Challenges in Practicum: Views and Perceptions of EFL Pre-Service Teachers Towards Field Experience Skills in Real Classrooms

Alamri, Hayat Rasheed H.

doi:10.2139/ssrn.3150902

Cited by 1 publication

(2 citation statements)

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“…FGD is very important in social sciences research [6,10,13,14]. The writer of this paper held discussions with group of students in the four selected schools.…”

Section: Analysis Of Focus Group Discussionmentioning

confidence: 99%

“…In this regard, it is stated that '…learning English language is enjoying a prestigious position in many countries since the end of World War II [4][5]. It is neither a national nor an official language in Latin America but it is the most widely taught foreign language at all stages of educational system' [6]. The same is also true to Ethiopia.…”

Section: Introductionmentioning

confidence: 99%

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Perception of EFL Among Stalk Holders: Four Selected Government Primary Schools of Wolaita and Dawro Zone in Focus, SNNPR, South West Ethiopia

Dangore¹

2019

ELLC

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In a global society, politics, culture and economics are closely interdependent and higher level education has a responsibility to cultivate and equip professionals with the skills to meet the international competitive environment. English is everywhere in Ethiopia's everyday life, as opposed to indigenous languages, which are mostly hidden. The diffusion of English makes its learning mandatory to aspire to a better social and economic life. Nevertheless, this contextual 'imposition' highly influences perceptions and attitudes we have towards English language. This may also create a strong barrier to the whole language learning process. The aims of this study were (1) to identify how stockholders perceive English as a Foreign Language/English as a Second Language (EFL/ESL) teaching learning processes (2) to examine the roles that stockholders play at the required levels at schools, and (3) to investigate factors that contribute to the perception of stockholders in EFL/ESL teaching-learning processes. For this purpose, 267 students were selected from 40 sections and filled the questionnaire. To get 267 students, seven top achieving students were chosen from 40 sections. Moreover, 16 English teachers, 32 parent-teacher association members, 24 school principals, 16 education officials, 16 supervisors and 40 focus group discussants were selected using availability sampling from four schools. Closed-ended and open-ended questionnaire, video-recording, focus group discussions, and semi-structured interviews were used for data gathering, and the data gathered through these tools was analyzed quantitatively and qualitatively. Based on student surveys in four schools, this paper accented positive perceptions and attitudes towards English language learning, and highlighted the past and the effects of linguistic imperialism. However, based on the evidences found onteaching and learning, teaching English in four schools has been unsatisfactory. The findings further revealed that students, parents, teachers, supervisors, educational experts, and school principals have a positive attitude and perception to English language learning, but they reported that there were factors that impede students' English language learning and the teachers' classroom pedagogy. The data in this study also showed that well-designed teacher preparation is important as the component of ongoing learning and development, and can be a powerful vehicle for preparing teachersto implement new curriculum and innovative teaching methods. In short, this work opened the discussion on how these attitudes could be managed in the classroom, and offered possible directions for future research in intercultural language learning.

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“…FGD is very important in social sciences research [6,10,13,14]. The writer of this paper held discussions with group of students in the four selected schools.…”

Section: Analysis Of Focus Group Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%