English Education Journal
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Are Pre-Service Teachers Ready to Teach? Investigating the Impact of Personality Traits and Communication Skills
Full text linkPersonality traits and communication skills play a major role in a teachers ability to deal with students and the classroom environment. Communication skills are also one of the key factors that determine a teachers success in conveying knowledge and understanding to students. In the pre-service stage, teachers may receive academic training in academic subjects, but actual preparation for teaching requires more than just knowledge of academic content. This study focuses on a group of pre-service teachers who were undergoing part-time teaching and practical training in a private higher education institution in West Malaysia. The main objective of this study is to understand the relationship between personality traits and communication skills and their impact on pre-service teachers preparedness. This study employs a quantitative approach and a cross-sectional design. To collect the data, the survey method was utilized. The survey instrument was adapted from the Big Five Personality Traits Theory, the Communication Skills Scale, and the Teacher Readiness Scale. The survey questionnaire was distributed to 164 pre-service teachers, online via Google Forms. The results of the study exhibit that the Big Five personality traits explain a significant portion (50%) of variance in willingness to teach among preservice teachers. Communication skills, on the other hand, had a smaller influence (39.5%). Additionally, the results indicate that preservice teachers with strong personality traits, such as empathy and patience, in addition to communication skills, are associated with the ability to create and stimulate a safe learning environment for students. Other personality traits such as openness and emotional stability are significant factors influencing teachers willingness, mediated by communication skills
Victorian Shadows and Southern Echoes: A Simultaneous Scrutiny of Social Class Disparity in Oliver Twist and To Kill a Mockingbird
Full text linkThis study examines social class discrimination in Harper Lees To Kill a Mockingbird and Charles Dickenss Oliver Twist, focusing on their similarities and differences in addressing this issue across distinct historical contextsVictorian England and 1930s Alabama. Utilizing qualitative methods, the study explores how protagonists Oliver Twist and Scout Finch navigate oppressive social hierarchies and systemic injustices within their societies. Both novels tackle themes of poverty, morality, and the impact of socio-economic status on individuals lives, illuminating the inherent inequalities of their respective worlds. Dickens portrays the brutal realities faced by the lower classes through depictions of the criminal underworld, orphanages, and workhouses, while Lee focuses on racial prejudice and the quest for justice during the Great Depression. Employing Marxist theory, this analysis critically reveals how class conflicts and socio-economic disparities inform the narratives, underscoring social injustices and the hypocrisy surrounding them. Though both authors address the plight of marginalized groups, they emphasize different aspects: Lee highlights racial injustice and ethical growth, while Dickens critiques the systemic exploitation of the poor. Ultimately, this comparative study enhances our understanding of societal inequality as presented in literature,
deepening our awareness of race, morality, and class dynamics in both novel
Single Page Lesson Plan Model for Crisis Learning Era
Full text linkCurriculum changes for improvement are being pursued to achieve optimal results, with the latest policy requiring teachers to create single-page lesson plan. The spread of COVID-19 in Indonesia has necessitated that teachers adapt lesson plan to current environmental conditions. The single-page lesson plan is suitable as a model for online learning because it is concise, practical, and consists of only one page. This policy has drawn attention from various parties, particularly English teachers, as it is a new approach and poses challenges in the teaching process. A lesson plan must include components such as identity, learning objectives, systematic learning activities, learning methods and media used, learning resources, and the time needed. These components are essential as a guide for teachers to conduct lessons as planned. Single-page lesson plan created by teachers are expected to accommodate students conditions and the specific characteristics of the subjects being taught, with English as the subject highlighted here. The research model used is the Plomp Model (2013), which consists of three stages: the initial assessment (preliminary research), the design stage (prototype phase), and the final assessment phase (assessment phase)
Integrating Mobile Assisted Language Learning in English Listening: A Synthetic Review
Full text linkMobile-assisted language learning (MALL) has proven effective in many aspects. It is necessary to review the effects of MALL on English listening among learners who take English as a Foreign Language (EFL). Based on journal articles indexed by Scopus and Web of Science from 2018 to 2022, using the keywords search of MALL and English listening, nine articles were selected via further screening. A synthetic literature review was conducted. It has been revealed that the applications under experiment in the last five years have generally been either self-developed or web-based. The research designs employed by researchers are either quantitative or mixed. Most importantly, the review shows that mobile-assisted language learning positively enhances English listening skills in differentiating tones and accents, segmenting words in natural speeches, expanding vocabulary, and improving pronunciation and spoken language. It also contributes to self-directed or independent learning, increases motivation, and cultivates learning habits. As for EFL lower achievers, it is reported that recording assignments and dictation exercises greatly help. On top of it, this review also synthesizes the theories and suggestions to promote MALL in English listening teaching and learning practices
Experiencing the Pre-Service Teachers Ideas and Thoughts during Practicum: Quantitative and Qualitative Approaches
Full text linkPre-service educators, embarking on the path to professional teaching licensure, engage in intensive training regimens, culminating in a practicum phase designed for immersive exposure to the educational frontline. This critical juncture facilitates translating theoretical knowledge into practical pedagogical expertise, empowering aspiring teachers with the tools necessary for effective classroom engagement. Drawing upon a mixed-methods analysis, this study scrutinizes the experiential narratives of 367 pre-service teachers post-practicum, supplemented by in-depth interviews with a select cohort of ten participants to elucidate the nuanced dynamics encountered within the school environment. The findings illuminate a spectrum of pedagogical hurdles, including but not limited to methodological implementation, classroom management, and temporal coordination. Additionally, the economic encumbrances experienced by pre-service teachers emerge as a salient theme, with the majority grappling with financial constraints exacerbated by insufficient stipends, inadequately addressing their living expenses, and pedagogical outlays. These revelations underscore the imperative for enhanced mentorship, augmented supervisory mechanisms, and holistic support from academic and institutional bodies, aiming to fortify pre-service teachers practicum engagements. Such strategic interventions are pivotal in navigating the intricate landscape of educational praxis, ultimately cultivating adept educators poised for success in the authentic school setting
Integrating Education for Sustainable Development into English for Computer Science: Students and Lectures Perspectives
Full text linkIntegrating Education for Sustainable Development (ESD) into English for Computer Science (ECS) within higher learning institutions remains relatively new. This study investigates students' and lecturers' perspectives on the integration. It was through the survey of 54 students and the interview with three ECS lecturers from a higher institution of education in Indonesia that captured the stakeholders' opinions regarding the integration of ESD into ECS. The survey revealed that most students and lecturers were in support of integrating ESD. The study employed a survey method using questionnaires that measured different items like 1) awareness and acceptance, 2) effective and convenient communication, 3) motivation and attention, 4) engagement, and 5) career preparation. Meanwhile, interviews cover 1) understanding of ESD integration, 2) recognized knowledge and skills, 3) benefits and drawbacks of integration; 4) teaching strategies; and 5) resources and support. The study examines all those indicators of making ECS more relevant to students' needs and contributing towards a more sustainable English teaching and learning. In this respect, integrating ESD into ECS is a multifarious and evolving procedure that will, when completed, make students better equipped to develop sustainable futures by giving them the knowledge and skills that they need for such an endeavor. This research represents a relevant baseline for those universities and colleges that aim to introduce ESD within their ECS curricula
Panel Discussion as a Teaching Tool in the EFL Classroom
Full text linkThis article seeks to provide a comprehensive review of panel discussions, focusing on the procedures for conducting them and the advantages of incorporating them as a teaching tool in the ESL classroom. Despite the limited existing literature on the use of panel discussions in educational settings, this review aims to shed light on the potential benefits of this approach. Panel discussions offer numerous advantages when employed as a teaching strategy in ESL classrooms, particularly in enhancing students' speaking skills and promoting active engagement. The benefits of utilizing panel discussions in ESL instruction are manifold and warrant further exploration. This teaching method can be particularly beneficial for ESL students as it encourages collaborative learning, fosters critical thinking, and improves communication skills. By engaging in panel discussions, students have the opportunity to express their thoughts, listen to diverse perspectives, and develop their speaking abilities in a supportive environment. Moreover, the Zone of Proximal Development theory proposed by Lev Vygotsky provides a theoretical framework for understanding the effectiveness of panel discussions in the ESL classroom. This theory emphasizes the importance of scaffolding and peer interaction in facilitating learning and cognitive development. By leveraging the Zone of Proximal Development, educators can optimize the use of panel discussions to create a dynamic and interactive learning environment that enhances students' language proficiency and overall academic growth
Exploring Secondary School Students Perceptions of Their Teachers Pedagogical Content Knowledge (PCK), and EFL Teachers Perceived Self-Efficacy Beliefs (SEB) in Teaching Reading Skills
Full text linkThis study sought to explore students perceptions of their English as a Foreign Language (EFL) teachers Pedagogical Content Knowledge (PCK) and the self-efficacy beliefs (SEB) of EFL teachers in teaching reading skills across selected secondary schools. The researchers employed explanatory sequential mixed methods design. Data were collected using a self-constructed questionnaire with 34 items, administered to 258 secondary school students, to assess their perceptions of their teachers PCK performance. Additionally, a separate questionnaire with 21 items was distributed to 70 EFL teachers to gather information on their self-efficacy beliefs. To further elucidate these beliefs, semi-structured interviews were conducted with 10 EFL teachers from the six selected secondary schools. Quantitative data were analyzed using SPSS version 26, while qualitative data were subjected to thematic analysis. The findings indicated that students had a moderately positive perception of their teachers PCK (M=3.32; SD=0.926). In contrast, teachers self-efficacy beliefs were perceived as somewhat efficacious (M=3.74; SD=0.533). The results from the teacher interviews corroborated the questionnaire findings. The Pearson correlation coefficient between students perceptions and teachers self-efficacy beliefs was r=-0.027, p=0.826, suggesting a weak, negative relationship between these variables. To address these findings and bridge the existing gap, it is recommended that EFL teachers receive targeted professional development to enhance students perceptions
A Systematic Review of Self-Regulated Learning Approach through Digital Learning Media in Enhancing Students' EFL Speaking Competences
Full text linkThis study explores the substantial role of digital learning media in ensuring continuous learning regardless of location or circumstances. With many digital platforms available for teaching and learning, this paper investigates the benefits and characteristics associated with the utilization of digital learning media. Employing self-regulated learning approaches, the study aims to enhance students English as a Foreign Language (EFL) competencies. Conducting a systematic literature review covering the period from 2018 to 2023, the research follows the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines. Examining 25 articles from reputable databases (i.e., Scopus, Science Direct), the study identifies a positive correlation between the use of digital learning media, including Learning Management Systems (LMS) and Android-based smartphone applications, and improved student achievements. The findings emphasize the significance of digital tools that meet specific qualifications: being beneficial, organizing indicators effectively, and featuring robust and interactive visualizations. This research offers valuable insights for educators, policymakers, and researchers to enhance technology-based learning experiences in EFL education
Developing Spiritual Growth Journal for Pre-service English Teacher
Full text linkThis paper aims to elaborate on the steps of developing a printed spiritual growth journal for pre-service English teachers at the University of Pelita Harapan Teachers College. As a Christian university with a solid vision and mission applying holistic education, it is urgently needed to nurture and develop students spirituality and to redeem learning lost due to COVID-19. The first part of Gall et al.s (2015) research and development model is employed to produce a printed spiritual growth journal that begins with a needs analysis as initial research and information collection with lecturers from the Faculty and Christian religion education study program participated in it. The printed journal is designed to be used in nine weeks with four points to be filled and reflected to help the pre-service English teachers evaluate and understand self, express thoughts and feelings to the Lord, remember Gods work in their life, and record their progress in all spiritual disciplines. This journal is recommended to be used not only for the new students but also for the existing ones, with feedback from the lecturer. For future research, it is suggested to replicate and modify it for 1st-year novice English teachers in their reciprocation as a means for professional development