Exploring Pre-Service Efl Teachers' Challenges Inteaching English Speaking Skill
DOI:
https://doi.org/10.58258/hbxffe81Abstract
This study explores the challenges experienced by pre-service EFL teachers in teaching English speaking skills during teaching practicum at Mandalika University of Education, Indonesia. Using a descriptive qualitative design, data were collected through semi-structured interviews and reflective journals from 10 pre-service teachers selected through purposive sampling. Thematic analysis was employed to identify patterns of challenges based on linguistic, pedagogical, affective, and contextual dimensions. The findings revealed four main categories of challenges. Linguistically, participants struggled with limited vocabulary, pronunciation difficulties, grammatical accuracy, and speaking fluency, often resorting to code-switching to Indonesian. Pedagogically, they faced difficulties in lesson planning for mixed-ability classes, managing large and noisy classrooms, engaging passive students, and assessing speaking performance fairly. Affectively, all participants experienced anxiety, low confidence, and fear of making mistakes, although confidence improved with teaching experience and mentor feedback. Contextually, large class sizes, diverse student proficiency levels, limited teaching facilities, and insufficient time allocation hindered the implementation of communicative speaking activities. The study suggests that teacher education programs should provide more targeted training in classroom English, pronunciation, and classroom management, while educational institutions should improve facilities and consider reducing class sizes. These findings contribute to a comprehensive understanding of pre-service teachers’ struggles in EFL speaking instruction and offer practical implications for improving teacher preparation programs in Indonesia.References
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