Pre-Service English-as-a-Foreign-Language Teachers’ Views on Their Experiences of Project Preparation for Young Learners: “I Felt Like a Real Teacher”

KOŞAR G.

International Journal of Educational Reform, vol.30, no.3, pp.183-203, 2021 (Scopus) identifier

  • Publication Type: Article / Article
  • Volume: 30 Issue: 3
  • Publication Date: 2021
  • Doi Number: 10.1177/10567879211015947
  • Journal Name: International Journal of Educational Reform
  • Journal Indexes: Scopus, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
  • Page Numbers: pp.183-203
  • Keywords: English language learning, initial English language teacher training programs, pre-service English-as-a-foreign-language teachers, project-based learning, teaching English to young learners
  • Hatay Mustafa Kemal University Affiliated: Yes

Abstract

This study targets unveiling junior pre-service English-as-a-foreign-language teachers’ (N = 80) perceptions of the process they went through as preparing projects for young learners and their views about the effect of project-based learning on teaching English to young learners. The data gathered from a qualitative survey and semistructured interviews were analyzed using an inductive content analysis. The results indicated that while the participants encountered a number of difficulties in the preparation process, they believed the use of project-based learning could promote young learners’ English language learning, and preparing projects for young learners made them feel like a real teacher.