advice. It is implicated that teacher education programs raise the awareness of pre-service teachers of the potential challenges awaiting them in the practicum experience and equip them with coping strategies.