Challenges Faced by ESL In-Service Teachers Enrolled in a Teacher Education Programme via Open Distance Learning in Malaysia

Autor/inn/en	Ooi, Li Hsien; Othman, Juliana
Titel	Challenges Faced by ESL In-Service Teachers Enrolled in a Teacher Education Programme via Open Distance Learning in Malaysia
Quelle	In: Asian Association of Open Universities Journal, 18 (2023) 2, S.121-131 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1108/AAOUJ-12-2022-0173
Schlagwörter	Foreign Countries; English (Second Language); Language Teachers; Inservice Teacher Education; Open Education; Distance Education; Barriers; Higher Education; Alternative Teacher Certification; Malaysia + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Lehrerfortbildung; Offene Erziehung; Offener Unterricht; Distance study; Distance learning; Fernunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Purpose: The purpose of this study was to examine the challenges experienced by in-service English as a Second Language (ESL) teachers in an open distance learning (ODL) institution of higher learning in Malaysia. Many in-service ESL teachers who do not have the necessary teaching qualifications are seeking to obtain their teaching qualifications via the ODL mode of studies as it allows them to work as teachers while obtaining their teaching qualifications at the same time. They face multiple challenges which lead to high attrition rates, a concern for ODL institutions of higher learning worldwide. Design/methodology/approach: A qualitative research design using a case study approach was used in this study where in-depth interviews were conducted with four in-service ESL teachers who are currently enrolled in an undergraduate Teaching English as a Second Language (TESL) programme conducted via ODL. Findings: The research is exploratory in nature. Findings highlighted four major challenges by these in-service ESL teachers--(1) financial difficulties, (2) work commitments, (3) family sacrifices and (4) emotional stress. However, technological use was not considered a challenge as mentioned by literature. Practical implications: Findings from the study may be useful to ODL institutions to provide relevant support to ODL students to improve student retention rates in ODL institutions. Originality/value: This study may be considered as a baseline analysis on the challenges experienced by in-service ESL teachers in ODL institution of higher learning in Malaysia. Further in-depth studies are needed to understand how ODL institutions can better support their education programme students to complete their teacher education programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01