https://journal.uhamka.ac.id/index.php/jer <p><strong>Journal of ELT Research (JER):&nbsp;The Academic Journal of Studies in English Language Teaching and Learning</strong> is a peer-reviewed academic journal of studies in English language teaching and learning published biannually in <strong>January and July</strong>. Given that the journal prioritizes research reports in ELT, viewpoint articles in the same field will be considered for publication. Journal&nbsp;ISSN: <strong><a href="http://u.lipi.go.id/1453865285" target="_blank" rel="noopener">2502-292X</a></strong>, e-ISSN&nbsp;<strong><a href="http://u.lipi.go.id/1464660289" target="_blank" rel="noopener">2527-7448</a></strong>. <strong>The scope</strong> includes the teaching and learning of English as a foreign or second language: <em>teaching strategies, language curriculum, testing and assessment, linguistics and teaching, literature and teaching, ICT in language teaching, etc</em>. The Articles submitted should follow the Author Guidelines. Your articles should be sent as MS Word documents to <strong>jer@uhamka.ac.id</strong> or through the journal online submission webpage.</p> University of Muhammadiyah Prof. DR. HAMKA en-US Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2502-292X https://journal.uhamka.ac.id/index.php/jer/article/view/9479 <p>&nbsp;</p> <p>Although the Japanese government decided to make English a formal subject for fifth and sixth graders from 2020, there has been little discussion about how to prepare English teachers. In fact, Curtain and Dahlberg (2003) pointed out that lack of skillful teachers has been a serious issue in teaching foreign languages to elementary school students all over the world. Moreover, in the research on task-based language teaching (TBLT)^" "the role of the teacher has received scant attention” (Van den Branden, 2016, p.164). This study attempts to reveal how Japanese university students who desire to be elementary school teachers transform their beliefs about English language teaching to young learners and develop their teaching skills through TBLT-based teacher education.</p> <p>&nbsp;</p> <p>Keywords: preservice teachers' beliefs and practices, teacher development, TBLT, beliefs about language learning, beliefs about language teaching</p> Kazuyoshi Sato Tomoko Yago Copyright (c) 2022 Kazuyoshi Sato, Tomoko Yago 2022-07-07 2022-07-07 1 20 10.22236/JER_VolIssuepp1-20 https://journal.uhamka.ac.id/index.php/jer/article/view/9494 <p>This manuscript developed from a keynote address focusing on patterns in language teacher education. Participants individually and collectively were challenged to consider their role(s) on the world stage of language education through three patterns: context, content, and professional development. They were further encouraged to consider the relationships within and among the three patterns and invited to further sense-make and make meaning during the conference with their presentations and interactions. The keynote was delivered 17 May 2019 at the 36^th International Conference on English Teaching and Learning by Taiwan's English Teaching and Research Association (ETRA) held on the campus of Tunghai University, Taichung, Taiwan.</p> Robert C. Kleinsasser Copyright (c) 2022 Robert C. Kleinsasser 2022-07-18 2022-07-18 21 30 10.22236/JER_VolIssuepp21-30