ESL trainee teachers' approaches and activities in teaching literature: Usage, factors and confidence

Amara Yeoh Jo Ann, Melor Md Yunus, Azlina Abdul Aziz

Research output: Contribution to journalArticle

Abstract

Teaching the literature component of the English language subject in Malaysian secondary schools has often been considered challenging. This study explores Malaysian ESL trainee teachers' selection of approaches and activities in teaching literature, factors behind the selection and their confidence in teaching the component. Semi-structured interview questions were asked to five ESL trainee teachers. The findings showed that generally, (1) the trainees adopted a combination of approaches and (2) displayed a preference for studentcentred activities. (3) Factors influencing the selection of approaches and activities were students' proficiency and cultural background, availability of information communication technology (ICT) facilities, time, motivation and literary texts. (4) Generally, the trainees felt confident in teaching the new literature component. To sum up, the trainees had reasonable knowledge of basic approaches in teaching literature but further pedagogical training for teaching weak students and handling new literature components need to be strengthened in the future for teacher-training programmes.

Original languageEnglish
Pages (from-to)69-85
Number of pages17
JournalAsian EFL Journal
Volume1
Publication statusPublished - 2016

Fingerprint

trainee
confidence
Teaching
teacher
teacher training
English language
literature
Confidence
Trainee Teachers
training program
communication technology
secondary school
student
information technology
interview

Keywords

  • Activities
  • Approaches
  • Confidence
  • Literature component
  • Trainee teachers

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

Cite this

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