Teachers’ Readiness to Use Instructional English in Primary Classrooms within an ESP Context

Abstract

The use of instructional English as a medium of instruction in primary classrooms requires student teachers to demonstrate integrated linguistic, pedagogical, and affective readiness. However, challenges remain in translating English for Specific Purposes (ESP) learning into effective classroom practice. This study investigates student teachers’ readiness to use instructional English across four dimensions: knowledge, classroom language skills, self-confidence, and classroom interaction readiness. A quantitative survey design was employed involving 133 student teachers enrolled in a Primary School Teacher Education (PGSD) program. Data were collected using structured questionnaire and analyzed using descriptive statistics. The findings reveal a moderate to high level of overall readiness. Performance-based dimensions, particularly classroom language skills and classroom interaction readiness, are more developed than knowledge and self-confidence. This indicates that while student teachers are able to perform instructional tasks in English, their conceptual understanding and confidence remain limited.