Analysis of Taiwanese pre-service teachers’ perceptions of and activity designs on school-based English camps for elementary school EFL learners

ABSTRACT

This study focused on 22 Taiwanese pre-service teachers’ perceptions of school-based English camps. Based on the data analysis of the final projects, the questionnaire, and participants’ self-evaluation, peer-evaluation, and two in-service English teachers’ evaluation, this study has the following major findings. First, participants’ perceptions of school-based English camps improved in terms of resources, monitoring, activity and material designs, and selection of teaching methods. Secondly, participants’ self-evaluation, peer-evaluation, and two in-service English teachers’ evaluations of these ten projects varied in terms of goals, learners, and authenticity. From a practical perspective, this study proposed a model with six major factors in order to help pre-service teachers equip themselves with competency and skills in activity designs in school-based English camps for elementary school EFL learners.

KEYWORDS:

• Activity designs
• competency
• English camp
• school feature
• school-based curriculum

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Chin-Wen Chien received her Doctor of Education degree from the University of Washington (Seattle, USA). She is an associate professor in Department of English Instruction of National Tsing Hua University in Taiwan. Her research interestsinclude language education, language teacher education, and curriculum and instruction.