Assessing the Readiness of Pre-service Teachers to Teach English to ESL Learners in Fijian Secondary Schools

A Study of Their Language Learning Experiences and Perceptions




English as a Second Language (ESL), Pre-service teachers, culturally responsive and inclusive, cultural awareness, language learning experiences, readiness to teach


This study aimed to assess the readiness of pre-service English teachers in a teacher training program at Fiji National University to teach English as a Second Language (ESL) to Fijian ESL learners. Using a mixed-methods approach, data were collected from twenty-two students enrolled in a compulsory language course during their third year of undergraduate study. These findings underscore the pivotal role of English teachers in maximizing students’ formal schooling and exposure to their native language (L1) to create an engaging learning environment. Additionally, this study found that enhancing pre-service teachers’ cultural awareness improves their readiness to teach English to Fijian ESL students. Central to this study is the recognition of the essential elements necessary in pre-service teacher education programs. This study includes multifaceted support systems, such as emphasizing the significance of comprehensive support in pre-service teacher education programs, including mentorship programs, practical teaching opportunity experiences, feedback mechanisms, platforms for self-reflection and peer reflection opportunities, integration of technology into teaching, and the improvement of effective communication and teaching methodologies. These findings hold substantial promise in informing and potentially guide policy decisions and offer recommendations for the refinement of teacher-training programs and curriculum development in secondary school settings. This study recommends the provision of training and support through professional development seminars geared towards fostering culturally responsive and inclusive classrooms, emphasizing the importance of training and ongoing support for teachers.



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Author Biographies

Josaia Tulomana, Fiji National University (FNU), Lautoka, Fiji.

Postgraduate student in Postgraduate Diploma in Teaching English as a Second Language (TESL), School of Communication, Language & Literature, Fiji National University (FNU), Lautoka, Fiji.


Varanisese Tagimaucia, Fiji National University (FNU), Lautoka, Fiji.

Research Scholar, Mangalore University, India; Assistant Lecturer in Education and Sports Education, Department of Secondary & Sports Education, School of Education, College of Humanities & Education, Fiji National University, (FNU), Lautoka, Fiji.



Satish Prakash Chand, Fiji National University (FNU), Lautoka, Fiji.

Assistant Professor in Education, Department of Primary and Early Childhood Education, School of Education, College of Humanities and Education, Fiji National University (FNU), Lautoka, Fiji.


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How to Cite

Tulomana, J., Tagimaucia, V., & Chand, S. P. (2023). Assessing the Readiness of Pre-service Teachers to Teach English to ESL Learners in Fijian Secondary Schools: A Study of Their Language Learning Experiences and Perceptions. BELT - Brazilian English Language Teaching Journal, 14(1), e44931.