Abstract:

This study examines the language needs of pre-service teachers of English for the Language Proficiency Assessment for Teachers (English) (LPATE)). More specifically, the study aims to identify 1) the language needs of pre-service teachers in terms of language difficulty(s) and 2) how different demographic backgrounds of these teachers (e.g. a major in an English language-related subject/ education and the length of stay in an English-speaking country) may affect their perceived areas of language difficulty(s) in English. A total of 124 pre-service teachers who were the participants in a language enhancement course offered by a local university aiming at assisting the pre-service teachers to attain the required level in the language assessment for English participated in a questionnaire survey. This study has identified several areas of difficulty that pre-service teachers have in English language. The findings can shed lights on course design and materials development for the language enhancement courses, may they be provided during undergraduate or post-graduate training or continuing professional development. In so doing, teachers can then be effectively assisted to meet the standards of the language assessment.  

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