Pre-school Teachers’ Beliefs towards Their Abilities of Teaching English to Pre-schoolers in Pahang, Malaysia

Authors

  • Aisyah Khaleeda Rosli Msc Language Education, Centre for Modern Languages, Universiti Malaysia Pahang, Malaysia
  • Noor Raha Mohd Radzuan Centre for Modern Languages, Universiti Malaysia Pahang, Malaysia, Indonesia

DOI:

https://doi.org/10.31004/aulad.v3i2.66

Keywords:

Teachers’ beliefs, English proficiency, Pre-schools, Self-efficacy, ELT

Abstract

In the education sector, teachers serve as the most important role model in improving learners' English language competency. Due to this, the beliefs of the pre-school teachers initiate a critical indicator in deciding if, given the circumstances, pre-school children can receive adequate English inputs and exposure at their age. In this study, 60 private pre-school teachers were given a set of questionnaires consisting of 14 items to investigate their beliefs towards their abilities of teaching English to pre-schoolers in Pahang, Malaysia. The findings of this study revealed a much more positive view of teachers’ beliefs in pre-school English teachings. This can become a stimulus for the growth of English proficiency among Malaysian children and consequently improve the standard of English in Malaysia in the future.

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Published

2020-07-24

How to Cite

Rosli, A. K., & Radzuan, N. R. M. (2020). Pre-school Teachers’ Beliefs towards Their Abilities of Teaching English to Pre-schoolers in Pahang, Malaysia. Aulad: Journal on Early Childhood, 3(2), 103–114. https://doi.org/10.31004/aulad.v3i2.66

Issue

Vol. 3 No. 2 (2020): August 2020

Section

Research Articles

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