The belief change of Indonesian student teachers’ behavioral and emotional strategies in EFL online practices

The present study aims to examine whether or not the student teachers’ (STs’) beliefs on behavioral and emotional strategies before and during online teaching practices change, and how the beliefs change. A mixed-methods research design was applied since both quantitative and qualitative data were collected. A Likert-scale questionnaire was used to collect the quantitative data, while the data from classroom observation and interviews were collected for the qualitative study phase. A case study approach is applied for the qualitative phase, involving only a few participants. Thirty-seven students in their fourth year of the English education study program at a particular university in Indonesia participated in completing the questionnaires. However, only eight students were involved in interviews and classroom observations. The findings reveal three crucial points: First, STs applied punishment and issued warnings, remained quiet, and ignored misbehaving students when they could not hide their frustration in controlling student misbehavior. Their emotions are identified and reflected through their behaviors. Second, STs elaborated their beliefs by complimenting students' appropriate behavior regarding verbal and non-verbal cues, including the emoticons presented on the screen or in the chat box. Third, four processes of the belief change were identified: elaboration, modification, disagreement, and awareness/realization. The findings indicate that academic emotions are crucial components of a study program that address the needs of student teachers for success. In other words, they can be a valuable input for the teacher education program, enabling the design of better courses and preparing STs for their future careers.