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Febria, Desty

Universitas Internasional Batam

Author-ID : 2051127

Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

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Exploring Factors Influencing the Mental Preparedness of English Pre-Service Teachers for Professional Practice: A Mixed Methods Study Febria, Desty; Oinuma, Sachi; Zaki, Leil Badrah
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.14065

Effective teaching in various situations depends significantly on English pre-service teachers' mental readiness, impacted by motivation, self-efficacy, teaching experience, and institutional support. Qualitative and quantitative cases consider was conducted with 60 Englihs pre-service teachers from diverse backgrounds. Thematic analysis revealed that inherent motivation and practical teaching experiences are vital for adaptability and certainty. In spite of a high level of self-assurance, numerous English pre-service teachers still struggle with classroom management and adjusting to new learning settings. Roughly 60% detailed their practical teaching experiences significantly affected their planning. The study adjusts with Bandura's social cognitive theory, highlighting how behavioral, relevant, and individual variables shape availability. To reduce stress and improve self-efficacy, organization back such as support and assets is basic. The study underscores the significance of integrating professional improvement, and hands-on teaching experiences into teacher preparing programs to make strides readiness. These discoveries propose that educational module ought to address English pre-service teachers' needs, influencing both teachers and policymakers. This investigate contributes to improving teaching quality and results by cultivating key aptitudes, certainty, and procedures. It emphasizes the need to refine teacher preparation programs to superior support English pre-service teachers' mental readiness in different educational settings.

Incorporating World Englishes (WE) Into Indonesian Higher Education: Pre-Service Teachers' Perspectives on ELT Pedagogical Implementation Purba, Hilarius Raditya Priambada; Febria, Desty
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.15119

The idea of the new varieties of English produced by many people using English as a lingua franca divides its speakers into three circles; they are inner, outer, and expanding circles. Thus, this study emphasizes the student teachers' perception of the presented phenomena and the practicality of the inclusion of World Englishes as the material taught in the classroom context. The research participants of this study are the student teachers (STs) who the school adapts both national and/ or international curricula as the basis of the teaching and learning process in class. This study employs a qualitative research method. Data triangulation is performed in the study to meet research validity and reliability. In general, STs show a positive attitude toward the concept. Despite their positive view on the concept, there is a lack of effort in practice to introduce students to teaching material that contains WE/ EIL content. It is still a challenge in incorporating this diversity into the classroom in Indonesia, both in national and international schools, as the curriculum and teaching resources remain focused on the inner-circle-country variety. The further pedagogical implementation of ELT is necessary to incorporate a more pluricentric view of English. Moreover, curriculum developers and teacher educators need to advance ELT pedagogy by providing more exposure of varieties to foster enhanced intercultural communication and awareness in language education.

Exploring Factors Influencing the Mental Preparedness of English Pre-Service Teachers for Professional Practice: A Mixed Methods Study Febria, Desty; Oinuma, Sachi; Zaki, Leil Badrah
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.14065

Effective teaching in various situations depends significantly on English pre-service teachers' mental readiness, impacted by motivation, self-efficacy, teaching experience, and institutional support. Qualitative and quantitative cases consider was conducted with 60 Englihs pre-service teachers from diverse backgrounds. Thematic analysis revealed that inherent motivation and practical teaching experiences are vital for adaptability and certainty. In spite of a high level of self-assurance, numerous English pre-service teachers still struggle with classroom management and adjusting to new learning settings. Roughly 60% detailed their practical teaching experiences significantly affected their planning. The study adjusts with Bandura's social cognitive theory, highlighting how behavioral, relevant, and individual variables shape availability. To reduce stress and improve self-efficacy, organization back such as support and assets is basic. The study underscores the significance of integrating professional improvement, and hands-on teaching experiences into teacher preparing programs to make strides readiness. These discoveries propose that educational module ought to address English pre-service teachers' needs, influencing both teachers and policymakers. This investigate contributes to improving teaching quality and results by cultivating key aptitudes, certainty, and procedures. It emphasizes the need to refine teacher preparation programs to superior support English pre-service teachers' mental readiness in different educational settings.

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Journal : JOLLT Journal of Languages and Language Teaching