Changes in beliefs and practices on L1 use of pre-service teachers of English in the Philippines

Clicks: 2
ID: 286077
2021
Free PDF
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Emerging

Ranked #3,305 of 3,757 articles by views in Malay Journal

Most read Least read

Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 3,757 in total.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
English teachers’ beliefs undeniably play a significant role in their actual performance in the field especially for pre-service teachers who are deployed in their internship. One issue that these student-teachers (STs) may face is the use of the first language (L1) in the English classroom. Thus, this case study presents the examination of the STs’ beliefs on L1 use before and after the internship and the critical incidents that influenced the strengthening or modification of their cognitions. Using introspective methods, the STs’ beliefs and practices were recorded and analyzed into themes that revealed the critical incidents affecting their language use in the classroom. The results show that learning experiences, first-hand teaching, student interaction, and immediate educational authorities influenced the modification and strengthening of their beliefs and practices. In conclusion, schooling experiences are influential in the formation of STs’ initial beliefs, while critical incidents that arise during actual practice and the contextual factors, including students and cooperating teachers (CTs), shape their post-internship beliefs and practices. Considering these findings, the researcher proposes the implementation of structured reflection in internship programs, training of CTs handling STs, and improvement of English teacher education programs that tackle the use and functions of linguistic resources available to educators.
Reference Key
persistent_1760657503_68f1805f30b5e Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Talusik, Angelique V.
Journal Malay Journal
Year 2021
DOI
DOI not found
URL
https://animorepository.dlsu.edu.ph/etdm_deal/4
Keywords Keywords not found

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.