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

Abstract

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.

Analysis of Chinese EFL Postgraduates' Experiences with Public Speaking Anxiety toward International Conference Presentation

“…In recent decades, language anxiety has been addressed in great detail, as a growing number of relevant research has been done. It has had a direct impact on foreign language learning, language performance, and perhaps even long-term language proficiency (Chmarkh, 2022;Alqurashi & Althubaiti, 2021;Cui, 2020;Doff, 2018;Alaleh, 2018). This study was conducted to acquire a deeper understanding of the situation, especially as it pertains to the foreign language anxiety suffered by Chinese EFL postgraduates during their international conference presentations.…”