Herman Resyadi -  IAIN Bone, Indonesia
Ary Putra Sanusi -  Univeristas Negeri Makassar, Indonesia

DOI : 10.30863/ijretal.v4i1.5008

This research aims the personal experiences of novice English as a Foreign Language (EFL) teachers in the classroom. The objective is to gain insights into the challenges faced by novice EFL teachers and strategies to address challenges. Descriptive method is employed, focusing on a single participant selected through purposive sampling. Data is collected through semi-structured interviews. Thematic analysis is used to analyze the interview data. The findings reveal that novice EFL teachers h challenges related to classroom management, lesson planning, and student engagement. Limited teaching experience and a lack of pedagogical knowledge are also identified as contributing factors. However, he demonstrate resilience and engage various strategies to overcome the challenges by seeking mentorship, engaging in professional development, and utilizing student-centered approaches. This research contributes to the existing literature on novice teacher experiences and informs stakeholders to held teacher training programs in the EFL context.

Novice EFL teachers; Classroom experiences; Teaching challenges
  1. Afianti, D., Witono, A. H., & Jiwandono, I. (2020). Identifikasi kesulitan guru dalam pengelolaan kelas di SDN 7 woja kecamatan woja kabupaten dompu. Jurnal Elementaria Edikasia, 3(2).
  2. Akcor, G., & Savasci, M. (2020). A Review of Challenges and Recommendations for Novice EFL teachers in Turkey. Novitas-ROYAL (Research on Youth and Language), 14(2).
  3. Amin, M. Y. M., & Rahimi, A. (2018). Challenges faced by novice EFL teachers. International Journal, 5(1).
  4. Arifin, W. L. (2017). Psychological problems and challenge in EFL speaking classroom. Register Journal, 10(1).
  5. Buehl, M. M., & Beck, J. S. (2015). The relationship between teachers' beliefs and teachers' practices. International handbook of research on teachers' beliefs, 1.
  6. Chen, Z., & Goh, C. (2011). Teaching oral English in higher education: Challenges to EFL teachers. Teaching in Higher Education, 16(3).
  7. Davies, S. (2012). Embracing reflective practice. Education for primary care, 23(1).
  8. Higgins, S., Xiao, Z., & Katsipataki, M. (2012). The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation. Education Endowment Foundation.
  9. Hirsch, S. E., Lloyd, J. W., & Kennedy, M. J. (2019). Professional development in practice: IMproving novice teachers' use of universal classroom management. The Elementary School Journal, 120(1).
  10. Khatoony, S., & Nezhadmehr, M. (2020). EFL teachers' challenges in integration of technology for online classroom during COronavirus (COVID-19) pandemic in Iran. AJELP: Asian Journal of English Language and Pedagogy, 8(2).
  11. Laal, M., & Ghodsi, S. M. (2012). Benefit of collaborative learning. Procedia-Social and Behavioral Sciences, 31.
  12. Opfer, V. D., & Pedder, D. (2010). Benefit, status and effectiveness of continuous professional development for teachers in England. The curriculum journal, 21(4).
  13. Pol, J. V. d., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: A decade of research. Educational psychology review, 22.
  14. Shagrir, L. (2010). Professional development of novice teacher educations: professional self, interpersonal relations and teaching skills. Professional development in education 36.
  15. Vance, A., Pendergast, D., & Garvis, S. (2015). Teaching resilience: A Narrative Inquiry into the Importance of Teacher Resilience. Pastoral care in Education, 33(4).
  16. Yorke, M. (2011). Formative assessment and its relevance to retention. Higher education research & Development, 20(2).

Full Text:
Article Info
Submitted: 2023-07-06
Published: 2023-07-06
Section: Articles
Article Statistics: 159 118