A Qualitative Study of Pre-service English and Bilingual Teachers’ Self-Concept when Learning English as a Foreign Language

Enfoque

Nowadays, the idea that students’ self-beliefs have a significant impact on their academic achievements is so universally embraced that self-constructs are consistently included in academic motivation studies. In the context of language learning, various self-related beliefs have also been acknowledged as essential for achieving success and frequently serve as a fundamental factor in research and language acquisition and learning models. Among all this, self-concept is an interesting construct situated at the core of an individual’s psychology, linking different aspects like affective factors, goals, and strategic behaviours. Although it is a potent construct to study, research on self-concept is still a challenge due to the substantial disagreement regarding its definition, measurement, and development. 

Despite its importance, it is relevant that studies examining the nature and development of English as a Foreign Language learners’ self-concept remain relatively scarce, especially when these learners are also pre-service English and bilingual teachers. This research presents the results of an exploratory study conducted after a reflective teaching practice with pre-service English and bilingual teachers (n = 23) of the University of Córdoba (Spain), carried out in the Spring Semester of the academic year 2021/22. The participants were asked to write a reflective essay on how they perceive self-concept in language learning and teaching in the digital era, also in relation to their digital competence. Using a qualitative approach, the essays were analysed with Atlas.ti using content analysis. The findings show four key nodes: (i) general ideas about self-concept, (ii) necessary aspects to have a good self-concept, (iii) positive effects of a good self-concept, and (iv) negative effects of a bad self-concept. Among the necessary aspects, participants highlight the importance of the help and behaviour of language teachers, the positive emotions of learners, and an appropriate class environment. As for the positive effects of a good self-concept, the pre-service teachers interviewed agree that the main benefit is the increase of students’ motivation towards the target language and the learning process, together with better student academic performance and the enhancement of the language learning process. Nevertheless, a bad self-concept may also have negative effects, such as feeling ridiculed or not capable of making good use of the target language, repressing the learner’s potential, difficulties when interacting with other speakers, or even the fact that bad feelings may come true, like failing an exam when you feel you will do so. These findings support the importance of self-concept in language learning and teaching and point out the importance of help and guidance on the part of language teachers for students to feel confident in the language learning process. However, it also poses challenges in relation to teacher training, especially with regard to the role of technology and the importance of teacher digital competence in this process.