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Pre-service English Teachers’ Reticent Beliefs Towards Oral Participation in EAP Classrooms

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Abstract

The purpose of this study was to investigate pre-service English teachers’ reticent beliefs towards oral participation in English for Academic Purpose classrooms. To this end, 144 Malaysian pre-service English teachers enrolled in a teacher-training programme participated as respondents in a survey conducted using the Reticent Belief Index. They were all diagnosed with high level of reticence prior to the study. In addition, 24 pre-service teachers, selected randomly from among the survey participants, took part in focus group discussions. The results of the study revealed that the majority of the pre-service English teachers subscribed to eight beliefs that are presumed to be associated with reticent behaviour. Additionally, a newly identified belief, ‘Kiasuim’ was also found to cause the pre-service teachers being reticent in the class. The results of the study point to the importance of alleviating pre-service teachers’ reticent behaviour via a remedial course which incorporates the elements of modifying reticent beliefs.

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Authors and Affiliations

  1. Faculty of Education and Social Sciences, University of Selangor, Shah Alam, Malaysia

    Ruey Shing Soo

  2. Faculty of Languages and Communication, Sultan Idris Education University, Tanjung Malim, Malaysia

    Hock Seng Goh

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  1. Ruey Shing Soo
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  2. Hock Seng Goh
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Soo, R.S., Goh, H.S. Pre-service English Teachers’ Reticent Beliefs Towards Oral Participation in EAP Classrooms. Asia-Pacific Edu Res 26, 155–162 (2017). https://doi.org/10.1007/s40299-017-0336-3

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