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Pre-Service EFL Teachers’ Motivation and L2 Competency: Comparing Teaching and Non-Teaching Track Learners

  • Modern English Education
  • Abbr : MEESO
  • 2019, 20(4), pp.1-17
  • DOI : 10.18095/meeso.2019.20.4.1
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching
  • Received : September 15, 2019
  • Accepted : November 8, 2019
  • Published : November 30, 2019

Cho, Young Gyo 1

1경남대학교

Accredited

ABSTRACT

This study compared teaching and non-teaching track pre-service EFL teachers’ motivation and self-competency in learning English as an L2. The purpose of this investigation was to examine the effect of prospective status on teaching profession in mediating differences in the criterion measures (motivational intention, L2 self-competency, and attained proficiency). A total of 80 students enrolled in a pre-service teacher education program were measured on motivational intention, ideal and ought-to L2 selves, instrumentality (promotion and prevention) and integrativeness along with L2 self-competency using a questionnaire. The participants also reported on reasons for their selection and non-selection of teaching profession along with perceived difficulties in pursuing a L2 teaching career in a semi-structured interview. The study shows that teaching track students were much stronger in motivational intention and integrativeness, while the non-teaching group was noticeably higher in instrumentality (prevention) and ought-to L2 self. Instrumentality in each group revealed a differing level of functioning where the preventive side served as the strongest predictor of attained proficiency yet only in the nonteaching group. Profession status had a significant main effect on levels of motivational intention, but not on L2 self-competency nor on attained proficiency. Implications of the findings are discussed.

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