Integrating Language, Theory and Practice: A Case of a Residential INSET Program

This study aims to investigate the effectiveness of a 12-week residential INSET program. The program was developed and implemented in order to explore the possibility of integrating three main components of language competence, methodology and teaching practice into one program. The data were collected and analyzed through the pre- and post-language test, the closed- and open-ended questionnaires, and a semi-structured e-mail interview. The study found that a residential INSET program integrating three main components of language teaching was effective in terms of the improvement of language competence and the development of confidence in teaching English in English through enhancing the trainee teachers’ competences. It also found that a considerate approach to implement the program was needed to encourage trainee teachers’ active participation in the program considering the workload and active learning process. It is suggested that attention needs to be paid to the characteristics of participants in providing an INSET program.