Indonesian pre-service teachers’ changing beliefs about cognitive strategies during online English practice
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(1) * Ririn Pusparini
Universitas Negeri Surabaya, Indonesia
Indonesia
(2) Ali Saukah Universitas Muhammadiyah Kalimantan Timur, Indonesia
Indonesia
(3) Widyastuti Universitas Negeri Surabaya, Indonesia
Indonesia
(*) Corresponding Author
Abstract
Technological competence remains a highly recommended skill for teachers, their beliefs about cognitive strategies can significantly influence the integration of technology in online teaching practices. This study aims to investigate the beliefs of pre-service teachers (PSTs) regarding cognitive strategies during online English teaching practices. Specifically, it explores the beliefs held by PSTs prior to their teaching practicum in schools and the subsequent changes in these beliefs during the practicum. To gain deeper insight into the nature of these beliefs, a qualitative research methodology was employed. Data were collected through semi-structured
interviews, online classroom video observations, and questionnaires. The study involved 36 fourth-year PSTs from the Language Education Study Program at a public university in Indonesia, with 8 of them participating in the interviews and classroom observations. The findings reveal that PSTs’ beliefs about cognitive strategies
changed notably in relation to promoting communicative, problem-solving, and student-centered activities. Partial changes were observed in beliefs related to the use of learning videos, the use of the target language in class, and speech pacing. In addition, the findings indicate that changes in beliefs were largely influenced by IT
infrastructure, which affected time allocation for teaching and the selection of teaching platforms dictated by school policy. Moreover, PSTs' limited IT competencies and the lack of effective monitoring of students' activities, conditions, and behaviors were identified as key constraints shaping their beliefs during online teaching. Therefore, it is recommended that school mentors and teacher education programs
support PSTs in reshaping their beliefs, particularly in relation to online teaching practices. Moreover, teachers and students require comprehensive support from parents, schools, the government, and the broader community to achieve learning objectives and foster effective online classrooms.
HIGHLIGHTS :
- PSTs’ beliefs about cognitive strategies changed notably in relation to promoting communicative, problem-solving, and student-centered activities. Partial changes were observed in beliefs related to the use of learning videos, the use of the target language in class, and speech pacing
- Changes in beliefs were largely influenced by IT infrastructure, which affected time allocation form teaching and the selection of teaching platforms dictated by school policy.
- PSTs’ limited IT competencies and the lack of effective monitoring of students’ activities, conditions, and behaviors were identified as key constraints shaping their beliefs during online teaching.
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References
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Nishino, T. (2012). Modeling teacher beliefs and practices in context: A multimethods approach. Modern Language Journal, 96(3), 380–399. https://doi.org/10.1111/j.1540-4781.2012.01364.x
Pu, H. (2020). Implementing online ELT in the time of crisis: Ordeal or opportunity? ELT Journal, 74(3), 345–348. https://doi.org/10.1093/elt/ccaa030
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Saariaho, E., Pyhältö, K., Toom, A., Pietarinen, J., & Soini, T. (2015). Student teachers’ self- and co-regulation of learning during teacher education. Learning: Research and Practice, 2(1), 44–63. https://doi.org/10.1080/23735082.2015.1081395
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Seymen, S. (2012). Beliefs and expectations of student teachers’ about their self and role as teacher during teaching practice course. Procedia - Social and Behavioral Sciences, 46, 1042–1046. https://doi.org/10.1016/j.sbspro.2012.05.245
Shin, D. S., & Kang, H. S. (2018). Online Language Teacher Education: Practices and Possibilities. RELC Journal, 49(3), 369–380. https://doi.org/10.1177/0033688217716535
Turnbull, B. (2017). Examining pre-service teacher beliefs: Perspectives on first language use in the second language classroom. Journal of Second Language Teaching and Research, 6, 1–27.
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Woodcock, S., & Reupert, A. (2013). Does training matter? Comparing the behaviour management strategies of pre-service teachers in a four-year program and those in a one-year program. Asia-Pacific Journal of Teacher Education, 41(1), 84–98. https://doi.org/10.1080/1359866X.2012.753991
Xu, W., & Zhou, Y. (2020). Course video recommendation with multimodal information in online learning platforms: A deep learning framework. British Journal of Educational Technology, 51(5), 1734–1747. https://doi.org/10.1111/bjet.12951
Yi, Y., & Jang, J. (2020). Envisioning possibilities amid the COVID-19 pandemic: implications from English language teaching in South Korea. TESOL Journal, 11(3), 1–5. https://doi.org/10.1002/tesj.543
Badia, A., Garcia, C., & Meneses, J. (2017). Approaches to teaching online: Exploring factors influencing teachers in a fully online university. British Journal of Educational Technology, 48(6), 1193–1207. https://doi.org/10.1111/bjet.12475
Bao, W. (2020). COVID ‐19 and online teaching in higher education: A case study of Peking University . Human Behavior and Emerging Technologies, 2(2), 113–115. https://doi.org/10.1002/hbe2.191
Blaine, A. M. (2019). Interaction and presence in the virtual classroom: An analysis of the perceptions of students and teachers in online and blended Advanced Placement courses. Computers and Education, 132(May 2018), 31–43. https://doi.org/10.1016/j.compedu.2019.01.004
Borg, S. (2015). Teacher cognition and language education: Research and practice. In Bloomsbury Academic.
Busch, D. (2010). Pre-Service teacher beliefs about language learning: The second language acquisition course as an agent for change. Language Teaching Research, 14(3), 318–337. https://doi.org/10.1177/1362168810365239
Çapan, S. A. (2014). Pre-service English as a foreign language teachers’ belief development about grammar instruction. Australian Journal of Teacher Education, 39(12), 131–152. https://doi.org/10.14221/ajte.2014v39n12.9
Chaaban, Y., Du, X., & Ellili-Cherif, M. (2019). Influence of the practicum experience on student teachers’ beliefs about their role in EFL classrooms. International Journal of Learning, Teaching and Educational Research, 18(9), 78–95. https://doi.org/10.26803/ijlter.18.9.4
Debreli, E. (2012). Change in beliefs of pre-service teachers about teaching and learning English as a foreign language throughout an undergraduate pre-service teacher training program. Procedia - Social and Behavioral Sciences, 46(0044), 367–373. https://doi.org/10.1016/j.sbspro.2012.05.124
Doǧruer, N., Meneviş, I., & Eyyam, R. (2010). EFL Teachers’ beliefs on learning English and their teaching styles. Procedia - Social and Behavioral Sciences, 3, 83–87. https://doi.org/10.1016/j.sbspro.2010.07.015
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 1–16. https://doi.org/10.1186/s41239-017-0087-5
Egbert, J. (2020). The new normal?: A pandemic of task engagement in language learning. Foreign Language Annals, 53(2), 314–319. https://doi.org/10.1111/flan.12452
Farrell, T. S. C., & Bennis, K. (2013). Reflecting on ESL teacher beliefs and classroom practices: A case study. RELC Journal, 44(2), 163–176. https://doi.org/10.1177/0033688213488463
Farrell, T. S. C., & Guz, M. (2019). ‘If I wanted to survive I had to use it’: The power of teacher beliefs on classroom practices. Tesl-Ej, 22(4), 1–17.
Gonzalez, D., & St.Louis, R. (2018). Online Learning. The TESOL Encyclopedia of English Language Teaching, 1–6. https://doi.org/10.1002/9781118784235.eelt0423
Heikonen, L., Toom, A., Pyhältö, K., Pietarinen, J., & Soini, T. (2017). Student-teachers’ strategies in classroom interaction in the context of the teaching practicum. Journal of Education for Teaching, 43(5), 534–549. https://doi.org/10.1080/02607476.2017.1355080
Hockly, N. (2015). Developments in online language learning. ELT Journal, 69(3), 308–313. https://doi.org/10.1093/elt/ccv020
Indonesian Government Decree, N. 384/202. (2021). Government Decree No. 384/2021.
Kandilla, D. P., Pebriyani, F., & Meliana, S. S. (2019). Recalling student-teachers’ beliefs on English language teaching: Evidence from a pre-service. Journal of Teaching & Learning English in Multicultural Contexts, 2(2).
Kemdikbud. (2020). Penyesuaian Kebijakan Pembelajaran di Masa Pandemi Covid-19. Www.Kemdikbud.Go.Id, 26. https://www.kemdikbud.go.id/main/blog/2020/08/kemendikbud-terbitkan-kurikulum-darurat-pada-satuan-pendidikan-dalam-kondisi-khusus
Kennedy, K., & Archambault, L. (2012). Offering Preservice Teachers Field Experiences in K-12 Online Learning: A National Survey of Teacher Education Programs. Journal of Teacher Education, 63(3), 185–200. https://doi.org/10.1177/0022487111433651
Mahmood, S. (2020). Instructional strategies for online teaching in COVID-19 pandemic. Human Behavior and Emerging Technologies, 2(6), 1–5. https://doi.org/10.1002/hbe2.218
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record: The Voice of Scholarship in Education, 108(6), 1017–1054. https://doi.org/10.1177/016146810610800610
Nishino, T. (2012). Modeling teacher beliefs and practices in context: A multimethods approach. Modern Language Journal, 96(3), 380–399. https://doi.org/10.1111/j.1540-4781.2012.01364.x
Pu, H. (2020). Implementing online ELT in the time of crisis: Ordeal or opportunity? ELT Journal, 74(3), 345–348. https://doi.org/10.1093/elt/ccaa030
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers and Education, 144(March 2019), 103701. https://doi.org/10.1016/j.compedu.2019.103701
Richmond, G., Cho, C., Gallagher, H. A., He, Y., & Petchauer, E. (2020). The critical need for pause in the COVID-19 era. Journal of Teacher Education, 71(4), 375–378. https://doi.org/10.1177/0022487120938888
Saariaho, E., Pyhältö, K., Toom, A., Pietarinen, J., & Soini, T. (2015). Student teachers’ self- and co-regulation of learning during teacher education. Learning: Research and Practice, 2(1), 44–63. https://doi.org/10.1080/23735082.2015.1081395
Saboowala, R., & Manghirmalani Mishra, P. (2021). Readiness of in-service teachers toward a blended learning approach as a learning pedagogy in the post-COVID-19 era. Journal of Educational Technology Systems, 004723952110152. https://doi.org/10.1177/00472395211015232
Saputra, D. B., Suherdi, D., & Rodliyah, R. S. (2020). Reflective practice as tools to explore in-service teachers’ beliefs and classroom practices: Indonesian EFL teachers’ voices. JOALL (Journal of Applied Linguistics & Literature), 5(2), 174–192. https://doi.org/10.33369/joall.v5i2.11260
Seymen, S. (2012). Beliefs and expectations of student teachers’ about their self and role as teacher during teaching practice course. Procedia - Social and Behavioral Sciences, 46, 1042–1046. https://doi.org/10.1016/j.sbspro.2012.05.245
Shin, D. S., & Kang, H. S. (2018). Online Language Teacher Education: Practices and Possibilities. RELC Journal, 49(3), 369–380. https://doi.org/10.1177/0033688217716535
Turnbull, B. (2017). Examining pre-service teacher beliefs: Perspectives on first language use in the second language classroom. Journal of Second Language Teaching and Research, 6, 1–27.
Wolff, C. E., van den Bogert, N., Jarodzka, H., & Boshuizen, H. P. A. (2015). Keeping an eye on learning: differences between expert and novice teachers’ representations of classroom management events. Journal of Teacher Education, 66(1), 68–85. https://doi.org/10.1177/0022487114549810
Woodcock, S., & Reupert, A. (2013). Does training matter? Comparing the behaviour management strategies of pre-service teachers in a four-year program and those in a one-year program. Asia-Pacific Journal of Teacher Education, 41(1), 84–98. https://doi.org/10.1080/1359866X.2012.753991
Xu, W., & Zhou, Y. (2020). Course video recommendation with multimodal information in online learning platforms: A deep learning framework. British Journal of Educational Technology, 51(5), 1734–1747. https://doi.org/10.1111/bjet.12951
Yi, Y., & Jang, J. (2020). Envisioning possibilities amid the COVID-19 pandemic: implications from English language teaching in South Korea. TESOL Journal, 11(3), 1–5. https://doi.org/10.1002/tesj.543
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Published
2025-04-30
How to Cite
Pusparini, R., Ali Saukah, & Widyastuti. (2025). Indonesian pre-service teachers’ changing beliefs about cognitive strategies during online English practice. JEES (Journal of English Educators Society), 10(1), 75-84. https://doi.org/10.21070/jees.v10i1.1906
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Copyright (c) 2025 Ririn Pusparini, Ali Saukah, Widyastuti
This work is licensed under a Creative Commons Attribution 4.0 International License.
