This research investigates the perspectives of the novice lecturers in the Faculty of English Language Teacher Education (FELTE) regarding Teaching Practicum’s impacts on their classroom management skills. Using survey research, data was gathered through questionnaires distributed among the whole population of 29 participants, followed by semi-structured interviews to gain a deeper insight into participants’ experience. The study’s results showed that novice lecturers generally made considerable progress in classroom management skills, especially in attention-drawing and response encouragement, creation of a motivating environment as well as physical and emotional interactions with students. On the other hand, it was discovered that inadequate duration and inappropriate timing generally impeded novice lecturers’ gains during their Teaching Practicum. However, some challenges related to supervisor and school choice turned out to be significant factors from which participants could derive considerable benefits, which is opposed to previous research. At the end of the study, some recommendations were suggested for future research on this topic.

Generic Structure Potential (GSP), which is a “range of textual structures available within a genre” (Hasan, 1984, p. 79) was developed based on the need for a “generic structure” of a text to gain a comprehensive understanding of a genre (Halliday, 1978). Despite various research into different types of academic and promotional genres, there has been little attention given to the course description. This research seeks to unveil the GSP of course description and identify differences between formal course descriptions and online ones, analyzed based on a fourteen-element analytical framework. The findings revealed four more elements apart from those available in the original analytical framework. Most importantly, the course description was discovered to play the role of both informing and promotional, yet the former role is dominant. Regarding the difference between conventional and online descriptions, online ones were found to possess a higher number of promotional elements but still focus on informing students and promoting the course at the same time. The sequence of these elements seems to resemble the purchase decision-making process of customers significantly. On the contrary, the traditional description puts major emphasis on the informative purpose and shows negligence to the promotional aspects.