Abstract:

In modern language education, it is important to consider teachers' preparedness for their role (qualifications and proficiency in the target language), their professionalism (effective, prepared lessons that follow the curriculum/syllabus) and their actions in the classroom (teaching all skills and language within a cultural context). However, lessons are based on interaction between teachers and students. Therefore, quality also encompasses learners’ awareness of their own attitudes towards learning, as well as their conscious and subconscious approaches to learning and acquiring target languages.

This study focuses on a questionnaire comprising two sets of questions on the role of the language teacher and the teaching process, and one set on students’ self-reflection. In February 2026, these were distributed to a group of student teachers who had participated in the first part of the pre-service teacher training programme, which accentuated post-communicative approaches to language teaching and learning, as well as the impact of the CEFR on language education, shifting the focus from a static view of language to a dynamic view of co-construction of meaning.

The questionnaire was based on statements that were validated in the Grundtvig Learning Partnership project (2009–2011). Those that were not relevant to this study were excluded. However, two new descriptors were developed to specify the subject taught: English. The respondents’ answers will be presented quantitatively, with qualitative analysis focusing on issues that reveal problematic areas that students could recognise and comment on. To enhance quality, it is also important to encourage student teachers to reflect on their learning experience, identify their strengths and weaknesses to develop their learning journey.

Keywords:

Quality of language education, quality of language learning, questionnaires, teachers of English, learners of English.