Determinants of Pre-service English teachers' proficiency variation

Abstract

Factors predicting the English proficiency development of learners have been scarcely reported in empirical research. The current study investigated factors that predicted variation in the English proficiency of a cohort of 75 students of English enrolled in an English language teacher training program at a Vietnamese University. The study, conducted after two years of implementing the program, used a practice IELTS test to determine the proficiency levels and a questionnaire of influential factors as well as an interview to probe the factors. The results showed thatlearner factors including entry level, time management for part-time job and self-study, and use of self-regulated learning strategies could better predict their English proficiency than others related to direct training such as assessment and teaching methods.