Pre-service teachers’ beliefs about English Language Teaching and Learning in EFL classroom: A review of literature

Pusparini, Ririn; Widiati, Utami; Susanti, Arik

doi:10.21070/jees.v6i1.1212

Cited by 8 publications

(6 citation statements)

References 27 publications

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“…All in all, poetry exposes students to verses in a complex vocabulary. This enhances not only their writing fluency but also reading and speaking (Suwastini et al, 2024).…”

Section: Empirical Reviewmentioning

confidence: 99%

Teaching Poetry: What is Taught and What Should be Taught? Case Study of Secondary Schools Offering Literature in English at the Advanced Level in Rwanda

Nshimiyimana,

Kamanzi,

Mutoni

et al. 2024

AJERNET

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Teaching poetry as a literary genre has been a research topic of interest worldwide. However, the gap is observed in teaching poetry in secondary schools in Rwanda, where students are not given the quantity and quality of knowledge and skills they deserve. This descriptive study investigated poetry teaching practices and examined whether teachers are teaching what they should be teaching to equip students with critical thinking, analysis, and language skills. Adopting the descriptive research design and the mixed method approach, the study is built around three objectives: to explore how poetry is taught to students doing literature in English at the advanced level of secondary schools; to investigate the aspects of poetry that are often taught and those that are not; and to assess the challenges that teachers of literature in English face while teaching poetry. The study is guided by New Criticism Theory, Multimodality Approach, and Reader Response Theory. It used both quantitative and qualitative methods. Questionnaires and interviews were used to collect data from 22 teachers of literature in English selected purposefully from 16 schools that offer literature in English as a main subject at the Advanced Level. The study findings revealed that students are highly at risk as teachers of this subject exhibited poor competence in teaching and analysing poetry. Besides, some teachers don’t give poetry a focus, and others don’t teach it at all. The issue becomes more acute when one considers the general lack of adequate resources. The study recommends the University of Rwanda, the College of Education, REB, and their partners set policies for increasing teachers’ competences in the field of literature in general and teaching poetry in particular. Individual teachers of literature in English should feel confident while handling poetry as a literary genre. If an issue arises, instead of simply leaving out the topic, let them consult their colleagues in the nearby schools for a common understanding.

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“…All in all, poetry exposes students to verses in a complex vocabulary. This enhances not only their writing fluency but also reading and speaking (Suwastini et al, 2024).…”

Section: Empirical Reviewmentioning

confidence: 99%

Teaching Poetry: What is Taught and What Should be Taught? Case Study of Secondary Schools Offering Literature in English at the Advanced Level in Rwanda

Nshimiyimana,

Kamanzi,

Mutoni

et al. 2024

AJERNET

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“…The contextual approach has been followed in a number of studies on pre-service and in-service teachers' beliefs about L2 learning and teaching (for an extended overview see Barcelos & Kalaja, 2011;Pusparini et al, 2021). Borg (2003) investigated factors and processes underpinning language teachers' decision-making and pedagogical behaviors in teaching.…”

Section: Context-related Beliefs About Language Learning and Teachingmentioning

confidence: 99%

Context-related Beliefs about L2 Language Learning and Teaching of the Millennial Pre-service EFL Teachers as a Prognosis for Future Classroom Actions

Szyszka

2023

TAPSLA

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The qualitative study presented in this paper aimed to collect beliefs about learning and teaching English as a foreign language (EFL) from individual representatives of the generation frequently referred to as the millennials. The participants were 47 pre-service EFL trainee teachers from four socio-cultural contexts: Finnish, Israeli, Polish, and Spanish. Their voices have been considered because beliefs are dynamically related to actions and soon the millennial EFL teachers may implement them in the course of their teaching. The contextual approach, followed in this research, provided opportunities for discussing similarities and differences in the beliefs of Finnish, Israeli, Polish, and Spanish pre-service teachers. The identified similarities lead to outlining a tentative picture of a universal, future, post-pandemic EFL classroom.

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“…It's possible that future educators aren't well prepared to help young people acquire a second language by making use of digital tools and resources. When it comes to preparing to teach English to young learners, a lack of practical experience in TEYL settings might negatively affect a pre-service teacher's confidence and competence (Pusparini et al, 2021). They may lack the self-assurance to put their theoretical knowledge into practice if they aren't given enough opportunities to do so in a realistic classroom setting.…”

Section: Pre-service Teachers' Challenges In Teylmentioning

confidence: 99%

“It’s Exciting and Motivating”: Pre-Service Teachers in Teaching English to Young Learners in Kurikulum Merdeka Implementation

Khunaivi,

Anshori,

Hidayah

2023

sicee

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Caused by the Covid-19 pandemic, rapid shifts in teaching strategies have exposed preservice teachers to novel difficulties and opportunities. Because of these shifts, pre-service teachers now face new challenges in teaching English, especially to young learners in the implementation of Kurikulum Merdeka. The purposes of this study were to explore how pre-service teachers prepared themselves in teaching English to young learners and what made them excited and motivated in teaching English to young learners at the Islamic elementary level. Joining teaching practice at the Islamic elementary level directly made pre-service teachers challenged in doing such kinds of teaching and learning processes in handling the learners in the implementation of Kurikulum Merdeka. To overcome these problems, the pre-service teachers employed such kinds of strategies by utilizing inventive pedagogical tools like the "Snake and Ladder" and "Beberan" Game Board, as well as teaching strategies like project-based learning and cooperative learning. This study suggested that future preservice teachers needed more appropriate strategies and media, especially in teaching English to young learners at the Islamic elementary level. Finally, pre-service teachers needed to find ways to get the young learners involved and working together in the classroom and they culled the best strategies and media in the teaching and learning process.

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Pre-service teachers’ beliefs about English Language Teaching and Learning in EFL classroom: A review of literature

Cited by 8 publications

References 27 publications

Teaching Poetry: What is Taught and What Should be Taught? Case Study of Secondary Schools Offering Literature in English at the Advanced Level in Rwanda

Teaching Poetry: What is Taught and What Should be Taught? Case Study of Secondary Schools Offering Literature in English at the Advanced Level in Rwanda

Context-related Beliefs about L2 Language Learning and Teaching of the Millennial Pre-service EFL Teachers as a Prognosis for Future Classroom Actions

“It’s Exciting and Motivating”: Pre-Service Teachers in Teaching English to Young Learners in Kurikulum Merdeka Implementation

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