Search results for: English (second language)
Page 1/11 105 items
“Why I Don’t Teach as I was Trained”: Vietnamese Early Career ESOL Teachers’ Experience of Reality Shock
Trained intensively in teaching English for communication, beginning Vietnamese ESOL teachers still follow the traditional approach in their classroom, i.e., teaching for grammar-and-vocabulary exams. This contrast in pedagogical practices is caused by “reality shock”, which happens for most teachers during the first few years into teaching. The current study aims to explore how reality shock influences and transforms early career ESOL teachers’ teaching methodologies. It employs an interpretative case study research design to outline both external and internal factors that characterize reality shock. The results show that besides English education policy, students’ cooperativeness and professional support, the participants were also affected by their own pedagogical competence, beliefs, and attitudes. Recommendations for assessment policies, professional development and further research have also been put forward.
Updated: Aug. 03, 2022
Designing and validating an assessment inventory for online language teacher education accountability
Education accountability and its building components has been the focal point and yet a convoluted issue. The current study aims to give a comprehensive account of indicators of education accountability in e-learning. To this end, this two-phase study was conducted on Iranian English as Foreign Language context. The first phase was qualitative in nature and aimed at identifying the indicators through conversation analysis of stored interviews with 9 distinguished English as foreign language teachers who hold online EFL teacher training courses in three different language centers in Tehran, Iran. Open coding and thematic analysis via Nvivo software on the interviews made the building blocks of the second phase of this study which was designing and validating a questionnaire for assessing educational accountability in e-learning. The researcher-made questionnaire was subject to reliability and validity issues. Therefore, the researcher-made questionnaire was piloted with 122 EFL teachers. The results of factor analysis indicated that factors loaded on accountability to teaching profession, to society, to student teacher, to teacher educators, to leadership, and to learning outcomes. The results also indicated that the present questionnaire enjoys sound and acceptable psychometric properties. The results have significant implications for teaching practitioners.
Updated: Jul. 11, 2022
Understanding and addressing the challenges of teaching an online CLIL course: a teacher education study
This exploratory action research study aims to understand the challenges that a group of pre-service teachers faced while participating in an undergraduate course unit introducing Content and Language Integrated Learning (CLIL) teaching in an online context (Cycle 1), and the way in which they implemented plans of action (Cycle 2) to address issues uncovered in Cycle 1. The study found that the pre-service teachers experienced problems applying appropriate English teaching approaches to promote their pupils’ communicative competence. Four measures were applied in Cycle 2, such as restructuring the training-teaching module, reinforcing the concept of English as a lingua franca to promote students’ communicative skills, selecting authentic materials to enhance students’ motivation, and obtaining administrative support to resolve technological problems. The results from English proficiency tests showed that the pupils improved their reading and listening skills in Cycle 2. Although the actions taken in Cycle 2 were focused on improving pupils’ English abilities, these actions also had the effect of enhancing the pre-service teachers’ CLIL pedagogical concepts, such as the translanguaging approach. The study provides a detailed description of CLIL teaching with online storybooks and adds to the body of much-needed studies of CLIL in practice, especially in the Asian context.
Updated: Jun. 27, 2022
Cooperative learning in teacher education: its effects on EFL pre-service teachers’ content knowledge and teaching self-efficacy
This study examined the effect of Cooperative learning (CL) on content knowledge and teaching self-efficacy of EFL pre-service teachers using a pre-test/post-test quasi-experimental design. The experimental group (N = 35) and the control group (N = 30) were randomly selected from two Cambodian regional teacher training centres. For 16 weeks, the experimental group was exposed to CL while the control group participated in lecture-based learning. Data was collected before and after the experiment through an achievement test and an adapted scale on teaching self-efficacy. The ANCOVA results revealed that the EFL pre-service teachers in the experimental group outperformed their conventionally trained counterparts in terms of grammar and vocabulary achievement and teaching self-efficacy. This study adds to the existing literature, showing that CL significantly contributes to the increase in content knowledge and teaching self-efficacy among EFL pre-service teachers and highlights the need for applying CL in pre-service instruction.
Updated: Apr. 05, 2022
Exploring online mentoring with preservice teachers in a pandemic and the need to deliver quality education
The purpose of the present study was to explore online mentoring experience from the perspectives of preservice teachers (PTs). The methodology was qualitative. 35 randomly selected PTs were interviewed after the completion of an eight-week online school experience course. Data obtained from focus group interviews were analyzed using pattern coding. Overall, the PTs mostly had a positive online mentoring experience. They reported receiving sufficient contextual and technological support when needed with limited professional support. However, they expected their mentors to allocate more time and their university supervisors (USs) to control practicum schools and to provide more online teaching samples and guidelines. They indicated that when they did not receive supports this was entirely due to the pandemic.
Updated: Sep. 03, 2021
The overall objective of this study was to investigate the constraints that have occurred regarding the first-year English language teachers’ professional identity construction at five Chinese universities. The approach adopted in the study was Narrative Inquiry. Interview data with five teachers were collected and analysed through a framework that identified emergent salient themes. All the preliminary results indicated major constraints in their experiences as first-year EFL teachers in the current Chinese university context. The discussion reflects on their newly negotiated and renegotiated identity after having suffered particular dilemmas in addition to the general difficulties, and how these processes have further reformulated their outlook in ways they did not expect.
Updated: Jul. 14, 2021
Learning to teach across the boundary: A cultural historical activity theory perspective on a university-school partnership in Vietnam
Featuring a fundamental component in initial teacher education (ITE), the practicum also presents pre-service teachers (PSTs) with challenges arising in the process of crossing the boundary between the university and school. This paper draws on the Cultural Historical Activity Theory (CHAT) to analyse case study data on a university-school partnership in Vietnam. Findings reveal a ‘separatist’ partnership, characterised by marked division of labour, and insufficient communication between the partners. In light of CHAT, the paper offers a renewed understanding of partnership, whereby contradictions are viewed as valuable for learning as consistent ideas and values held by the partners.
Updated: Jun. 23, 2021
Factors Influencing Preservice Teachers’ Self-Efficacy in Addressing Cultural and Linguistic Needs of Diverse Learners
How preservice teachers perceive their readiness to work with diverse learners can indicate their future success in the classroom. Using self-efficacy theory as a conceptual base, this study examined what factors contribute to preservice teachers’ self-efficacy level in addressing English Learners’ (ELs) cultural and linguistic needs, while adopting a multi-method design. Data sources included a self-efficacy survey of a group of preservice teachers, written rationales for their self-efficacy ratings, and suggestions for improving their self-efficacy. Data analyses revealed that the preservice teachers lacked self-efficacy in communicating with ELs while showing high self-efficacy in employing different learning modalities. In addition, direct exposure through field and/or life experiences and curriculum emphasis were identified as key factors. Findings further illuminate the preservice teachers’ incongruent understandings of mainstream school culture versus ELs’ cultures, the role of culture in academic versus social and emotional domains, and lack of interconnectedness between academic excellence and cultural competency.
Updated: Mar. 11, 2021
This paper presents a narrative inquiry study on agency development in student-teachers of an English language teacher program at a public university in the south of Colombia. The authors’ goal was to understand how student-teachers develop agency when narratively inquiring their community by planning and conducting community-based pedagogy projects on issues they found pertinent to investigate. The data were gathered through semi-structured focus group interviews, individual journal entries, and video-recorded talks about their inquiries. As a conclusion, they acknowledge that certain social and narrative practices such as interacting within their inquiry groups, interacting with their communities, voicing their communities’ necessities, and acting upon the inquired necessities facilitated developing agency and contributed to rethinking their roles as transformative members of their communities.
Updated: Jan. 30, 2021
This article presents the results of a qualitative study which aimed to develop an understanding of the emotions experienced by pre-service English language teachers during their teaching practicum and the emotions’ effects on instructional teaching. Attribution theory was used as a framework for analysing the results, while the data were gathered through classroom observation, reflection journals, and semi-structured interviews. Results revealed a need for language teaching programmes to include classroom management strategies; however, there is also evidence of the urgent need for socio-emotional support to be provided to pre-service teachers to help them shape their teaching practice through reflection. Providing a space for pre-service teachers to reflect on their beliefs and discuss the emotions experienced during practicum may help to instill commitment and responsibility in future teachers.
Updated: Jan. 28, 2021