A Qualitative Inquiry on the Experiences of IP Students as Aspiring Language Teachers

The purpose of this research was to understand the challenges encountered by IP students in this field, how they navigate these challenges, and the valuable insights they gain from their educational journey. The importance of this study lies in its potential to inform pedagogical approaches, curriculum development, and resource allocation in the Institute of Education particularly in English program. To answer the research questions, a phenomenological research approach was employed. The participants were 14 IP students who enrolled in BSED English program. The main research results revealed a range of experiences among IP students as aspiring language teachers, having difficulty in speaking English, struggling with anxiety, constraints in the fear of judgement, and adjustment to a new language. Coping mechanisms varied, including socializing and adapting strategies, relying from different media platforms, incorporating all possible learning styles and strategies, and relying on emotional and moral support. Insights gained by students highlighted the importance to stay persistent, demonstrate determination and resilience, maintain confidence, and seek for financial support. The implications of this research are significant for both academia and practice. Finally, this study contributes valuable insights into the experiences, coping mechanisms, and insights of IP students as aspiring language teachers, paving the way for enhancing language education and better preparation of future endeavors as aspirant language teacher.