Development of a training module to improve initial ELT proficiency among student-teachers in multi-ethnic community schools

Year 2020, , 366 - 389, 29.03.2020

Youxing Xiao Janpanit Surasin Denchai Prabjandee

https://doi.org/10.17263/jlls.712849

Abstract

This study aimed to investigate the current needs of student-teachers’ professional development, develop a training module to improve their initial ELT proficiency and determine its effectiveness. The mixed methods research design with parallel strategy, starting with the quantitative and following by the qualitative research methods were employed in eliciting various sets of research data. Numerous instruments were utilized in different stages with 168 respondents (student-teachers and English teachers), 18 informants (parents, kindergarten English teachers, principles ans stakeholders) and 58 participants (student-teachers). The ADDIEM training process was adopted as a guideline for the framework to develop the training module. The study resulted in the following outcomes: 1) fourteen prioritized topics within the four transformed training modules (Linguistic Bases, Lesson Design, Teaching Techniques and Teaching Demonstration) were identified as the challenges facing the current student-teachers; 2) training objectives and its syllabus, lesson plans, instructional strategies, training participants and location, delivery of the training, and training evaluation and improvement were defined sequentially in each phase as the specific components of the training activities; and, 3) the ADDIEM Training Process, constituting of the six phases of need analysis, design, development, implementation, evaluation and modification, was merged systematically to develop a feasible training module, and the training program was highly accepted because of its effectiveness of great benefit and satisfaction. Finally, the constructive recommendations in view of focusing on establishing a pleasant teaching and learning environment, ensuring sufficient training periods, identifying the trainer’s professional traits and competences, specifying trainees’ background knowledge, altering training models at the in-service level were made for future practice and research.

Keywords

Training module; professional development; ADDIEM training process; ELT proficiency; multi-ethnic groups

References

• Ahmed, G. S. (2011). Foreign language teacher training in the Sudan: past, present and strategies for future recruitment policies. International Journal of English Linguistics, 1(2), 115-125. Ali, J. N., & Mina, H. (2014).The important role of lesson plan on educational achievement of Iranian EFL teachers’ attitudes. International Journal of Foreign Language Teaching & Research, 3(5), 25-31. Amundson, S. J. (2005). Prewriting and handwriting skills. In J. Case-Smith (Ed.),Occupational therapy for children (5th ed., pp. 587-614). St Louis, MO:Elsevier/Mosby. Brown, A. H., & Green, T. D. (2016). The essential of instructional design: Connecting fundamental principles with process and practice (3rd ed.). New York: Routledge. Clare, R. K., & Natalie, B. M. (2014). Teaching models: Designing instruction for 21st century learners. New York: Pearson Education, Inc. Copeland, S. & Oliphant, E. (2014). BSW students personal reflection and self-correction: Teaching implications. International Journal of Business, Humanities and Technology, 4(3), 45-53. Creswell, J. W. (2009). Research design: qualitative, quantitative, and mixed methods approaches. (3rd ed.). Thousand Oaks, CA: Sage. Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research. (4th ed.). Pearson Education, Inc. Creswell, J. W., & Clark, P. V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage. Dick, W., Carey, L., & Carey, J. O. (editors) (2005). The systematic design of instruction (6th ed.). Boston, MA: Pearson. Eby, J. W., Herrell, A. L., & Hicks, J. (2002). Reflective planning, teaching, and evaluation. Upper Saddle River, NJ: Merrill Prentice Hall. Elder, W., Rakel, D., Heitkemper, M., Hustedde, C., Harazduk, N., Gerik, S., & Haramati, A. (2007). Using complementary and alternative medicine curricular elements to foster medical student self-awareness. Academic Medicine, 82(9), 51-55. Erdfelder, E., Faul, F., & Buchner, A. (1996). GPOWER: A general power analysis program. Behavior Research Methods, Instruments & Computers, 28, 1-11. doi: 10.3758/BF03203630. Farooqui, S. (2007). Developing speaking skills of adult learners in private universities in Bangladesh: problems and solutions. Australian Journal of Adult Learning, 47 (1), 94-110. Feder, K. P., & Majnemer, A. (2007). Handwriting development, competency, and intervention. Developmental Medicine and Child Neurology, 49, 312-317. doi:10.1111/j.1469-8749.2007.00312.x Fraser, H. (2000). Coordinating improvements in pronunciation teaching for adult learners of English as a second language. Canberra: DETYA. Gagne, R. M., Wager, R. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Belmont, CA: Thomson Wadsworth. Gimson, A. C. (1962). An introduction to the pronunciation of English. London: Arnold. Forth edition (1989) revised by Ramsaran, S.; sixth edition (2001) revised by Cruttenden, A. Cited in Wang, Y. J. (2009). An effective approach to children’s English phonetics teaching. Bilingual Theory and Exploration, 6, 23. Ginnis, P. (2002). The teacher’s toolkit. Carmarthen: Crown House. Cited in Graf, M. & Birch, A. (2009). The teaching assistant’s guide to understanding and support learning. London: Cataloguing-in-Publication Data. Goleman, D. (1996). Emotional Intelligence. Why it can matter more than IQ. London: Bloomsbury. Cited in Graf, M. & Birch, A. (2009). The teaching assistant’s guide to understanding and support learning. London: Cataloguing-in-Publication Data. Graf, M., & Birch, A. (2009). The teaching assistant’s guide to understanding and support learning. London: Cataloguing-in-Publication Data. Gu, L. (2016). The investigation of the bilingual pre-school teachers’ English proficiency level and their training strategy. Journal of Jining Normal University, 3(5), 115-118. Gustafson, K. L., & Branch, R. M. (2002). What is instructional design. In Reiser, R.A. & Dempsey, J.V. (Eds.). Trends and issues in instructional design and Technology. (17-25) Columbus, OH: Merrill/Prentice Hall. Hadavandkhani, F., Bahrami, H., Behnia, F., Farahbod, M., & Salehi, M. (2008). Handwriting difficulties: Introducing an instrument. Iranian Rehabilitation Journal, 6, 39-46. Harmer, J. (2000). How to teach English. Beijing: Foreign Language Teaching and Research Press. Hassan, S. & Miraclea, R. (2009). Learning to identify educational materials. International Conference RANLP 2009. Borovets, Bulgaria, 123–127. Hope Speak. (2014). The importance of correct pronunciation. Online published: December 16, 2014. Retrieved from https://www.hopespeak.com/blog/the-importance-of-correct-pronunciation/. Hosni, S. A. (2014). Speaking difficulties encountered by young EFL learners. International Journal on Studies in English Language and Literature (IJSELL), 2(6), 22-30. Retrieved on April 28, 2019, from https://www.researchgate.net/publication/270340628_Speaking_Difficulties_Encountered_by_Young_EFL_Learners. Hoz, R., Bowman, D., & Kozminsky, E. (2001). The differential effects of prior knowledge on learning: A study of two consecutive courses in earth sciences. Instructional Science, 29, 187-211. Hue, M. T., & Li, W. S. (2008). Classroom management: creating a positive learning environment. Hong Kong: Hong Kong University Press. Huitt, W. (2011). Bloom et al.'s taxonomy of the cognitive domain. Educational Psychology Interactive. Valdosta, GA:Valdosta State University. Retrieved on March 19, 2019, from http://www.edpsycinteractive.org/topics/cognition/bloom.html. Iline, C. S. (2013). Impacts of the demonstration method in the teaching and learning of hearing impaired children. IOSR Journal Of Humanities And Social Science (IOSR-JHSS), 12(1), 48-54. Janes, M. D. (2018). An investigation of handwriting legibility and pencil use tasks in healthy older adults. Master’s thesis, Faculty of Health Sciences, University of Sydney, June 2018. Janice, J. B. (2017). Skills for preschool teacher (10th ed.). Pearson Education, Inc. Johnson, R. B., & Chhetri, N. (2002). Exclusionary policies and practices in Chinese minority education: The case of Tibetan education. Current Issues in Comparative Education, 2 (2), 142-153. Jordi, R. (2011). Reframing the concept of reflec¬tion: Consciousness, experiential learning, and reflective learning practices. Adult Education Quarterly, 61(2):181–197. Kaddour, K. I. (2016). Enhancing EFL learners’ speaking skill through effective communicative activities and strategies: The case of first year EFL students. Master’s thesis, University of Tlemcen. Khalil, M. K., & Elkhider, I. A. (2016). Applying learning theories and instructional design models for effective instruction. Adv Physiol Educ, 40, 147–156. Doi:10.1152/advan.00138.2015. Lamarca, C. A. J. (2016). Explicit pronunciation instruction to improve Thai vocational college students’ intelligibility. HRD Journal, 7(1), 6-17. Li, J. F. (2006). Research on endangered languages in southwest of China. Beijing: Central University for Nationalities Press. Li, W. Y. (2014). Primary school English curriculum and teaching. Beijing: Chinese People University Press. Liu, H. (2011). Strengthening training of pre-service ability and promoting in-service sustainable development -- a brief discussion on teacher training of preschool bilingual education. Vocational Technology, 5, 42-43. Li, Y., Liu, S. Y., & Ghil’ad, Z. (2014). The impact of language policy on the development of bilingual education for minorities in China, Higher Education of Social Science, 7(1), 51-56. Mann, K., Gordon, J. & MacLeod, A. (2009). Reflection and reflective practice in health professions education: a systematic review. Adv Health Sci Educ Theory Pract,14(4), 595-621. Martin, F. (2011). Instructional design and the importance of instructional alignment. Community College Journal of Research and Practice, 35, 955–972. McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh: Edinburgh University Press. McIlveen, P., & Perera, H. N. (2015). Career optimism mediates the effect of personality on teachers’ career engagement. Journal of Career Assessment. doi: 10.1177/1069072715616059. Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. New York: Wadsworth Publishing Company. Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly, 25(3), 481-520. Morse, J. M., & Niehaus, L. (2009). Mixed method design: Principles and procedures. Walnut Creek, CA: Left Coast Press. Naegle, P. (2002). The new teacher’s complete source book. USA: scholastic professional books. Nation, I. S. P., & Macalister, J. (2010). Language Curriculum Design. New York & London: Routledge. Neeraja, K. (2003). Text book of nursing education. New Delhi: Jaypee brothers medical publishers. Phil, B. (2007). The importance of spoken English skills training in the business setting. Retrieved on September 20, 2018, from https://www.cssd.ac.uk/sites/default/files/module_5. Pintrich, P. R., & Schunk, D. H. (2002). Motivation in Education. Englewood Cliffs, NJ: Prentice Hall. Postiglione, G. A. (1999). China’s national minority education: Culture, schooling and development. New York: Falmer Press. Cited in Johnson, B. and Chhetri, N. (2002). Exclusionary policies and practices in Chinese Minority Education: The case of Tibetan education. Current Issues in Comparative Education, 2(2),142-153. Rahman, A., & Deviyanti, R. (2012). The correlation between students’ motivation and their English speaking ability. Jurnal Ilmiah ESAI, 6(1), 1–18. Reiser, R. A., & Dempsey, J. V. Eds. (2007). Trends and issues in instructional design and technology. Saddle River, NJ, Pearson Education. Richards, A. S., & Elwood, F. H. (2009). Foundations of human resource development (2nd ed.). Berrett-Koehler Publishers, Inc. Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms, New York, Cambridge University Press. Retrieved from https://doi.org/10.1017/CBO9780511667169. Rosin, J. (2015). The necessity of counselor indi¬viduation for fostering reflective practice. Journal of Counseling and Development, 93(1), 88–95. Rubin, H. J., & Rubin, I. S. (1995). Qualitative interviewing: The art of hearing data. Thousand Oaks, CA: Sage. Santangelo, T., & Graham, S. (2016). A comprehensive meta-analysis of handwriting instruction. Educational Psychology Review, 28(2), 225-265. https://doi.org/10.1007/s10648-015-9335-1. Serdyukov, P., & Ryan, M. (2008). Writing effective lesson plans: The 5-star approach. Boston: Allyn & Bacon. Shen, X. M., & Zhao, F. (2010). The professional standards and development of preschool bilingual education teachers. Studies in Preschool Education, 5, 39-43. Silverman, E. (2008). Ongoing self-reflection. American Journal of Speech-Language Pathology, 17(1), 92. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: considerations for research to practice. Education and Treatment of Children, 31(3), 351-380. Singh,Y. K. (2008). Teaching practice: lesson planning. New Delhi: APH publishing corporation. Spinelli, C. G. (2011). Linking assessment to instructional strategies: A guide for teachers. Pearson Education, Inc. Tan, D. R. (2006). Preschool bilingual education——A case study in Chinese context. Unpublished Ph.D thesis, Fujian Normal University. Tan, X. (2014). Existing problems and countermeasures of preschool bilingual education teachers. Journal of Suzhou Education Institute, 7(5), 79-80. Teddlie, C., & Tashakkori, A. (2009). Foundation of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Thousand Oaks, CA: Sage. Thanasoulas, D. (2002). Motivation and motivating in the foreign language classroom. The Internet TESL Journal, 8(11), retrieved from October 2016, http://iteslj.org/Articles/Thanasoulas-Motivation.html. Tian, F. (2007). A brief analysis of factors affecting English pronunciation learning. Journal of Jining Teachers’ College, 28(3), 31-32. Tomlinson, B. (2003). Developing materials for language teaching. London: Continuum Press. Tsang, M. C., Yang, C. L., & Qiu, L. (2005). Ethnic minorities education in Yunnan: Developments, challenges and policies. Retrieved on September 12, 2017 from http://www.tc.edu/centers/coce/pdf_files/a11.pdf. Tseng, M. H. (1998). Development of pencil grip position in preschool children. Occupational Therapy Journal of Research, 18, 207–224. doi:10.1177/153944929801800406. Ur, P. (1996). A course in language teaching. Cambridge: Cambridge University Press. Retrieved on May 2, 2019, from http://www.banarvan.com/DynamicContent/UsersDirectory/admin/MyFiles/Teaching%20Syllabus/penny%20ur%20old%20version.pdf. Wang, L. (2014). A new model of preschool bilingual teacher training in English teaching. Journal of Weifang Engineering Vocational College, 27(2), 8–10. Wang, Y. (2007). Imperatives of strengthening the study of preschool bilingual education in China. Children Education, 2, 52 - 55. Wang, S. P., & Mi, H. M. (2014). A strategic study of the demand for bilingual teachers for pre-school education. Journal of Hebei Normal University(Educational Science Edition), 16(2),105-109. Wang T. Y. (2016). How to develop children’s English teaching activities effectively. New Curriculum, 1, 63. Wang, Y. J. (2009). An effective approach to children’s English phonetics teaching. Bilingual Theory and Exploration, 6, 23. Yao, D., & Li, Z. H. (2010). Research and exploration on pre-service training mode of preschool bilingual education. Journal of HuBei Adult Education Institute, 16(2), 8-10. Yavuz, F., & Celik, G.Y. (2017). Using fairy tales as a model to enhance learners’ writing organization skill. International Journal of Learning and Teaching, 9(3), 349-353. Zeng, M. (2008). The role of grammatical instruction within communicative language teaching among Chinese ESL students. CELEA Journal, 31(1), 36-45. Zhu, F. Y. (2007). The current situation of preschool English education and its requirements for teachers. Journal of Inner Mongolia Normal University (Education and Science Edition), 12, 67-69. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 65–70.