An Investigation into Third-Year Students' Perceptions of the First English Teaching Practice

Abstract

Research into language teaching methodology involves a dynamic interplay between teacher-led activities and learner engagement to acquire knowledge, skills, and critical thinking abilities. Even so, more research has been done to explore students' unique challenges during their initial teaching practice sessions. This study addresses this gap by looking into the perceptions of junior English majors while taking their first teaching practice in language teaching methodology classes. The study aims to pinpoint these issues and provide workable fixes to improve instruction. Quantitative and qualitative methodologies, such as close-ended and open-ended questionnaires, were used to collect data from 150 junior English students. The results show that students face difficulties resulting from internal and external sources during class. The study provides valuable insight to support the teacher trainee and practical improvement for the development of the course Language Teaching Methodology.