Indonesian Non-ELT Pre-service Teachers’ Self-Efficacy in EMI Context: Voices from International Teaching Practicum in Thailand

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Published: Jan 31, 2024
Keywords:
English as a medium of instruction (EMI) non-ELT teachers pre-service teachers teacher self-efficacy

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Tifani Yuris Signori
English Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret
Nur Arifah Drajati
English Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret
Kristian Adi Putra
Prince Sattam bin Abdulaziz University

Abstract

As the trend for English as a medium of instruction (EMI) increases, teacher self-efficacy to teach the contents of their teaching materials in an EMI context has become one of the major challenges. This study investigated the self-efficacy of Indonesian non-ELT pre-service teachers to teach in an EMI context. Two Indonesian non-ELT pre-service teachers, in charge of teaching biology and chemistry in English, in a secondary school in Thailand were interviewed to gain an in-depth information about their experiences. The data from their teaching reflections and interviews were analyzed using thematic analysis. The study shows that both participants perceived that their self-efficacy to teach in EMI context was quite high despite various obstacles during their teaching practicum. Furthermore, four sources of efficacy information appeared to influence the Indonesian non-ELT pre-service teachers’ self-efficacy to teach in the Thailand EMI context. Mastery experience (the personal experience of success) was the most influential source of efficacy information, followed by the other instances of self-efficacy sources including social persuasion, emotional state, and vicarious experience. The implication derived from this study is that the teacher training institutions in Indonesia need to facilitate the pre-service teachers to help them perceive their self-efficacy to teach in EMI context.

Article Details

How to Cite
Signori, T. Y. ., Drajati, N. A. ., & Putra, K. A. . (2024). Indonesian Non-ELT Pre-service Teachers’ Self-Efficacy in EMI Context: Voices from International Teaching Practicum in Thailand. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 416–439. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/270393
Issue
Vol. 17 No. 1 (2024): LEARN Journal (January-June)
Section
Research Articles
Author Biographies

Tifani Yuris Signori, English Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret

A graduate student at the English Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia. Her research interests include Technology and language learning, Teacher Training and Education, Teacher Professional Development, and Language planning and policy.

Nur Arifah Drajati, English Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret

An Assistant Professor at the English Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia. Her research interests include Teacher Professional Development, Technology and language learning, TPACK, Informal Digital Learning of English, and Multimodal Literacy.

Kristian Adi Putra, Prince Sattam bin Abdulaziz University

An assistant professor at the Department of English at Prince Sattam Bin Abdulaziz University, Saudi Arabia. Prior to that, he taught at the University of Montana, USA and Universitas Sebelas Maret, Indonesia after he got his Ph.D. in Second Language Acquisition and Teaching from the University of Arizona, USA. His research interests include critical discourse analysis, L2 teacher education, and language planning and policy.

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