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@article{ART002526253},
author={Cho, Young Gyo},
title={Pre-Service EFL Teachers’ Motivation and L2 Competency: Comparing Teaching and Non-Teaching Track Learners},
journal={Modern English Education},
issn={1598-0782},
year={2019},
volume={20},
number={4},
pages={1-17},
doi={10.18095/meeso.2019.20.4.1}

TY - JOUR
AU - Cho, Young Gyo
TI - Pre-Service EFL Teachers’ Motivation and L2 Competency: Comparing Teaching and Non-Teaching Track Learners
JO - Modern English Education
PY - 2019
VL - 20
IS - 4
PB - The Modern English Education Society
SP - 1
EP - 17
SN - 1598-0782
AB - 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.
KW - pre-service teacher motivation/ English teacher education/ teacher development
DO - 10.18095/meeso.2019.20.4.1
ER -

Cho, Young Gyo. (2019). Pre-Service EFL Teachers’ Motivation and L2 Competency: Comparing Teaching and Non-Teaching Track Learners. Modern English Education, 20(4), 1-17.

Cho, Young Gyo. 2019, "Pre-Service EFL Teachers’ Motivation and L2 Competency: Comparing Teaching and Non-Teaching Track Learners", Modern English Education, vol.20, no.4 pp.1-17. Available from: doi:10.18095/meeso.2019.20.4.1

Cho, Young Gyo "Pre-Service EFL Teachers’ Motivation and L2 Competency: Comparing Teaching and Non-Teaching Track Learners" Modern English Education 20.4 pp.1-17 (2019) : 1.

Cho, Young Gyo. Pre-Service EFL Teachers’ Motivation and L2 Competency: Comparing Teaching and Non-Teaching Track Learners. 2019; 20(4), 1-17. Available from: doi:10.18095/meeso.2019.20.4.1

Cho, Young Gyo. "Pre-Service EFL Teachers’ Motivation and L2 Competency: Comparing Teaching and Non-Teaching Track Learners" Modern English Education 20, no.4 (2019) : 1-17.doi: 10.18095/meeso.2019.20.4.1

Cho, Young Gyo. Pre-Service EFL Teachers’ Motivation and L2 Competency: Comparing Teaching and Non-Teaching Track Learners. Modern English Education, 20(4), 1-17. doi: 10.18095/meeso.2019.20.4.1

Cho, Young Gyo. Pre-Service EFL Teachers’ Motivation and L2 Competency: Comparing Teaching and Non-Teaching Track Learners. Modern English Education. 2019; 20(4) 1-17. doi: 10.18095/meeso.2019.20.4.1

Cho, Young Gyo. Pre-Service EFL Teachers’ Motivation and L2 Competency: Comparing Teaching and Non-Teaching Track Learners. 2019; 20(4), 1-17. Available from: doi:10.18095/meeso.2019.20.4.1

Cho, Young Gyo. "Pre-Service EFL Teachers’ Motivation and L2 Competency: Comparing Teaching and Non-Teaching Track Learners" Modern English Education 20, no.4 (2019) : 1-17.doi: 10.18095/meeso.2019.20.4.1