Preparing Future Human Resources in Language Learning: EFL Student Teachers’ Voices’ Academic Stressors

Abstract

Preparing good and skillful human resources in language learning is avoidable, particularly for the country like Indonesia which is still a developing one. The intent of this qualitative study in the case study tradition was used to explore what the academic factors that made EFL student teachers as future human resources feel stressed in English language learning at one public university in Jambi, Sumatra, Indonesia. We adopted a qualitative case study approach. Using a convenience case strategy, we interviewed EFL student teachers. The primary data for our study were collected through the face-to-face interviews. The interviews were conducted in English, audio-taped, and directly transcribed verbatim. The interviews data were analyzed through reading line by line all the transcriptions to find major themes. We found eight salient and interweaved themes led EFL student teachers as future human resources feel stressed in English language learning including (1) internal and external factors of choosing English as a major,(2) pleasure and displeasure feeling in studying English in university, (3) positive and negative responses to the lecturers in studying English, (4) positive and negative influences of friends in English major, (5) feeling about academic activities (credits, assignments, subjects and examinations) (6) feeling about discussion or presentations, (7) the most pressure or stress issue during the learning processes, and (8) dealing with the stressors. The findings of this study shed light on our understanding of the academic factors that made EFL student teachers as future human resources feel stressed in English language learning.

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