Unveiling Indonesian Pre-Service Teachers’ Perceived Competencies and Readiness for Online English Language Teaching: A Mixed Methods Study

Abstract

There has been a great deal of research into teacher readiness for online language teaching conducted in many parts of the world. However, scarce inquiry on this topic has been published in the Indonesian context. The purpose of this study was twofold: (1) to investigate Indonesian EFL pre-service teachers’ perceptions of their technological, pedagogical, and evaluation skills in online language teaching, and (2) to explore their perceptions of online English language teaching. The study employed a mixed methods research approach. The quantitative data were collected using a questionnaire from 92 pre-service teachers majoring in English Education at a state Islamic institute in Jambi province and the qualitative data were collected through WhatsApp messenger from six of the participants. The data obtained through the questionnaire were analyzed using descriptive statistics and the qualitative data were analyzed using content analysis. The results showed that the participants had positive perceptions of their technological, pedagogical, and evaluation skills in online English language teaching. However, the qualitative data demonstrated that the participants had a strong inclination toward classroom face-to-face teaching rather than online teaching for a number of reasons, indicating that they were not ready for online English language teaching. Some practical suggestions for the EFL teacher training programs in Indonesian tertiary education institutions are given.

English Language Pre-Service Teachers’ Sense of Preparedness for Teaching: An Indonesian Case

“…Previous investigations have shown some pieces of evidence about the influence of a sense of preparedness for pre-service and in-service teachers' professional growth. However, within teacher preparation in Indonesia, not much research, particularly in the field of EFL, has examined pre-service teachers' feelings of preparedness for teaching (see Daflizar et al, 2022;Kusaeri, 2019;Loreman et al, 2013;Purwasih et al, 2021;Sari & Ridhwan, 2022). Considering the essential roles of a sense of preparedness in teacher education, there is an urgency to explore this construct further to portrait recent situations of pre-service teachers in Indonesia, which would be a potential support for the attainment of the national goals, particularly with regard to the quality of education.…”

Preparing Indonesian pre-service English teachers’ readiness to teach through teacher-themed movies

“…In the case of English pre-service teachers, their lack of readiness to teach may be more salient considering the position of English as a Foreign Language (EFL) in Indonesia, and thus the language is constrained to classroom use (Subekti et al, 2021), as well as the language being their second/foreign language (L2) for these pre-service teachers. In Indonesia, apart from an explorative study about pre-service teachers' perceived preparedness for teaching by Tutyandari (2020), studies about pre-service English teachers' readiness have been conducted concerning digital applications (Liza & Andriyanti, 2020) and online learning (Daflizar et al, 2022;Hidayat et al, 2021). These previous studies involved final-year students in English Education departments.…”