Analyzing Students’ Feedback on Pre-Service Teachers’ Teaching Strategies in Eenglish as a Foreign Language Classrooms

Eca Ayu Nurfadhilah; Novi Rahmania Aquariza; Edi Pujo Basuki; Nailul Authar

doi:10.31004/riggs.v5i2.10277

Authors

Eca Ayu Nurfadhilah Universitas Nahdlatul Ulama Surabaya
Novi Rahmania Aquariza Universitas Nahdlatul Ulama Surabaya
Edi Pujo Basuki Universitas Nahdlatul Ulama Surabaya
Nailul Authar Universitas Nahdlatul Ulama Surabaya

DOI:

https://doi.org/10.31004/riggs.v5i2.10277

Keywords:

Students’ Feedback, Pre-Service Teachers, Teaching Strategies, EFL Classroom, Qualitative Study, Teaching practicum

Abstract

The effectiveness of teaching strategies plays a crucial role in facilitating students’ learning experiences, particularly in English as a Foreign Language (EFL) classrooms where exposure to English is often limited. As part of their professional preparation, pre-service teachers are expected to implement instructional strategies that support students’ engagement and comprehension during teaching practicum programs. However, previous studies have predominantly focused on quantitative evaluations of teaching performance, providing limited insight into students’ detailed perspectives regarding the teaching strategies employed by pre-service teachers. Therefore, this study aimed to analyze students’ feedback on pre-service teachers’ teaching strategies in EFL classrooms. This study employed a qualitative descriptive design involving senior high school students who attended EFL classes taught by pre-service teachers during their teaching practicum. Participants were selected through purposive sampling. Data were collected through open-ended questionnaires and semi-structured interviews and analyzed using thematic analysis. The findings revealed four major themes influencing students’ perceptions: clarity of material delivery, teacher–student interaction, student engagement techniques, and the use of varied teaching methods. Students generally responded positively to instructional strategies that encouraged active participation, interactive communication, and meaningful learning experiences. Activities such as group discussions, games, and question-and-answer sessions were perceived as effective in enhancing motivation and classroom engagement. Nevertheless, some students reported difficulties in understanding lessons when complex English expressions were used. This study contributes to the field of EFL pedagogy and teacher education by highlighting the importance of student feedback as a valuable source for evaluating and improving teaching practices.

Downloads

Download data is not yet available.

References

[1] Birova, L., Ruiz-Cecilia, R., & Guijarro-Ojeda, J. R. (2023). Flipped classroom in EFL: A teaching experience with pre-service teachers. Frontiers in Psychology, 14, Article 1269981. https://doi.org/10.3389/fpsyg.2023.1269981

[2] Xie, Z., & Liu, W. (2024). What matters in the cultivation of student feedback literacy: Exploring university EFL teachers’ perceptions and practices. Humanities and Social Sciences Communications, 11(1), 162. https://doi.org/10.1057/s41599-024-02648-8

[3] Hidayat, M., Umalihayati, U., Hilman, H., & Rachman, A. (2024). Feedback challenges and strategies in EFL classroom: Insights from non-formal education institution. English Learning Innovation, 5(1), 86–97. https://doi.org/10.22219/englie.v5i1.30295

[4] Irfani, B., & O’Boyle, A. (2024). Teacher practices and student preferences of oral corrective feedback in Indonesian EFL classrooms: A Vygotskian perspective. Training, Language and Culture, 8(1), 101–114. https://doi.org/10.22363/2521-442X-2024-8-1-101-114

[5] Luo, T., & Derakhshan, A. (2024). Examining the role of classroom climate and teacher-student relationships in EFL students’ perceived learning outcomes: A self-determination theory perspective. Learning and Motivation, 86, 102062. https://doi.org/10.1016/j.lmot.2024.102062

[6] Putri, Y. A., Hadiyanto, A. K., & Mali, Y. C. G. (2024). EFL students’ perceptions toward the use of electronic written feedback in academic writing classes. Journal of English and Education, 10(2). https://doi.org/10.20885/jee.v10i2.35245

[7] Tanore, J. A., & Listyani, L. (2023). Pre-service teachers’ experiences in handling reticent students during teaching practicum: Challenges and strategies. Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya, 13(2), 224–246. https://doi.org/10.26714/lensa.13.2.2023.224-246

[8] Pasaribu, W., & Lestari, S. (2023). Teaching anxiety among EFL student teachers during the teaching practicum. EduLine: Journal of Education and Learning Innovation, 3(4), 543–547. https://doi.org/10.35877/454RI.eduline2145

[9] Imamyartha, D., Cahyono, B. Y., & Khotimah, K. (2023). The portraits of Indonesian pre-service English teachers’ emotional geographies and coping strategies. TEFLIN Journal, 34(1), 60–78. https://doi.org/10.15639/teflinjournal.v34i1/60-78

[10] Üstünel, E., & Seedhouse, P. (2023). The use of video enhanced observation in video-mediated post-observation conversations on pre-service EFL teachers’ online practicum teaching. System, 118, 103151. https://doi.org/10.1016/j.system.2023.103151

[11] Li, M., Kuang, F., & Dan, W. (2023). Exploring the characteristics of pre-service EFL teachers’ practicum experiences: A complexity theory-based case study in China. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 13. https://doi.org/10.1186/s40862-023-00187-4

[12] Çelik, H., & Topkaya, E. Z. (2024). Preservice English teachers’ preparedness to teach: Stakeholders’ perceptions in teaching practicum. Journal of Teacher Education, 75(1), 62–77. https://doi.org/10.1177/00224871231185369

[13] Xie, Z., & Liu, W. (2024). What matters in the cultivation of student feedback literacy: Exploring university EFL teachers’ perceptions and practices. Humanities and Social Sciences Communications, 11(1), 162. https://doi.org/10.1057/s41599-024-02648-8

[14] Nurfaidah, S., Khairunnisa, U., Syukri, S., & Jamilarin, P. A. P. (2024). Exploring teachers’ corrective feedback in EFL classrooms: Pre-service teachers’ reflections. Journal on English as a Foreign Language, 14(2), 523–544. https://doi.org/10.23971/jefl.v14i2.8863

[15] Shafa, G. N., Hamamah, H., Rusmawati, R., & Degeng, P. D. D. (2024). Exploring EFL pre-service teachers’ perceptions of loving pedagogy in the teaching practicum. English Learning Innovation, 6(2). https://doi.org/10.22219/englie.v6i2.40944