Ren Ke


This paper presents the results of an in-depth investigation into the challenges a Chinese English language teaching (ELT) student teacher faced in his classroom teaching during the teaching practicum. The subject for the study was the researcher himself. The data collection instrument consisted of a series of materials collected when he was doing the teaching practicum in Year 4 at the university, which included classroom observation forms by his supervisor, the evaluations from the supervisor and students after classes, his after-class reflections and the weekly journals written by himself. By analyzing these qualitative data with “coding”, the study revealed different challenges in a Chinese ELT student teacher’s classroom teaching, including (a) neglect of teaching aims and objectives; (b) inappropriate teaching philosophies and methods; (c) insufficient student analyses; (d) weakness in textbook integration; (e) lack of teaching experience, and so on. Corresponding strategies in coping with these challenges (implications) are put forward and discussed.


Article visualizations:

Hit counter



ELT student teacher; teaching practicum; challenges; strategies

Full Text:



Aydın, B. & Bahçe, A. (2001). Cases from student teachers. Paper presented at the “International ELT Conference- 2001 on Searching for Quality in ELT” May 2-4, 2001. Eastern Mediterranean University, Gazimagusa.

Barkhuizen, G., & Feryok, A. (2006). Pre-service teachers’ perceptions of a short-term international experience programme. Asia-Pacific Journal of Teacher Education, 34(1), 115–134.

Bax, S. (2003). The end of CLT: A context approach to language teaching. ELT Journal, 57(3), 278–287.

British Council (2012). Reflective teaching: Exploring our own classroom practice. Retrieved May 20, 2017 from

https://www.teachingenglish.org.uk/article/reflective-teaching-exploring-our- own-classroom-practice.

Brown, J. D., & Hudson, T. (1998). The alternatives in language assessment. TESOL Quarterly, 32(4), 653-75.

Centre for Learning & Professional Development, University of Aberdeen (1997, 2007). Guidance on Aims and Objectives for Teaching and Learning. Retrieved August 5, 2017 from http://www.abdn.ac.uk/admin/aimsobs.shtml

Chang, J. (2004). Ideologies of English teaching and learning in Taiwan. Unpublished PhD thesis, Department of Linguistics, Faculty of Arts, University of Sydney, Australia.

Chang, Y. C. (May, 2016). An English major student’s difficulties and reactions during the teaching practicum course. Paper presented at the Symposium of the English Department, National Pingtung University, Pingtung, Taiwan.

Chen, Y. (2014). Literature Review of Student Analyses. Theory and Practice of Contemporary Education, 6, 21-23.

Daresh, J. C. (1990). Learning by Doing: Research on the Educational Administration Practicum. Journal of Educational Administration, 28(2), 34-47.

Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: Oxford University Press.

Eberly Center for Teaching Excellence & Educational Innovation, Carnegie Mellon University (2008, 2015). Articulate Your Learning Objectives. Retrieved May 23, 2017 from https://www.cmu.edu/teaching/designteach/design/learningobjectives.html

Ericsson, K. A., Krampe, R. T. & Tescher-Romer, C. (2003). The role of deliberate practice in the acquisition of expert performance. Psychological Review. 100 (3): 363-406.

Farrell, T. (2007). Failing the practicum: Narrowing the gap between expectations and reality with reflective practice. TESOL Quarterly, 41(1), 193-201.

Gan, Z. (2013). Learning to teach English language in the practicum: What challenges do non-native ESL student teachers face?. Australian Journal of Teacher Education, 38(3), 92-108.

He, M. (2014). Textbook Integration of Advance with English, New Curriculum, 6,163.

Hui, Q. (2000). Analyses of and Reflections on ELT Intern’s classroom teaching. Journal of Nanyang Normal College, 20(4), 109-110.

Kwo, O. (1996). Learning to teach English in Hong Kong classrooms: Patterns of reflections. In Freeman, D. and Richards, J. C. (Eds.) Teacher Learning in Language Teaching. Cambridge: Cambridge University Press. (pp. 295-319).

Mau, R. (1997). Concerns of student teachers: Implications for improving the practicum. Asia-Pacific Journal of Teacher Education, 25 (1), 53-65.

Maudoodi, R. H. (2011). Using the process of video editing to support preservice teachers’ video-based reflective practice. Unpublished MA thesis, University of Houston, Houston, Texas, USA.

McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh: Edinburgh University Press.

Munby, H. (2004). Teachers and teaching: From classroom to reflection. London, New York and Philadelphia: Routledge.

Numrich, C. (1996). On becoming a language teacher: Insights from diary studies. TESOL Quarterly, 30 (1), 131–153.

Prabhu, N. S. (1990). There is no best method – why? TESOL Quarterly, 24(2), 161–176.

Sarlçoban, A. (2010). Problems encountered by student-teachers during their practicum studies. Procedia Social and Behavioral Sciences, 707–711.

Stake, R.E. (1995). The Art of Case Study Research. Thousand Oaks, Calif.: Sage.

Stake, R.E. (2005). Qualitative case studies. In N.K. Denzin & Y.S.Lincoln (Eds.), The Sage Handbook of Qualitative Research, 3rd Edition. Thousand Oaks, Calif.: Sage.

Stuart, C. & Thurlow, D. (2000). Making it their own: preservice teachers’ experiences, beliefs, and classroom practices. Journal of Teacher Education, 51 (2), 113-121.

Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.

Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54 (2), 143-178.

Wang, H. (2010). Problems existing in ELT Intern’s classroom teaching during the teaching practicum. Journal of Xianning University, 11, 184-185.

Wu, Q. L. (2003). Educational Psychology. Shanghai: East China Normal University Press.

Yu, L. (2001). Communicative language teaching in China: Progress and resistance. TESOL Quarterly, 35(1). 194–198.

Zeng, Y.H. (2013). An insight into the practices and theories of English teaching methodology in China. Journal of Guangdong Technology and Normal College, 36(4), 127-131.

Zhong, H. (2010). Exploring Student Teachers’ Construction of Teacher Identity under Mentors’ Influences during Practicum Period: A Case Study. Unpublished MA thesis, Zhejiang Normal University, Zhejiang, China


  • There are currently no refbacks.

Copyright © 2015. European Journal of English Language Teaching (ISSN 2501-7136) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).