Language Knowledge and Self-Efficacy of Pre-Service Teachers in the United Arab Emirates: An Exploratory Study

Autor/inn/en	Tibi, Sana; Stall, Patricia; Joshi, R. Malatesha; Park, Yujeong
Titel	Language Knowledge and Self-Efficacy of Pre-Service Teachers in the United Arab Emirates: An Exploratory Study
Quelle	In: Arab Journal of Applied Linguistics, 1 (2016) 1, S.74-96 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2490-4198
Schlagwörter	Self Efficacy; Preservice Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Semitic Languages; Student Attitudes; Native Language; Language Proficiency; Academic Language; Teacher Education Programs; Writing (Composition); Writing Evaluation; Scoring Rubrics; Language Skills; Reading Habits; Teaching Methods; Language Teachers; Foreign Countries; United Arab Emirates + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Arabisch; Hebräisch; Schülerverhalten; Language skill; Language skills; Sprachkompetenz; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibübung; Scoring formulas; Auswertungsbogen; Reading habit; Lesegewohnheit; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Ausland; Vereinigte Arabische Emirate
Abstract	The study explored English language learning of native Arabic-speaking pre-service teachers and examined their self-efficacy on academic English proficiency. Writing samples from ten Arabic speaking female teacher education students in a university in the United Arab Emirates were analyzed using a rubric along with in-depth interviews. Overall, results revealed limited reading and writing practice in either language outside of school. Key findings from the interviews indicated that all of the participants had taken English classes since early in their elementary school years; however both Arabic and English learning consisted of skills-based language instruction with little or no practical and purposeful applications. Further, the respondents reported limited reading and writing practice in either language outside of school and cultural practices, inadequate instruction, and limited views of relevance for improving their English. All these reasons generally led to low levels of self-efficacy with regards to second language learning. (As Provided).
Anmerkungen	Faculty of Human and Social Sciences of Tunis, Tunisia. 94 BD du 9 Avril Tunis 1007, Tunisia. Tel: 216-71564797; Fax: 216-567551; Web site: http://www.arjals.com/ojs/index.php/Arjals2016
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01