Pre-service English teachers’ perceptions on the value of literature and language studies in language arts education
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Abstract
This mixed-methods study investigates how pre-service English teachers perceive the educational value of literature and language studies within contemporary language arts education. While extensive research exists on teacher beliefs, there remains a significant gap in understanding how future educators navigate the role of these disciplines amidst rapidly shifting digital and multicultural landscapes. The study utilized a sequential explanatory design, surveying 120 undergraduate students and conducting follow-up interviews with 20 participants. Quantitative results revealed a strong preference for digital integration, with the highest agreement for digital storytelling (M = 4.53, SD = 0.81) and modern technological tools (M = 4.59, SD = 0.61). Furthermore, a One-way ANOVA confirmed that teaching confidence significantly differs across year levels (F(3, 116) = 2.81, p = 0.042), with third-year students reporting the highest self-efficacy. Qualitative thematic analysis identified a tension between traditional canonical texts and the need for digital pedagogy, alongside difficulties in fostering active student engagement. The findings underscore a critical disconnect between theoretical appreciation and practical instructional readiness. Consequently, the study recommends incorporating practice-based frameworks, such as TPACK, into teacher education to better equip graduates for the complexities of modern classrooms.
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