A1 Refereed original research article in a scientific journal
Linguistic challenges of pre-service teachers in English medium instruction and its relationship to their teaching self-efficacy beliefs
Authors: Dzormeku Charles Selorm, Veermans Koen, McMullen Jake
Publisher: Elsevier Ltd
Publication year: 2024
Journal: Teaching and Teacher Education
Journal name in source: Teaching and Teacher Education
Article number: 104632
Volume: 146
eISSN: 0742-051X
DOI: https://doi.org/10.1016/j.tate.2024.104632
Web address : https://doi.org/10.1016/j.tate.2024.104632
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/404745672
Using a latent profile analysis, we attempted to categorize Ghanaian pre-service teachers according to the levels of their English language linguistic challenges and to investigate how these challenges relate to their teaching self-efficacy beliefs. A sequential mixed method approach was adopted, surveying 300 participants and followed by eight interviews. We found that speaking skills were the most challenging for the participants. Qualitative results revealed that the participants have limited vocabulary, difficulty in developing coherent paragraphs, challenges with pronunciation, inadequate orthographic knowledge, and grammatical challenges. We observed that the higher the participants’ linguistic challenges, the lower their self-efficacy beliefs.
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