Beliefs and attitudes of pre-service teachers toward effective teaching skills
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The primary objective of this study was to explore the beliefs of Korean pre-service English teachers regarding effective EFL teaching and learning, as well as teaching strategies they perceive as the most effective for developing English language skills. A mixed-method approach was used for data analysis. The participants consisted of 39 pre-service teachers who enrolled in several courses taught by one of the authors during the 2024 spring semester. Data were gathered through a questionnaire comprising 58 closed-ended questions and 8 open-ended questions. Descriptive statistics were employed to analyze the responses to the closed-ended questions, while content analysis was applied to examine the participants’ comments on the open-ended questions. Data analysis revealed several effective methods for improving English skills. For listening, participants highlighted the benefits of using media-based listening activities. To enhance speaking, they emphasized the importance of frequent practice, either independently or with native speakers. In terms of reading, they recommended engaging with a diverse range of texts, while for writing, they suggested practicing on various topics. For grammar acquisition, they stressed the value of teaching concepts through multiple examples, and vocabulary learning, they underscored the effectiveness of daily repetition and memorization. The study also discussed its broader implications.
Abstract
The primary objective of this study was to explore the beliefs of Korean pre-service English teachers regarding effective EFL teaching and learning, as well as teaching strategies they perceive as the most effective for developing English language skills. A mixed-method approach was used for data analysis. The participants consisted of 39 pre-service teachers who enrolled in several courses taught by one of the authors during the 2024 spring semester. Data were gathered through a questionnaire comprising 58 closed-ended questions and 8 open-ended questions. Descriptive statistics were employed to analyze the responses to the closed-ended questions, while content analysis was applied to examine the participants’ comments on the open-ended questions. Data analysis revealed several effective methods for improving English skills. For listening, participants highlighted the benefits of using media-based listening activities. To enhance speaking, they emphasized the importance of frequent practice, either independently or with native speakers. In terms of reading, they recommended engaging with a diverse range of texts, while for writing, they suggested practicing on various topics. For grammar acquisition, they stressed the value of teaching concepts through multiple examples, and vocabulary learning, they underscored the effectiveness of daily repetition and memorization. The study also discussed its broader implications.