Reengineering the English Teacher Education Reform: Pro-ELT
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https://doi.org/10.14419/ijet.v7i3.25.17548
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Continuous professional development, English teachers’ language proficiency, In-service teacher training, Pro-ELT, Quality of Malaysian English teachers. -
Abstract
The explosion of in-service professional development programmes for English teachers is inevitable in the 21st century. Nevertheless, many English teachers across the globe are found linguistically deficient, thus jeopardizing the quality of English teaching as a whole. In spite of in-service professional development programme being the ubiquitous measure to leapfrog the quality of teachers, there is still no guarantee that it would combat the English teachers’ declining language proficiency. Thereby, this paper intends to survey the English teachers’ perceptions and the effectiveness of the Pro-ELT programme using the Kirkpatrick’s evaluation model. The findings indicated that Pro-ELT, on average, was effective in enhancing the English teachers’ language proficiency, Z=8.065, p< 0.05 with a very large size effect (r=0.77) but suffered from some criticisms. Most importantly, this study indicated that mandatory in-service programme, which often yielded negative results, was reacted favourably albeit its shortcomings. This therefore accentuates the significance of in-service English teachers’ professional development programme to remedy the language attrition, especially in a limited English-speaking milieu.
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How to Cite
Islam Ahmad Sukri, S., & Md. Yunus, M. (2018). Reengineering the English Teacher Education Reform: Pro-ELT. International Journal of Engineering & Technology, 7(3.25), 205-213. https://doi.org/10.14419/ijet.v7i3.25.17548Received date: 2018-08-14
Accepted date: 2018-08-14