Practicum Stress and Coping Strategies of Pre-service English Language Teachers

It has been reported that English as second language (ESL) teachers are not well-trained to teach slow learners in inclusive education. The aim of this study is to explore the challenges that Malaysian English language teachers faced when teaching slow learners in the inclusive educational program as well as to determine their coping strategies. The present study employed a qualitative research method with case study design through face-to-face interviews with three English language teachers from three secondary schools in Malaysia. Five major themes were found through thematic analysis: external factors and internal factors represented the challenges that Malaysian teachers faced when teaching slow learners in the inclusive education, while teaching resources, remedial activities and teachers’ skills represented the coping strategies used by the English language teachers.

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Surviving in Difficult EFL Classroom: Teachers’ Perspectives and Coping Strategies

Journal of NELTA ◽

10.3126/nelta.v20i1-2.19773 ◽

2018 ◽

Vol 20 (1-2) ◽

pp. 16-26

Author(s):

Shankar Dhakal

Keyword(s):

Coping Strategies ◽

English Language ◽

Research Study ◽

Language Teachers ◽

Small Scale ◽

Classroom Teachers ◽

English Language Teachers ◽

And Coping ◽

Teachers Perspectives ◽

Unrealistic Expectations

English language teachers often encounter with the situations in which they are faced with defiance, aggression and multiple verbal and physical abuses in their classroom. Moreover, they have pressures of unrealistic expectations and blamed for complex failures of students and the whole system, which makes their survival in difficult classroom even more difficult. So, this is a small-scale research study that investigates EFL teachers’experiences and the perspectives on the difficult classroom situations. The study reveals that teachers are not the only responsible persons for students’ unexpected behaviours; but there are several other reasons to contribute to it. Journal of NELTA, Vol 20 No. 1-2, December 2015 , Page: 16-26

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Learning about English language lecturers’ resilience: Identification of stress and coping strategies of open and distance learning (ODL)

10.1063/5.0053224 ◽

2021 ◽

Author(s):

A. A. A. Aziz ◽

S. Shaidin ◽

N. Zaini ◽

N. A. Nordin ◽

N. A. Wahi ◽

...

Keyword(s):

Distance Learning ◽

Coping Strategies ◽

English Language ◽

Stress And Coping ◽

Open And Distance Learning ◽

And Coping

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The Sources of Stress and Coping Strategies of Basketball Referees

PsycEXTRA Dataset ◽

10.1037/e631452013-211 ◽

2011 ◽

Author(s):

Shih-Wei Chan ◽

Feng-Chun Tasi ◽

Shu-Pin Tseng ◽

Frank Jing-Horng Lu

Keyword(s):

Coping Strategies ◽

Stress And Coping ◽

And Coping

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Native-speakerism and ‘hidden curricula’ in ELT training

Journal of Language and Discrimination ◽

10.1558/jld.36409 ◽

2018 ◽

Vol 2 (2) ◽

pp. 162-187 ◽

Cited By ~ 4

Author(s):

Robert J. Lowe ◽

Luke Lawrence

Keyword(s):

English Language ◽

Hidden Curriculum ◽

Native Speaker ◽

Language Teachers ◽

Diverse Range ◽

Beliefs And Practices ◽

Research Perspectives ◽

Norms And Values ◽

English Language Teachers ◽

Individual Training

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

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