Spoken English proficiency of pre-school teachers in the English Proficiency for Pre-school Teachers (EPPT) programme /
Effective oral communication, in particular, spoken English is an important trait that needs to be employed by English language teachers especially when they are dealing with young learners who barely know the language. Therefore, an English Proficiency for Pre-school Teachers (EPPT) was conducted i...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
Kuala Lumpur :
Kulliyyah of Islamic Revealed Knowledge and Human Sciences, International Islamic University Malaysia,
2017
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| Subjects: | |
| Online Access: | http://studentrepo.iium.edu.my/handle/123456789/6878 |
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| Summary: | Effective oral communication, in particular, spoken English is an important trait that needs to be employed by English language teachers especially when they are dealing with young learners who barely know the language. Therefore, an English Proficiency for Pre-school Teachers (EPPT) was conducted in order to help pre-school teachers to improve in their English proficiency that would eventually help the young learners to improve their English language proficiency. The purpose of this study is to investigate spoken English proficiency of pre-school teachers in the English Proficiency for the Pre-school Teachers (EPPT) programme and the level of English language proficiency level as perceived by pre-school teachers and the EPPT trainers. This study is also aimed at investigating the English language proficiency of the pre-school teachers in the EPPT programme. A total of thirty pre-school teachers and five EPPT trainers in Raub, Pahang participated in this study. A mixed-method design was employed for the purpose of data collection and three instruments were used; namely, survey questionnaires, semi-structured interview and English speaking test. Based on the findings, it indicates that there is significant improvement in English spoken proficiency among the respondents (preschool teachers) before and after they attended the EPPT programme (t= -3.86, p<.05). Six main language functions were being tested in this study; describing, explaining, interpreting, giving simple instructions, summarizing and evaluating. The findings revealed that the pre-school teachers had shown significant improvement in terms of explaining (fair to average), interpreting (fair to average) and summarizing (fair to average); however, in language functions of describing, giving simple instructions and evaluating, the pre-school teachers did not show any improvement. It is interesting to note that, pre-school teachers were able to perform in higher level of language functions but not in some of lower order of language functions. Other than that, the pre-school teachers showed a very positive feedback and high motivation to improve more in terms of their spoken English proficiency. It is strongly recommended that the EPPT programme to be continued with better improvised learning module of the EPPT programme. Thus, it will ensure that the needs of spoken English proficiency among pre-school teachers are being met. |
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| Physical Description: | xv, 150 leaves : illustrations ; 30cm. |
| Bibliography: | Includes bibliographical references (leaves 108-111). |