English as a Second Language and English as a Foreign Language Preservice Teacher Cognitions: Research Insights from around the World (2005-2021)

This review examined English as a Second Language (ESL) and English as a Foreign Language (EFL) preservice teacher cognition studies spanning a 17-year period (2005 to 2021). The main objective was to explore the nature and development of preservice ESL and EFL teacher cognitions as they relate to their teacher-education coursework and teaching practice. Findings indicate that preservice ESL/EFL teacher cognitions are complex, multifaceted, recursive, and frequently related to their experiences as language learners. Although studies included in this review were conducted in different international contexts, the findings were consistent: there is a need for supportive and comprehensive preservice-teacher preparation that accounts for three factors. (1) Valuing preservice teachers’ beliefs as language learners, (2) facilitating preservice teachers’ negotiation of newer beliefs resulting from teacher education coursework, and (3) preparing them to negotiate tensions in their interactions with their mentors in field placements. This paper concludes by discussing pedagogical implications for teacher education programs.

NEW TENDENCIES OF EFL TEACHER TRAINING AT UKRAINIAN UNIVERSITIES: BRITISH COUNCIL PROJECT IMPLEMENTATION

У статті розглядаються заходи реформування освіти в Україні з акцентом на нові тенденції формальної освіти вчителів іноземної мови. Розглядаються новітні документи та визначаються перспективи їх впровадження в українську вищу педагогічну освіту. Велика увага приділяється положенням, та іншим документам, затвердженим Міністерством освіти і науки України. У статті описано програму «Шкільний вчитель нового покоління», яка впроваджується в кількох українських університетах. Аналіз вимог до кваліфікації майбутніх вчителів іноземних мов та огляд останніх проєктів, програм і планів дозволили вказати тенденції розвитку педагогічної освіти та окреслити їх вплив на підвищення якості підготовки майбутніх учителів іноземних мов. У цій статті визначено наступний перелік: впровадження нових підходів; державний моніторинг і підтримка; підтримка нових у професії вчителів; підвищення кваліфікації вчителів; широка співпраця освіти і науки; співпраця між освітянами різних етапів навчального процесу. Запропоновані авторкою нові тенденцій у навчанні майбутніх учителів іноземних мов узагальнюють академічні зусилля українських освітян, демонструють прогресивний досвід та можуть бути корисними для визначення подальших перспектив формальної освіти вчителів іноземних мов в Україні.

Identifying the Executive Function Strategies in Learning Tenses and in the Verb Gap-Fill Task Performance of an EFL Student with Dyslexia

Teaching of executive function strategies in learning and task performance to EFL students with specific learning difficulties plays an important role in inclusive education. The present case study presents an investigation of the strategies supporting executive functioning in the frames of learning self-regulation, which are applied in learning tenses and the verb gap-fill task performance of a grammar school student with dyslexia. A triangulation research approach included a semi-structured interview with the participant, a qualitative assessment of her written work, a questionnaire with the parents and EFL teacher, and a study of the evaluation report. The results highlight the participant’s difficulties in tense acquisition and frequent task performance errors, weak tense knowledge and low application of strategies supporting executive functioning. The results might help teachers create an inclusive environment in EFL classes.

English as a Second Language and English as a Foreign Language Preservice Teacher Cognitions: Research Insights from around the World (2005-2021)

This review examined English as a Second Language (ESL) and English as a Foreign Language (EFL) preservice teacher cognition studies spanning a 17-year period (2005 to 2021). The main objective was to explore the nature and development of preservice ESL and EFL teacher cognitions as they relate to their teacher-education coursework and teaching practice. Findings indicate that preservice ESL/EFL teacher cognitions are complex, multifaceted, recursive, and frequently related to their experiences as language learners. Although studies included in this review were conducted in different international contexts, the findings were consistent: there is a need for supportive and comprehensive preservice-teacher preparation that accounts for three factors. (1) Valuing preservice teachers’ beliefs as language learners, (2) facilitating preservice teachers’ negotiation of newer beliefs resulting from teacher education coursework, and (3) preparing them to negotiate tensions in their interactions with their mentors in field placements. This paper concludes by discussing pedagogical implications for teacher education programs.

Intercultural exchanges among pre-service teachers in Israel and Sweden as a path of introduction into the epistemology and practice of teaching

This paper presents the outcomes of a short intercultural exchange project involving pre-service English as a Foreign Language (EFL) teacher training establishments in Sweden and Israel. The project comprised three online meetings recorded in Zoom in which student teachers gave feedback on each other’s project assignments involving lesson planning and the use of spoken English in the classroom. The sessions were moderated by a highly experienced teacher trainer with contributions from other teacher trainers in the institutions involved. With restrictions imposed on physical meetings and student mobility by the Covid-19 pandemic, the exchange helped to shed light on a number of perennial issues in English language teaching methodology and offers a feasible model for future sustainable virtual exchanges in EFL teacher training.

Vietnamese EFL teacher self-efficacy in practice

<p>Research has shown the importance of understanding self-efficacy and teacher self-efficacy. In general, self-efficacy influences humans’ actions in various ways. Efficacy expectations control the degree of effort and persistence that people expend in dealing with obstacles and unexpected situations. These expectations also impact people’s thought patterns and emotional reactions. These influences make self-efficacy a strong determinant of the level of accomplishment that individuals finally attain. For teachers, self-efficacy influences not only their general perception about teaching but also their specific instructional activities. This research aimed to provide insights into Vietnamese English as a Foreign Language (EFL) teacher self-efficacy at the tertiary level in Vietnam. Firstly, this study collected data in the form of teacher self-efficacy profiles using an adapted version of the Teacher Sense of Efficacy Scale (Tschannen-Moran and Hoy, 2001) and demographic information. Then, it investigated the sources of Vietnamese EFL tertiary teacher self-efficacy and the interaction among these sources. In addition, this study examined the personal, classroom, institutional, and cultural influences on teacher self-efficacy. The research also investigated the relationship between teacher self-efficacy and the teachers’ teaching practices. As teacher self-efficacy closely relates to teacher well-being, teacher burn out, persistence, commitment, and teaching practice and has a close relationship with student outcomes and student motivation, a better understanding of self-efficacy has the potential to improve the teaching and learning English in the research university in Vietnam. A sequential exploratory mixed methods design was selected for this study. The data were collected in two phases. In the quantitative phase, I adapted a validated questionnaire to gather quantitative information about 52 teachers’ self-efficacy profiles across three aspects: managing the classroom, engaging students, and using instructional strategies. In the following qualitative phase, I purposively selected eight teachers with a range of total self-efficacy scores. These teachers came from three groups. They were grouped according to lower, medium and higher total self-efficacy scores from the questionnaire. I interviewed each of these teachers prior to observing their teaching in their class. Then, the teachers were interviewed again about particular incidents in their class with a focus on recalling what influenced their actual teaching. Data from both interviews were collated and analyzed thematically across each group to address the research questions. This study has provided a view of the self-efficacy of EFL teachers, a distinctive subject at the tertiary level in Vietnam. The research found that the results from Tschannen-Moran and Hoy’s (2001) scale measuring teacher self-efficacy were not linked to how each group of teachers performed in their classes. Individual elements such as teachers’ personal characteristics and knowledge, classroom and institutional issues like class size and availability of classroom equipment influenced the teachers’ self-efficacy in their classroom practices. Self-efficacy was also influenced by institutional policies about professional and personal collegiality, the autonomy of the teachers to make decisions about matters such as assessment, and student and staff feedback about teaching. Self-efficacy was also impacted by Vietnamese cultural elements such as teachers’ roles outside of their profession and how the teachers evaluated feedback about their teaching from students, colleagues and administrators. This study highlights the dynamic interaction among the sources of teacher self-efficacy. The findings have implications for enhancing teacher self-efficacy, by improving teacher knowledge, providing relevant professional development, and increasing support from administrators. There are recommendations for future research.</p>

Vietnamese EFL teacher self-efficacy in practice

<p>Research has shown the importance of understanding self-efficacy and teacher self-efficacy. In general, self-efficacy influences humans’ actions in various ways. Efficacy expectations control the degree of effort and persistence that people expend in dealing with obstacles and unexpected situations. These expectations also impact people’s thought patterns and emotional reactions. These influences make self-efficacy a strong determinant of the level of accomplishment that individuals finally attain. For teachers, self-efficacy influences not only their general perception about teaching but also their specific instructional activities. This research aimed to provide insights into Vietnamese English as a Foreign Language (EFL) teacher self-efficacy at the tertiary level in Vietnam. Firstly, this study collected data in the form of teacher self-efficacy profiles using an adapted version of the Teacher Sense of Efficacy Scale (Tschannen-Moran and Hoy, 2001) and demographic information. Then, it investigated the sources of Vietnamese EFL tertiary teacher self-efficacy and the interaction among these sources. In addition, this study examined the personal, classroom, institutional, and cultural influences on teacher self-efficacy. The research also investigated the relationship between teacher self-efficacy and the teachers’ teaching practices. As teacher self-efficacy closely relates to teacher well-being, teacher burn out, persistence, commitment, and teaching practice and has a close relationship with student outcomes and student motivation, a better understanding of self-efficacy has the potential to improve the teaching and learning English in the research university in Vietnam. A sequential exploratory mixed methods design was selected for this study. The data were collected in two phases. In the quantitative phase, I adapted a validated questionnaire to gather quantitative information about 52 teachers’ self-efficacy profiles across three aspects: managing the classroom, engaging students, and using instructional strategies. In the following qualitative phase, I purposively selected eight teachers with a range of total self-efficacy scores. These teachers came from three groups. They were grouped according to lower, medium and higher total self-efficacy scores from the questionnaire. I interviewed each of these teachers prior to observing their teaching in their class. Then, the teachers were interviewed again about particular incidents in their class with a focus on recalling what influenced their actual teaching. Data from both interviews were collated and analyzed thematically across each group to address the research questions. This study has provided a view of the self-efficacy of EFL teachers, a distinctive subject at the tertiary level in Vietnam. The research found that the results from Tschannen-Moran and Hoy’s (2001) scale measuring teacher self-efficacy were not linked to how each group of teachers performed in their classes. Individual elements such as teachers’ personal characteristics and knowledge, classroom and institutional issues like class size and availability of classroom equipment influenced the teachers’ self-efficacy in their classroom practices. Self-efficacy was also influenced by institutional policies about professional and personal collegiality, the autonomy of the teachers to make decisions about matters such as assessment, and student and staff feedback about teaching. Self-efficacy was also impacted by Vietnamese cultural elements such as teachers’ roles outside of their profession and how the teachers evaluated feedback about their teaching from students, colleagues and administrators. This study highlights the dynamic interaction among the sources of teacher self-efficacy. The findings have implications for enhancing teacher self-efficacy, by improving teacher knowledge, providing relevant professional development, and increasing support from administrators. There are recommendations for future research.</p>

Peer assessment in EFL teacher preparation: A longitudinal study of student perception

Peer assessment has been found to have many advantages in learning particularly when viewing it through a socio-cultural lens. This study explored peer assessment across language teacher education coursework, following 15 teacher candidates through three semesters of TEFL coursework. This longitudinal approach is rare with peer assessment research. Surveys and interviews were collected to understand the students’ perception of peer assessment, including how it contributed to their learning and its summative use. Results indicated that repeatedly practicing peer assessment in coursework led to increased positive perception about its usefulness in learning and enhanced trust in peers as qualified assessors, but with a complex interaction of various factors in students’ perception, such as perceived task difficulty, interpersonal relationships, mode of feedback, etc. The participants’ hesitant attitudes about summative use of peer assessment (PA) was interpreted as largely based on their socio-culturally shaped perspectives of authority and academic achievement. Implications for using peer assessment in language teacher education are offered.