Enhancing EFL Pre-Service Teachers’ Reading Strategy Instruction through Locally and Globally Contextualized Materials
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Abstract
Effective teacher preparation goes beyond enhancing EFL pre-service teachers’ English proficiency. It also involves equipping them with the skills to design culturally relevant course materials. However, little attention has been paid to how locally and globally contextualized materials influence EFL pre-service teachers’ reading strategy competencies, material design skills, and cultural awareness in EFL practices. As such, in this study, we examined the impact of integrating local and global contexts into reading strategy materials on 32 Thai EFL pre-service teachers at a public university. This study particularly explored how the participants developed competencies in reading strategies, material design, and their understanding of culture, identity reflection, and contextualized language learning. Findings showed that the intervention helped the participants to develop culturally contextualized materials significantly improved their reading strategy competencies and material design skills. We also found that these materials influenced their learning in five major areas: (1) contextualized language learning, (2) local cultural knowledge incorporated in meaning-making, (3) cultural and identity reflection, (4) local and national identity integrated into reading instruction, and (5) integration of local and global cultural contexts in EFL practices. These results indicate the need for teacher education programs to provide pre-service teachers with culturally responsive instruction and training in material design so that they are prepared to navigate diverse learning contexts effectively.
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