Arab World English Journal (AWEJ) Volume 12. Number1 March 2021 Pp.59-70
Interventions to Improve a Practicum Course for EFL Teachers in Saudi Arabia
Khadija A. Alamoudi
English Language Institute, King Abdulaziz University
Jeddah, Kingdom of Saudi Arabia
Received: 11/9/2020 Accepted: 1/22/2021 Published: 3/24/2021
Although the Teaching Practicum (TP) course makes a significant contribution in preparing teachers, it remains lacking in many essential aspects. To fill in the gaps regarding literature, this research paper was designed to explore the views of three Master of Art (MA) TESOL student-teachers on the advantages they gained and challenges they faced during their TP course at a Saudi university. Participants were interviewed, observed, and the two reflective assignments of the course were analyzed to find answers to the research questions. The research questions focused on the instructional benefits of the TP course and the interventions needed to enhance the effectiveness of the course. The findings revealed that the practical teaching component was the most helpful part of the course and the peer-observation report was the most appropriate evaluation method. Moreover, the study found that the limitedness of the teaching timeframe poses a significant challenge, and hence increasing the teaching practice time was the most significant change the participants suggested. Finally, the study recommends interventions that will help improve the quality of the TP course.
Keywords: English language teaching in Saudi Arabia, Saudi EFL teachers, student-teachers,
teaching practicum (TP), qualitative research
Cite as: Alamoudi, K. A. (2021). Interventions to Improve a Practicum Course for EFL Teachers in Saudi Arabia
Arab World English Journal, 12 (1) 59-70.
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