The present study aimed to explore how pre-service teacher’s individual regulatory focus orientation, currently emerging as an interesting learner variable for language learning, could influence their Englishspeaking abilities. English teaching demonstration videos of 67 pre-service teachers were analyzed in terms of pronunciation, accuracy, and fluency. The regulatory focus orientations of participants were evaluated using a questionnaire. The results of data analysis, using multiple regression analysis, indicated that promotion-focus orientation was a significant positive predictor for pronunciation, fluency (words per minute, ratio of dysfluency), and accuracy (lexical errors, ratio of error-free AS-units). On the other hand, prevention-focus orientation did not emerge as a statistically significant factor affecting accuracy. However, it was observed to have a negative influence on both pronunciation and fluency. In light of the research findings that highlight the favorable impact of a promotion-focus orientation, suggestions were made for future teacher training programs aimed at enhancing the English proficiency of pre-service teachers.

As Korea has recently become a multicultural society, English teachers acknowledge the need to address anti-racism in the classroom. However, how to raise students’ racial awareness and ways to incorporate racial issues into English language instruction have not been sufficiently studied in the Korean teacher education context. The aims of this study were to provide pre-service English teachers with a guide to implementing antiracist pedagogy in their language teaching and assessing its impact on their racial literacy development and to examine how pre-service English teachers’ racial literacy can be developed through multiple self-reflective practices and microteaching experiences in their teacher education programs. This paper first introduces an anti-racist curriculum for pre-service English teachers intended to raise their multicultural awareness, and then provides multiple educational resources and teaching strategies to help them become culturally responsive language teachers. The paper concludes with some pedagogical implications regarding the necessity of including culturally responsive teaching in teacher education programs.

The benefit of language play for language learning is not recognized in English education. Based on the idea that teachers’ perception of teaching and learning affects their teaching practices, this study sought to examine teachers’ perception of language play in the English classroom. The specific purposes of the study were to discover commonalities and differences in elementary teachers’ and pre-service teachers’ perception of language play and to provide suggestions for including language play in teacher education and classroom instruction. Separate group interviews were conducted with 7 in-service and 9 pre-service teachers at the elementary level, in which the participants shared their responses to 3 language play texts that highlight rhyme, rhythm, and nonsense compound words. The topical analysis of the data revealed that both the teachers and pre-service teachers focused on understanding the words in the texts and did not recognize their playful aspects. However, the in-service teachers interpreted the texts more actively than the pre-service teachers and shared ideas for using language play texts in the English classroom. Based on the findings, the paper emphasizes that pre-service English teacher education needs to include language play as one of curricular contents, which should continue into teacher education.

The purpose of this study was to explore the perceived benefits of telecollaboration for Korean pre-service teachers of English. This study connected Korean pre-service teachers to American pre-service teachers. In a one-to-one relationship, each pair exchanged their weekly writings about the assigned topics over six weeks and shared their ideas. To explore the perceived benefits that the Korean pre-service teachers of English perceived and provide a rich description, this study focused on the five Korean pre-service teachers’ thoughts reflected in their reflective papers, their writings in the Google Sites, and the final reflection paper. Data were analyzed based on a qualitative approach using the content analysis. The results showed that the Korean pre-service teachers perceived that the online interactions with the target language speakers promoted their intercultural and linguistic competences as well as some affective domains such as confidence and motivation levels. Building upon the findings, this study provides significant pedagogical implications for instructional practices for the educators and researchers.

This study investigated how pre-service English teachers develop and use MICT (mobile information and communication technology)-TPACK (technological pedagogy and content knowledge) to select and use mobile applications for their micro teaching in a pre-service teacher training program. Although mobile technology has rapidly developed with the adoption of mobile multimedia devices and applications, the use of pre-service teachers’ TPACK is still limited to lower-level searches and to a mere tool for content presentations. The participants were nine students in a pre-service teacher training course in a four-year women’s university. Several research methods such as surveys, participant observations, micro teaching and interviews were utilized. The results of the study show the concept of TPACK needs to be extended to MICT-TPACK in this mobile age. The use of pre-service English teachers’ MICT-TPACK impacted and changed their concept of pedagogy to heutagogy. The teachers used mobile applications to facilitate their students’ inquiry-based learning of English as a subject as well as a medium of digital literacy. In order to select mobile applications for their lesson, the teachers developed a modified version of quality criteria for mobile applications. This study suggests there should be well-developed quality criteria for evaluating affordances of mobile applications.

This study aimed to examine educational connoisseurships of the 3rd and 4th year pre-service elementary school teachers (PSTs). Twenty eight 3rd year and 28 4th year PSTs were asked to write a critique on a video-taped elementary English lesson. Their comments were categorized and examined to see if there were any outstanding characteristics. It was also investigated whether the different amounts of coursework the two groups of PSTs had completed were reflected in their critiques. Many PSTs were found not to have developed their educational connoisseurships to examine whether a lesson was designed to maximize learning, and the functions of the target expressions were practiced and learned in a meaningful way. Two most common perspectives in their critiques were to examine whether the students were interested in the learning activities, and whether the learning activities helped students learn the target expressions. Some differences in the views on classroom English and differential learning activities were found across the two groups.

The aim of this study was to investigate the effects of group-based consultations on pre-service primary school teachers' English teaching competence. Twenty nine pre-service teachers in groups of four or five received two rounds of consultations on their micro-teaching demonstrations from two native English instructors. The consultation procedure was three steps: preparation, micro-teaching observation and feedback. The self-evaluation checklists and micro-teaching evaluations were analyzed quantitatively to find how much improvement between the first and second micro-teaching had been made. The results indicated that consultations helped the pre-service teachers to improve their English teaching competence in general. The comments written by the consultants and the pre-service teachers about their micro-teaching observations were examined qualitatively. The results showed that consultations enabled the pre-service teachers to realize the strengths and weaknesses in their teaching behavior. Also, the observation of peer teaching and group discussion helped them to gain useful teaching skills and insights on what a good English lesson should be like.

The purpose of the study was to explore the reflective process of pre-service English teachers by analyzing critical incidents entered in their teaching journals during a fourweek student teaching practicum. Thirty-three student teachers were asked to report critical incidents in their journals once a week, especially focusing on „lesson breakdowns‟ or „events that deserve critical significance‟ during a lesson. 133 journal entries were collected and a total of 104 critical incidents were analyzed to see some aspect of secondary classroom teaching and the reflective processes that student teachers went through right after the incidents. From the content analysis, it was found that many critical incidents happened during the initial stage of lesson and were mostly caused by student teachers‟ lack of experiences in either time management or material preparation tailored to students‟ level. By describing and analyzing critical incidents, student teachers became more aware of their assumptions about language teaching and learning and tried to transfer knowledge into real practices. A survey administered after the practicum also revealed that self-observation of critical incidents in their own classroom helped them to generate powerful insights about teaching and to develop reflective teachers.

The purpose of the present study is to compare the use of discourse markers by pre-service training students and in-service training teachers in middle school contexts. For this purpose, 20 participants in each of the pre-service (PS) and in-service (IS) teacher groups were selected and their teaching was videotaped. Then, the data was transcribed with a focus on the use of discourse markers. The results of the study demonstrated that there was no significant difference in the use of macro-markers between the two groups. However, it is interesting that student teachers in the PS group used various expressions for elaboration a little more frequently than the IS group. In addition, significant differences were found in the use of micro-markers between the two groups in terms of segmentation and temporal markers. On the basis of the results, some pedagogical implications on the teaching of listening and teacher training are suggested.