抄録
Student success in Foreign Language Studies (FLS) in fifth and sixth grades is predicated on the learning outcomes of Foreign Language Activities (FLA) in third and fourth grades. Though FLA has been taught for a few decades in elementary schools, teachers still report a lack of confidence in teaching FLA. Unfortunately, teacher training is limited by time constraints, and thus, it is crucial that training focuses on areas that are most necessary. Gaining a deeper understanding of teacher experience in FLA potentially provides input for these training necessities. This study analyzed data collected from teacher responses to surveys over four different stages of FLA. Each cross-sectional survey was implemented to measure teacher experience of FLA. Survey data revealed teachers’ confidence in FLA has slightly grown over time, but with the introduction of FLS, teachers currently feel their language and teaching skills are insufficient to prepare students for FLS. They also reported a lack of (1) time to prepare for lessons and (2) know-how to team teach. From our interpretations of these survey results, we suggest that in-house training connected to teachers’ daily teaching practices could be more efficient and effective for in-service teachers.