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The study aimed to investigate the current student-teachers’ professional development, to develop a training module to improve their ELT proficiencies and to determine its effectiveness. Consequently, the mixed methods research of the convergent parallel design was applied by using the quantitative and qualitative research and data, such as questionnaires, pre-test and post-test, interviews, class observations, reflective notes, audio-visual materials, and training-related documents. In order to answer the research questions and keep a close consistence with the research design, the proposed ADDIEM Training Module was developed to run through the whole training process within six different phases which constituted of this complete training process. It was mainly informed by the outcomes that the current student-teachers’ challenges were identified in the Needs Analysis Phase, then the training objectives and course syllabus were specified in the Training Design Phase, the lesson plans, instructional strategies and assessment criteria were prepared and determined in the Training Development Phase, the training candidates and location, and the delivery of course training were confirmed and conducted in the Training Implementation Phase, the formative and summative assessments were conducted and the training effectiveness was interpreted in the Training Evaluation Phase, and lastly, the acquired improvements and modification were identified in the Training Modification Phase. The training program was highly accepted by the effectiveness of great benefit and satisfactory from the current student-teachers’ feedbacks, and the specific improvements were discussed and the constructive recommendations were identified in the study.

Development of a training module to improve initial ELT proficiency among student-teachers in multi-ethnic community schools