An Evaluation of the Pre-Service TESL Teacher Education English Studies Syllabus Content
This study sought to evaluate the content of the TESL English Studies Syllabus. The syllabus determined the design and content of the TESL English Proficiency Course. The study is aimed at determining practising ESL teachers' and also ESL teacher educators' perceptions as to the useful...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English English |
| Published: |
1994
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/8904/1/FPP_1994_10_A.pdf |
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| Summary: | This study sought to evaluate the content of the TESL
English Studies Syllabus. The syllabus determined the design and
content of the TESL English Proficiency Course. The study
is aimed at determining practising ESL teachers' and also ESL
teacher educators' perceptions as to the usefulness of the
skill-areas of the syllabus, the adequacy of the topics listed
under the skill-areas and also the adequacy of the suggested
learning and teaching activities. Two 82-item questionnaires
were administered to a group of 264 ESL teachers and 39 ESL
teacher educators who made up the samples of the study. An
additional instrument used in this study was the interview
sessions. Frequency counts, percentages and means scores were the descriptive statistics used for this study. The mean scores
of the two groups of respondents were compared using the t-test
of significance.
The results showed that generally both groups of
respondents perceived the content of the syllabus to be useful
and adequate. However, the ESL teachers were undecided as to the
adequacy of two of the suggested learning and teaching
activities, i.e., debates and writing book reports. As for the
ESL teacher educators, they were undecided as to the adequacy of
the topics listed under two of the skill-areas, viz., the
writing skill-area and the language study-area. The t-tests of significance showed that there were no
significant difference in the mean scores of the two groups of
respondents pertaining to the question of the usefulness of the
listening and language study-areas. But there were significant
differences in the mean scores of the two groups of respondents
pertaining to the question of the usefulness of the speaking,
reading and writing skill-areas. As to the question of the
adequacy of the topics listed under the skill-areas, it was
found that there were significant differences in the perceptions
of the two groups of respondents in the topics listed under all
the skill-areas. It was also the same for the suggested learning
and teaching activities. |
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