TY  - JOUR
T1  - INFORMAL DIGITAL LEARNING OF ENGLISH TO SUPPORT A FORMAL SPEAKING COURSE: EFL PRESERVICE TEACHERS’ PERCEPTIONS AND IMPLEMENTATION IDEAS
AU  - Kusuma, I Putu Indra
AU  - Dewi, Ni Luh Putu Eka Sulistya
AU  - Paramartha, A.a. Gede Yudha
PY  - 2024
DA  - October
DO  - 10.17718/tojde.1360065
JF  - Turkish Online Journal of Distance Education
JO  - TOJDE
PB  - Anadolu University
WT  - DergiPark
SN  - 1302-6488
SP  - 244
EP  - 259
VL  - 25
IS  - 4
LA  - en
AB  - This study aimed at exploring how English as a foreign language (hereafter, EFL) preservice teacher (hereafter, PSTs) who had no teaching experience perceived Informal Digital Learning of English (hereafter, IDLE) and their IDLE implementation ideas for their future students’ out-of-class activities to support formal classroom instruction. The researchers employed a basic qualitative design to understand the participants’ perceptions and implementation ideas. The data were gathered through interviews and document analysis, and subsequently, 14 EFL PSTs with no prior teaching experience were recruited using a purposive sampling strategy. The data were transcribed, coded, and analyzed using inductive thematic analysis. The findings give new insights that the participants had positive perceptions towards IDLE and had various implementation ideas of IDLE for their future students, mostly through disrupting Web 2.0 technology tools, even though they had no teaching experience using technology. Two implications for English educators and teacher education programs are highlighted in this article: changing teachers’ mindsets towards EFL learning and the insertion of IDLE as a topic into pedagogy courses.
KW  - EFL Preservice Teachers
KW  - Informal digital learning of English
KW  - TELL
KW  - Online learning
CR  - Akayoglu, S., Satar, H. M., Dikilitas, K., Cirit, N. C., & Korkmazgil, S. (2020). Digital literacy practices
of Turkish pre-service EFL teachers. Australasian Journal of Educational Technology, 36(1), 85–97.
https://doi.org/https://doi.org/10.14742/ajet.4711
CR  - Amiryousefi, M. (2019). The incorporation of flipped learning into conventional classes to enhance EFL
learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching,
13(2), 147–161. https://doi.org/10.1080/17501229.2017.1394307
CR  - Baz, H. E., Balcikanli, C., & Cephe, P. T. (2018). Introducing an innovative technology integration model:
Echoes from EFL pre-service teachers. Education and Information Technologies, 23(5), 2179–2200.
https://doi.org/10.1007/s10639-018-9711-9
CR  - Bhattacharya, S. (2017). A study on the factors affecting ESL learners ’ English speaking skills. International
Journal of English Research, 3(4), 31–37.
CR  - Bohlke, D. (2014). Fluency oriented second language teaching. In M. Celce-Murcia, D. M. Brinton, & M.
Snow (Eds.), Teaching English as a second or foreign language (pp. 121–135). National geographic
Learning.
UR  - https://doi.org/10.17718/tojde.1360065
L1  - https://dergipark.org.tr/en/download/article-file/3406972
ER  -