TEFL Students’ Professional Identity Formation: Post-WIL Survey 外语教师的职业认可：工作整合学习（WIL）实践后问卷

感谢您参与本次问卷。请您在答题前阅读下方知情同意书。

知情同意书（Informed Consent Form）

研究标题（Research Title）：  

工作整合学习（WIL）实践对英语师范生学生职业认同的影响 

The Impact of Work-Integrated Learning (WIL) on TEFL Students' Professional Identity Formation  

研究者（Researcher）：  

于杨，马来亚大学

YuYang, Universiti Malaya


1.研究简介（Study Introduction）

感谢您参加本研究！本研究旨在探讨英语师范生在学习期间实习中的职业认同发展。研究包含两次问卷调查（实习前和实习后），每次约5-10分钟，您的回答将保持完全匿名，仅用于学术研究。 

Thank you for participating in this study! This study aims to explore the professional identity formation of TEFL undergraduate students during WIL placements. It consists of two surveys (Pre-WIL and Post-WIL), each taking approximately5-10 minutes. Your responses will remain completely anonymous and will be used solely for academic research.  


2.参与者权利（Your Rights as a Participant）

·自愿参与（Voluntary Participation）： 您的参与是完全自愿的，您可以随时退出，无需提供理由。  

  Your participation is entirely voluntary, and you may withdraw at any time without providing a reason.  

·数据隐私（Confidentiality & Data Privacy）： 您的所有回答将严格保密，仅用于学术分析，不会影响您的学业或职业发展。  

  All your responses will be kept strictly confidential and used solely for academic analysis. They will not affect your studies or career prospects.  

·无风险（No Risks Involved）： 本研究不会给您带来任何身体或心理上的风险。  

  This study poses no physical or psychological risks to you.  

·联系方式（Contact Information）： 如有任何疑问，请联系研究者邮箱： 

  If you have any questions, please contact the researcher at:

  yang921921921@gmail.com


3.研究同意（Consent to Participate）

请在以下选项中勾选，以确认您已阅读并理解上述信息，并自愿参与本研究。 

Please select the option below to confirm that you have read and understood the above information and voluntarily agree to participate in this study.  

知情同意书 Informed Consent Form

Thank you for participating in this study on TEFL students’ professional identity formation during Work-Integrated Learning (WIL) placements. This study consists two separate surveys: one before you start your WIL placement (Pre-WIL Survey) and one after you complete your WIL placement (Post-WIL Survey). This one is the Post-WIL Survey. Please respond honestly. Your responses will be kept confidential.

To ensure your responses remain anonymous while allowing us to match your Pre- and Post-WIL responses, please create a unique Participant ID using the following formula:

Capital letters of your full name + Your birth date

Example: If your name is Han Leilei, born in 1999.9.21, your Participant ID would be:HLL0921

Important: Use exactly the same Participant ID in both surveys.

感谢您参与本研究，探讨英语师范学生在工作整合学习（WIL）实习期间的职业认同形成。本研究包括两份独立的调查问卷：一份在您开始实习之前填写（实践前调查问卷），另一份在您完成WIL实习之后填写（实践后调查问卷）。本问卷为实践后调查问卷。请您如实作答，您的回答将被严格保密。

为了确保您的回答匿名，同时使我们能够匹配您的WIL前后调查问卷，请按照以下规则创建一个唯一的参与者ID：

姓名拼音的首字母 + 出生的日期

示例：如果您的名字是韩雷雷，出生于1999年9月21日，则您的参与者ID为：HLL0921

重要提示：请在两份问卷中使用完全相同的参与者ID。

你的参与者ID：
Your participant ID:

第一部分：对教师职业的承诺 （1 =非常不同意，5 =非常同意）

Section 1: Commitment to Teaching as a Profession  (1 = Strongly Disagree, 5 = Strongly Agree)

C1. 在WIL实习后，我确信自己想从事英语教师职业。
   After my WIL placement, I am confident that I want to pursue a career as an English language teacher.
C2. WIL经历强化了我对教师职业的认同感。
    My WIL experience reinforced my belief that teaching is an excellent profession for me.
C3. 现在我更能想象自己长期从事英语教学工作。
    I now see myself working as an English teacher long-term.
C4. WIL实习后，我对成为英语教师的热情有所提升。
    After my WIL placement, I am more passionate about becoming an English language educator.
第二部分：教学自我效能感 （1 =毫无信心，5 =非常有信心）
Section 2: Self-Efficacy in Teaching （1= Not Confident at All, 5 = Highly Confident）
SE1. 在WIL实习后，我更有信心向学生解释复杂的英语语言概念。
    After my WIL placement, I feel more confident in my ability to explain complex English language concepts to students.

SE2. 现在我更能够有效地规划和组织英语课程。 

    Now I am more capable of effectively planning and structuring an English lesson.

SE3. 在WIL实习后，我更相信自己能有效管理课堂
    After WIL placement, I have increased confidence in managing a classroom effectively.

SE4. 现在，我更能使学生积极投入到有意义的语言学习中。

    Now I am more capable of engaging students in meaningful language learning.

第三部分：职业社会化与认同 （1 =非常不同意，5 =非常同意）
Section 3: Professional Socialization & Identity （1= Strongly Disagree, 5 = Strongly Agree）

P1. 现在，我对教师职业群体的归属感更强了。

    Now I feel a stronger sense of belonging to the teaching profession.

P2. 在WIL实习期间，我主动与经验丰富的教师讨论了教学实践。

     During my WIL placement, I actively engaged in discussions with experienced teachers about teaching practices.

P3. 现在我更了解英语教师的专业要求。 

     Now I understand the professional expectations of an English language teacher better.

P4. WIL经历帮助我认识到，与其他教师的合作对职业成长至关重要。

     My WIL experience helped me recognize that collaboration with other teachers is essential for professional growth.

第四部分：WIL对实习的影响  （1 =完全不，5 =程度极高）

Section 4: Impact of WIL on Professional Identity (1= Not at All, 5 = To a Great Extent)

W1. WIL实习帮助我建立了更强的专业教学身份。

     My WIL placement helped me develop a stronger professional teaching identity.

W2. WIL实习增强了我的教学信心。  

     WIL placement has increased my confidence in my teaching ability.

W3. WIL实习中我从经验丰富的教师那里获得了有价值的指导, 并且这对我的职业认同形成起到了关键作用。

     During WIL, I received valuable mentorship from experienced teachers during my WIL placement, which played a crucial role in shaping my professional identity.

W4. WIL实习经历帮助了我更好的融入英语教学专业社群。

     My WIL experience helped me better integrate into the TESL professional community.

感谢您的配合，本次实习前的问卷调查已结束。
Thank you for your cooperation. The Post-WIL survey has now concluded.

第一部分：对教师职业的承诺 （1 =非常不同意，5 =非常同意）

Section 1: Commitment to Teaching as a Profession  (1 = Strongly Disagree, 5 = Strongly Agree)

C1. 在WIL实习后，我确信自己想从事英语教师职业。
   After my WIL placement, I am confident that I want to pursue a career as an English language teacher.
C2. WIL经历强化了我对教师职业的认同感。
    My WIL experience reinforced my belief that teaching is an excellent profession for me.
C3. 现在我更能想象自己长期从事英语教学工作。
    I now see myself working as an English teacher long-term.
C4. WIL实习后，我对成为英语教师的热情有所提升。
    After my WIL placement, I am more passionate about becoming an English language educator.
第二部分：教学自我效能感 （1 =毫无信心，5 =非常有信心）
Section 2: Self-Efficacy in Teaching （1= Not Confident at All, 5 = Highly Confident）
SE1. 在WIL实习后，我更有信心向学生解释复杂的英语语言概念。
    After my WIL placement, I feel more confident in my ability to explain complex English language concepts to students.

SE2. 现在我更能够有效地规划和组织英语课程。 

    Now I am more capable of effectively planning and structuring an English lesson.

SE3. 在WIL实习后，我更相信自己能有效管理课堂
    After WIL placement, I have increased confidence in managing a classroom effectively.

SE4. 现在，我更能使学生积极投入到有意义的语言学习中。

    Now I am more capable of engaging students in meaningful language learning.

第三部分：职业社会化与认同 （1 =非常不同意，5 =非常同意）
Section 3: Professional Socialization & Identity （1= Strongly Disagree, 5 = Strongly Agree）

P1. 现在，我对教师职业群体的归属感更强了。

    Now I feel a stronger sense of belonging to the teaching profession.

P2. 在WIL实习期间，我主动与经验丰富的教师讨论了教学实践。

     During my WIL placement, I actively engaged in discussions with experienced teachers about teaching practices.

P3. 现在我更了解英语教师的专业要求。 

     Now I understand the professional expectations of an English language teacher better.

P4. WIL经历帮助我认识到，与其他教师的合作对职业成长至关重要。

     My WIL experience helped me recognize that collaboration with other teachers is essential for professional growth.

第四部分：WIL对实习的影响  （1 =完全不，5 =程度极高）

Section 4: Impact of WIL on Professional Identity (1= Not at All, 5 = To a Great Extent)

W1. WIL实习帮助我建立了更强的专业教学身份。

     My WIL placement helped me develop a stronger professional teaching identity.

W2. WIL实习增强了我的教学信心。  

     WIL placement has increased my confidence in my teaching ability.

W3. WIL实习中我从经验丰富的教师那里获得了有价值的指导, 并且这对我的职业认同形成起到了关键作用。

     During WIL, I received valuable mentorship from experienced teachers during my WIL placement, which played a crucial role in shaping my professional identity.

W4. WIL实习经历帮助了我更好的融入英语教学专业社群。

     My WIL experience helped me better integrate into the TESL professional community.

感谢您的配合，本次实习前的问卷调查已结束。
Thank you for your cooperation. The Post-WIL survey has now concluded.
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