Do Prospective Classroom Teachers Perceive Themselves as Effective and Willing to Teach Young Learners English?
Küçük Resim Yok
Tarih
2015
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Edam
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study aimed to investigate the perceived efficacy and willingness levels of prospective classroom teachers to teach English at the primary level. The study was designed as a baseline descriptive survey, followed by complementary correlational and ex post facto models. Participants were 251 prospective classroom teachers. Data was collected with The Perceived Efficacy and Willingness Scales for Teaching Young Learners English. Prospective classroom teachers, particularly females, were found willing to teach young learners English as a Foreign Language (EFL). However, participants, particularly males, perceived themselves as ineffective at performing critical classroom activities for teaching English. Freshmen felt more effective than seniors at teaching young learners EFL. Also prospective classroom teachers of all grades from 1st to 4th years were similarly willing to teach young learners English. Path analysis revealed significant positive associations among perceived efficacy (PE), willingness (WILL), and perceived level of English proficiency (PEP). PEP was found directly responsible for about half (R-2 = .48) the variance in PE. PEP indirectly and positively affected WILL through PE's full mediation effect. Lastly, PE directly and positively predicted WILL, with an R-2 of 0.16.
Açıklama
Anahtar Kelimeler
Prospective classroom teachers, Teaching English to young learners, Perceived efficacy, Willingness to teach English
Kaynak
Educational Sciences-Theory & Practice
WoS Q Değeri
Q4
Scopus Q Değeri
N/A
Cilt
15
Sayı
5
