Pre-service teachers' Attitudes to Learning English for Teaching at Primary Schools

MOEYS released a new curriculum framework that integrated English into primary education. TEC has implemented English courses and teaching methodologies for pre-service teachers. This new course is uncomfortable for them because, previously, they learned English as an elective course to meet the requirements of the studies but from now on, student teachers have to use it at primary school. This study aimed to explore difficulties, attitudes, and motivation in English language learning and teaching. This article is timely and relatively, especially, at the time when English is being needed as an obligatory major in the first cycle of primary education in Cambodia. The research was based on the qualitative approach using semi-structured interviews. Interview questions were distributed to student teachers of Phnom Penh Teacher Education College (TEC). There were 2 main issues in this research: (1) Attitudes towards learning and teaching English as a second language and (2) the profile of the pre-service teachers' language learning, difficulties, and need for support. The study demonstrated the findings of small-scale research that applied to a group of primary student teachers on their attitudes toward learning and teaching English. The results suggest that student teachers have moderately positive attitudes toward learning English but diverse attitudes toward teaching a foreign language. The findings of this study suggested that pre-service teachers are generally positive about the importance of learning English for teaching at primary school but they need some support and feedback. They believe that English is a valuable skill for students to have in the 21st century and that it could help student teachers succeed in school and life. They also believe that learning English can help students develop 21st-century including critical thinking, problem-solving, and collaboration. However, the study also found that student teachers have some concerns about learning English for teaching at primary school. These concerns include the lack of qualified content knowledge and teaching methods of English in primary schools, the lack of resources for English learning in primary schools, and the pressure to perform well in English pedagogy. The study concludes that these concerns need to be addressed to improve English learning and teaching for primary school students. With the right support, pre-service teachers will be able to help make a significant difference in the English learning of primary school students.