Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.768610
Title: An exploration of Indonesian EFL trainee teachers' beliefs and their teaching practice about facilitating learners' willingness to communicate (WTC)
Author: Sari, F.
ISNI:       0000 0004 7654 8128
Awarding Body: University of Exeter
Current Institution: University of Exeter
Date of Award: 2019
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Abstract:
The main purpose of this research is to investigate the beliefs of trainee teachers regarding generating English language learners' Willingness to Communicate (WTC), the relationship between their beliefs and practice and the influence of teaching practicum to their beliefs. This study took place in the Indonesian context in which EFL trainee teachers' belief-practice relationships regarding learners' WTC is still an understudied domain. Thus, this study was designed to fill this gap in current research. Three Indonesian EFL trainee teachers participated in this study during their teaching practicum. The study is within an Interpretive paradigm and utilizes a case study approach. Methods of data collection included classroom observation and semi-structured interviews. The findings showed that trainee teachers' learning experience significantly influenced their beliefs and governed their teaching. Some of the trainee teachers' beliefs were clearly manifested in their actual teaching (e.g. using explicit approaches particularly in teaching grammar). Other beliefs (e.g. creating interactive classroom activities) were not demonstrated. Several intrinsic factors such as trainee teachers' English proficiency level and confidence, and extrinsic factors such as large class size and students' responses were found to affect the relationship between trainee teachers' beliefs and practice. Most of their beliefs (e.g. learners' language knowledge as the key factor to communicate in English) remained unchanged after the practicum. Other beliefs, such as the need to use English and BI proportionally were not enacted in their teaching practice during the classroom observations. This study provides important implications for initial English language teacher education programmes, teacher professional development and for the field of teacher cognition and WTC.
Supervisor: Riley, S. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.768610  DOI: Not available
Keywords: teachers' beliefs ; trainee teachers ; teacher education ; willingness to communicate ; EFL ; ELT
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