scholarly journals STUDENT TEACHERS’ PERCEPTIONS OF THEIR READINESS FOR THE INTERNSHIP

SUAR BETANG ◽  
2018 ◽  
Vol 13 (1) ◽  
Author(s):  
Amanda Vira Maharani
Keyword(s):  
Qualitative Study ◽  
Student Teachers ◽  
Data Reduction ◽  
English Language ◽  
English Language Teaching ◽  
Primary Field ◽  
State University ◽  
Data Display ◽  
Teachers Perceptions ◽  
Almost All

This descriptive qualitative study aims to investigate English student teachers’ perceptions of their readiness to take the internship regarding some aspects. The data were mainly collected through interviews. The interviewees were six students in the sixth semester of ELT program of the State University of Malang. The researcher recruited six student teachers with high, average, and low achievement based on their GPA. The data were analyzed descriptively according to three steps which consist of data reduction, data display, and conclusion drawing. The research showed that the student teachers were still feeling not ready enough in some aspects. The first aspect is almost all of them had an issue with the duration of the internship that is too short. Second, not all the student teachers majoring English Language Teaching have a desire to be a teacher although teaching is the primary field of work that they have been prepared for throughout their university study. Third, another factor that makes them feel unready is anxiety. Fourth, from the content courses aspect, there was an issue with the seq uences of the courses that made student teachers confused in planning a lesson. Lastly, regarding skill courses, the respondents thought the courses are already adequate, and they already got good scores, but they stated that they still have some issues with it(Persepsi Mahasiswa KPL tentang Kesiapan Mereka untuk Menjalani KPL Keguruan)Penelitian deskriptif kualitatif ini bertujuan untuk mencari tahu kesiapan mahasiswa KPL Jurusan Sastra Inggris untuk menjalani KPL Keguruan di beberapa aspek. Data penelitian ini didapatkan melalui wawancara. Subjek yang diwawancai adalah enam mahasiswa semester enam dari Pendidikan Bahasa Inggris, Universitas Negeri Malang. Peneliti merekrut enam mahasiswa KPL dengan prestasi tinggi, sedang, dan rendah berdasarkan IPK. Data penelitian dianalisis berdasarkan tiga tahapan yang terdiri atas reduksi data, penyajian data, dan penarikan simpulan. Penelitian menunjukkan bahwa mahasiswa KPL masih belum siap di beberapa aspek. Aspek pertama adalah hampir semua dari enam mahasiswa KPL memiliki pemikiran bahwa durasi dari KPL Keguruan terlalu singkat. Kedua, tidak semua mahasiswa KPL Pendidikan Bahasa Inggris memiliki minat untuk menjadi guru walaupun mengajar adalah peluang kerja yang dipersiapkan selama belajar di universitas. Ketiga, faktor lain yang membuat mereka tidak siap adalah kegelisahan. Keempat, dari aspek mata kuliah konten terdapat isu tentang urutan mata kuliah yang membuat mahasiswa KPL bingung tentang perencanaan pembelajaran. Terakhir di aspek mata kuliah kecakapakan berbahasa Inggris, responden mengatakan bahwa mata kuliah tersebut sudah cukup membantu dan nilainya sudah mencukupi, tetapi mereka masih memiliki beberapa permasalahan

The Impact of Pre-service Teachers' Reflection on their Instructional Practices

2016 ◽  
pp. 209-219 ◽  
Author(s):  
Yesim Kesli Dollar ◽  
Enisa Mede
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Instructional Practices ◽  
English Language ◽  
English Language Teaching ◽  
Self Awareness ◽  
Non Profit ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
The Impact

This chapter aims to investigate the impact of reflection on freshmen pre-service English teachers' classroom practices. Specifically, it explores how the participating student teachers' perceptions influenced their instructional practices as a result of participation in reflection activities. The participants of the study were ten freshmen student teachers enrolled in the English Language Teaching undergraduate program at a foundation (non-profit private) university in Turkey. Data came from the reflections of the participating student teachers about their recently-completed 15-hour field-based experience at the pre-school level. As a part of this class reflection activity, the participants were prompted to keep a diary in one of their undergraduate courses and respond to a series of statements or questions related to their classroom observation tasks. They were also engaged in class discussions and were required to write their overall feedback based on their field-based experience. The findings of the study revealed that reflective activities helped the prospective student teachers identify their strengths and weaknesses related to classroom activities, use of materials (use of technology and visuals) and classroom management, leading to self-awareness about their understanding and application of teaching skills and strategies.

The Impact of Pre-Service Teachers' Reflection on Their Instructional Practices

2018 ◽  
pp. 223-233
Author(s):  
Yesim Kesli Dollar ◽  
Enisa Mede
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Instructional Practices ◽  
English Language ◽  
English Language Teaching ◽  
Self Awareness ◽  
Non Profit ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
The Impact

This chapter aims to investigate the impact of reflection on freshmen pre-service English teachers' classroom practices. Specifically, it explores how the participating student teachers' perceptions influenced their instructional practices as a result of participation in reflection activities. The participants of the study were ten freshmen student teachers enrolled in the English Language Teaching undergraduate program at a foundation (non-profit private) university in Turkey. Data came from the reflections of the participating student teachers about their recently-completed 15-hour field-based experience at the pre-school level. As a part of this class reflection activity, the participants were prompted to keep a diary in one of their undergraduate courses and respond to a series of statements or questions related to their classroom observation tasks. They were also engaged in class discussions and were required to write their overall feedback based on their field-based experience. The findings of the study revealed that reflective activities helped the prospective student teachers identify their strengths and weaknesses related to classroom activities, use of materials (use of technology and visuals) and classroom management, leading to self-awareness about their understanding and application of teaching skills and strategies.

scholarly journals Teachability of Figurative Language: Teachers’ Perceptions of the Role of Metaphor in English Language Teaching in Chile

2021 ◽  
Vol 23 (2) ◽  
pp. 141-154
Author(s):  
Leonardo Veliz ◽  
Scott Smith
Keyword(s):  
Qualitative Study ◽  
English Language ◽  
Figurative Language ◽  
English Teachers ◽  
Study Data ◽  
Language Teachers ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Teachers Perceptions

This paper reports on a qualitative study that examined the perceptions of English teachers towards the ‘teachability’ of metaphorical language in Chilean EFL classrooms. The study aimed at gaining a better understanding of teachers’ perceptions of the role of metaphor in the English language classroom. A group of six in-service English teachers participated in this qualitative study. Data were gathered through semi-structured interviews, which addressed three broad dimensions: (i) the views and definitions of metaphor; (ii) the teachability of metaphorically used language; and (iii) preparedness to teach metaphor. The data were thoroughly coded and analyzed thematically. The results revealed that, despite an apparently heightened awareness of the presence and role of metaphor in culture, this did not permeate the participants’ teaching practices, thus calling for more explicit preparation in teacher education programs and radical changes to the ‘educational culture’ that is still imbued with dominant neoliberal ways of doing and thinking.

scholarly journals An Investigation of Learner Autonomy in Turkish EFL Context

2017 ◽  
Vol 6 (2) ◽  
pp. 89 ◽  
Author(s):  
Dilek Cakici
Keyword(s):  
Student Teachers ◽  
Prospective Teachers ◽  
English Language ◽  
Learner Autonomy ◽  
Study Data ◽  
English Language Teaching ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Gender Based ◽  
General Aspects

This study investigated the teachers’ perceptions as to what extent learners should be involved in decision making processes concerning the general aspects of learner autonomy. The primary aim of the research was to find out learning autonomy perceptions of Turkish prospective teachers of English. It is also aimed to explore the effect of gender on the views held by prospective English as a foreign language (EFL) teachers. To this end, a total of 88 senior students (54 females, 34 males) in the Department of English Language Teaching (ELT) at Ondokuz Mayıs University participated in this study. Data were collected by the questionnaire “Learner Autonomy: the Teachers’ Views” developed by Camilleri (1997). The obtained data were analyzed and interpreted in the form of percentage level for related items. The results of this study indicated that EFL student teachers seem to be ready to take more responsibility and control for their own learning in certain aspects of learner autonomy, whilst in some other areas they still demand teacher’s support and guidance. Furthermore, the results demonstrated that overall males and females held similar views about learner autonomy in EFL context. However, a significant gender-based difference was reported in three items. 

scholarly journals Lecturers' Attitudes towards English Varieties Exposure in Indonesia

2019 ◽  
Vol 10 (2) ◽  
pp. 163-173
Author(s):  
Alfan Hariri ◽  
Ahmad Munir ◽  
Syafiul Anam
Keyword(s):  
Qualitative Research ◽  
Research Design ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
State University ◽  
Qualitative Research Design

This study was established from the lack of research of English varieties concept in Indonesia. In this study, the lecturers’ attitude toward the English varieties is explored as well as their view about using the English varieties in the classroom. The study used a qualitative research design to seek the participants’ attitude toward the varieties. The subjects of the study are ten lecturers of three universities in Surabaya; they are two private and one state university with ten lecturers in total. The researcher used prompt-production to explore in-depth lecturers’ attitude. One of the most significant findings to emerge from this study is the differences between the international graduated lecturers and national graduated lecturers in terms of their attitude toward the English varieties. Furthermore, this attitude also influences their perception about teaching the varieties in English language teaching (ELT) classroom.

scholarly journals Effects of Pop Culture for Improving Student-Teachers’ Writing Skill (A Case Study at Galuh University)

2018 ◽  
Vol 4 (1) ◽  
pp. 47
Author(s):  
Ratnawati Ratnawati
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
English Language ◽  
Pop Culture ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Authentic Materials ◽  
Descriptive Case Study ◽  
Writing Skill

Writing, one of the four skills which have to be taught by educators in language learning. Starting from classroom observation implied that students confronted the difficulties in writing involving generating ideas, organizing words, and making compositions. This study supposes to explore some effects of pop culture as authentic materials for English language teaching in improving students’ writing skill. Due to pop culture relates to students’ life and experience, it is considered to be a stimulus for gaining students’ ideas, information, motivation, and interest in teaching writing. The students of secondary school were involved in this study and descriptive case study was employed to observe the importance of pop culture in writing class. Also, questionnaires and students’ works are the instruments to measure its effects. Both students’ works and result of the questionnaires pointed out that significantly improvement obtained after applying pop culture. In line with findings, it can be said that pop cultures have significant effects toward students’ writing skill. So, educators need to apply pop culture as their choices in future planning lesson.

scholarly journals Arab English Language Teaching Candidates Climbing the IELTS Mountain: A Qualitatively Driven Hermeneutic Phenomenology Study

2016 ◽  
Author(s):  
Ali Al-Issa ◽  
Ali Al-Bulushi ◽  
Rima Al-Zadjali
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
Hermeneutic Phenomenology ◽  
Critical Discussion ◽  
English Language Teaching ◽  
Structured Interviews

As a high-stakes international language proficiency benchmark, the International English Language Testing System (IELTS) requires different and special Language Learning Strategies (LLS), which pose numerous challenges to its takers. Some Sultan Qaboos University (SQU) majoring in English Language Teaching (ELT), have therefore, failed to achieve an overall score of Band 6 on the IELTS as a language proficiency requirement and a condition mandated by the Ministry of Education for selecting English language teachers among. This qualitatively driven hermeneutic phenomenology study, hence, discusses this issue from an ideological perspective. The study triangulates data from semi-structured interviews made with six fourth-year ELT Student Teachers (STs) at SQU and the pertinent literature. The critical discussion revealed various ideologies about the powerful impact of the IELTS on the STs’ English language development. The findings have important implications for the practices of the teachers in the Omani ELT school system and elsewhere.

scholarly journals ELT Student Teacher Identity Construction: Exploring Teacher Roles and Domains of Expertise

2020 ◽  
Vol 4 (2) ◽  
pp. 113
Author(s):  
Nafiye Cigdem Aktekin ◽  
Hatice Celebi
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Identity Construction ◽  
Subject Matter ◽  
Teacher Identity ◽  
English Language ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
English Language Teaching ◽  
Teacher Roles

In this study, we direct our focus to identity construction in an English language teaching (ELT) teacher education program. We explore the teacher roles in which student teachers are struggling to position themselves comfortably and the teacher expertise domains (subject matter, didactics, and pedagogy) that they are dedicating themselves to improving. To address our research focus, we have collected reflections and survey responses from 18 student teachers in an ELT education department. Our findings indicate that ELT student teachers find it difficult to position themselves as experts in and about the English language and that they feel a need to be equipped with expertise first and foremost in the subject matter, and then in didactics, followed by pedagogy. These results imply that in ELT teacher education, certain language ideologies are still prevalent and need to be dealt with by teacher educators for transformative outcomes in education.

scholarly journals Effects of Digital Short Stories on the Development of Listening Skills: An Action Research

2020 ◽  
Vol 20 ◽  
pp. 65-84
Author(s):  
Zeynep Çetin Köroğlu
Keyword(s):  
Short Stories ◽  
Action Research ◽  
Student Teachers ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Structured Interview ◽  
English Language Teaching ◽  
Literary Texts ◽  
Listening Skills

Literary texts can be used to improve language learners' skills such as reading, writing, speaking and listening because these texts contain rich vocabulary, complex grammar structures, interesting plot and most importantly imagination of the author. However, using literature for language teaching purposes is a controversial issue among scholars. While some researchers think positively, others have negative views on the subject. Learners' needs and way of using literary texts are the main concerns of literature use in language pedagogy. In this context, the present research aimed to find out whether digital short stories can improve language learners' listening skills. The purpose of this study was to figure out student teachers' perceptions of digital short stories’ implementation into language classrooms. Specifically, the current research aimed to investigate whether digital short stories are useful to develop language learners' listening skills in English. The research is action research in design. The study used pre-test and post-test, a written structured interview to collect data and it included both quantitative and qualitative components. The interview consisted of six open-ended questions. Achievement tests and t-test were used to analyze quantitative data. On the other hand, content analysis was used to analyze qualitative data. The data were collected in 2016-2017 academic years, Bayburt University. Participants were prep class students of English language teaching department of Bayburt University. In the treatment process, digital short stories were used for eight weeks, which were written by various famous American authors and voice recorded by various American natives. Additionally, weekly worksheets and handouts were prepared by the researcher. Results showed that digital short stories provide satisfactory content, supports vocabulary learning, improves language learners’ listening skills, helps participants to gain familiarity with complex grammar structures and makes students more familiar with different cultures. Furthermore, participants are satisfied with digital short stories and they think these digital stories are useful to improve their listening skills.

scholarly journals DEVELOPING INTERCULTURAL COMMUNICATION AND INTERCULTURAL AWARENESS IN THE EFL CLASSROOM

2020 ◽  
Vol 1 (65) ◽  
pp. 30
Author(s):  
Lili Cavalheiro
Keyword(s):  
Student Teachers ◽  
Intercultural Communication ◽  
Cultural Awareness ◽  
English Language ◽  
English Language Teaching ◽  
Safe Place ◽  
Language And Culture ◽  
Intercultural Awareness ◽  
The World ◽  
International Role

<span lang="EN-US">Throughout multiples regions around the world, waves of migrants and refugees search for better and safer living conditions. As a result, classrooms are becoming increasingly multicultural and multilingual, with many teachers feeling challenged when faced with this ‘new’ reality. Being English the most commonly shared language around the world, the English as a Foreign Language (EFL) classroom can be a ‘safe’ place where dialogue and intercultural communication are fomented. Not only can it facilitate the integration of migrant/refugee students, but it can also contribute to expanding learners’ (inter)cultural awareness and knowledge of how English may be used by multiple speakers (native and non-native) in diverse settings. In light of this, it is imperative that educators develop more inclusive English-language lessons that help break down barriers and taboos, in terms of language and culture. In order to achieve this, however, it is vital that these issues be developed at the beginning of any teacher training. Bearing this in mind, this paper begins by presenting the concept of English as a Lingua Franca and intercultural communication and follows up by reflecting upon how the traditional EFL classroom should to be reconsidered in light of today’s international role of English. Taking into account the specific growing multicultural/multilingual Portuguese context, the last section of this paper presents how these issues are developed in two pre-service MA programs in English Language Teaching at the University of Lisbon, and also how student teachers have integrated ELF-related activities/resources in their practicum, along with a commentary on their learners’ reactions.</span>

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