INFORMAL DIGITAL LEARNING OF ENGLISH TO SUPPORT A FORMAL SPEAKING COURSE: EFL PRESERVICE TEACHERS’ PERCEPTIONS AND IMPLEMENTATION IDEAS

Year 2024, , 244 - 259, 01.10.2024

I Putu Indra Kusuma , Ni Luh Putu Eka Sulistya Dewi , A.a. Gede Yudha Paramartha

https://doi.org/10.17718/tojde.1360065

Abstract

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.

Keywords

EFL Preservice Teachers, Informal digital learning of English, TELL, Online learning

Ethical Statement

This research project has received ethical approval from the Universitas Pendidikan Ganesha Institutional Review Board (IRB). Informed consent has been obtained from all participants, ensuring they are aware of the study's purpose, procedures, and their rights. Participants' privacy and confidentiality are rigorously protected throughout the research process.

Supporting Institution

Universitas Pendidikan Ganesha

References

• 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
• 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
• 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
• Bhattacharya, S. (2017). A study on the factors affecting ESL learners ’ English speaking skills. International Journal of English Research, 3(4), 31–37.
• 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.