The Effectiveness of the Whole Language Approach On Fostering Student Teachers’ CEFR Levels Of English
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This research explored the effectiveness of the whole language approach on student teachers' CEFR levels and enhancing their English language proficiency. The participants were 70 student teachers majoring in English and enrolled in a 17-week course in English Classroom Management. The research instrument for collecting quantitative data was the 50 Min EF SET test of English aligning with the CEFR levels. The quantitative data was collected by comparing the pre-and post-test results after the implementation of the whole language approach and analysed by descriptive statistics. The qualitative data were from reflective essays and analysed by using content analysis. The findings showed that all participants scored higher and 60 of them gained a higher level of CEFR. Furthermore, the whole-language-based classroom enhanced the participants’ English proficiency with five elements: the learning contents, languages of instruction, learning materials and platforms, assignments, and classroom interactions. The research implied that the whole language approach could work effectively, especially with beginner learners at the A1 and A2 levels of CEFR. English as a medium of instruction played a major role in learners’ exposure to English. Bilingual classroom interactions encouraged them to communicate in English.
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This article is published under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0), which allows others to share the article with proper attribution to the authors and prohibits commercial use or modification. For any other reuse or republication, permission from the journal and the authors is required.References
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