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- W2186189901 abstract "This study investigated the pedagogical preferences of preservice teachers in learning English. Participants were 113 pre-service teachers (29 males, 84 females) in the second semester of a Bachelor of Education (TESL) Foundation Program. Pre-service teachers’ responses to a 22-item questionnaire on their pedagogical preferences in English class revealed that they preferred to work in pairs or small groups rather than individually. They also showed a preference for learning activities that are fun, exciting, relaxing and interactive rather than teacher-centered activities where they were not that actively involved. The reasons given for liking certain activities included being able to relax, enjoy, and raise their self-confidence, and having opportunities to practice speaking in English and interact with classmates. Meanwhile, the reasons given for disliking some of the activities indicate that they have problems with staying focused on tasks, poor listening skills, language anxiety, and lack of confidence in completing tasks alone. In conclusion, pedagogical implications of the findings and suggestions for further research are put forward." @default.
- W2186189901 created "2016-06-24" @default.
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- W2186189901 date "2013-01-01" @default.
- W2186189901 modified "2023-09-26" @default.
- W2186189901 title "PEDAGOGICAL PREFERENCES OF PRE-SERVICE TEACHERS IN LEARNING ENGLISH" @default.
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