Student Teachers’ Beliefs and Motivation toward English Teaching Methodology
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This study set out to explore student teachers’ beliefs on English teaching methods. A total of 69 student teachers of three different “English teaching methodology” classes participated in the study; and they were from science education, physical education, and ethics education. A student survey questionnaire, a focus-group interview, and a class observation were employed to collect data. Data analysis was done quantitatively by using descriptive statistics and qualitatively by a thematic analysis as well. The main findings indicate that first, the student teachers showed a positive reaction toward the English teaching methodology course even though they were less willing to invest time in studying for it. In addition, taking the class seemed to positively influence their view and beliefs on ELT. Second, the student teachers of all three disciplines showed a similar pattern of preference regarding teaching methods by ranking CLT, the most useful, and followed by TPR and ALM while GTM was the least favored. Third, they believed that possessing an appropriate level of English proficiency is a key element for a successful teaching practice so they planned to study English skills, in particular, speaking and listening. Finally, suggestions for effective teaching in the primary English classroom have been discussed.
Abstract
This study set out to explore student teachers’ beliefs on English teaching methods. A total of 69 student teachers of three different “English teaching methodology” classes participated in the study; and they were from science education, physical education, and ethics education. A student survey questionnaire, a focus-group interview, and a class observation were employed to collect data. Data analysis was done quantitatively by using descriptive statistics and qualitatively by a thematic analysis as well. The main findings indicate that first, the student teachers showed a positive reaction toward the English teaching methodology course even though they were less willing to invest time in studying for it. In addition, taking the class seemed to positively influence their view and beliefs on ELT. Second, the student teachers of all three disciplines showed a similar pattern of preference regarding teaching methods by ranking CLT, the most useful, and followed by TPR and ALM while GTM was the least favored. Third, they believed that possessing an appropriate level of English proficiency is a key element for a successful teaching practice so they planned to study English skills, in particular, speaking and listening. Finally, suggestions for effective teaching in the primary English classroom have been discussed.
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