Teacher agency in pragmatic pedagogy

2021 ◽  
Vol 15 (3) ◽  
Author(s):  
Zia Tajeddin ◽  
Mehri Bagheri
Keyword(s):  
Corrective Feedback ◽  
Large Body ◽  
Pragmatic Competence ◽  
Structured Interviews ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Scant Attention ◽  
Beliefs About Teaching ◽  
Pragmatic Knowledge ◽  
Pragmatic Instruction

Despite the existence of a large body of research on pragmatic instruction, teachers’ beliefs about teaching and assessing pragmatic competence have received scant attention. The present study sought to investigate Persian-speaking EFL teachers’ beliefs and perceived knowledge about pragmatic instruction and assessment and their self-reported instructional practice. To achieve this aim, a questionnaire was administered to 204 EFL teachers and 30 of these teachers also participated in semi-structured interviews. The findings showed that even though the teachers were aware of the importance of pragmatics, they did not consider themselves highly competent in teaching the subject to learners or in the assessment of learners’ pragmatic abilities. The most frequent method they reported having used was pragmatic corrective feedback. Further, the teachers believed that their colleagues and institute directors also gave little weight to the improvement of learners’ pragmatic abilities, and they further argued that textbooks and exams, while containing some pragmatics-related sections, failed to enhance and measure learners’ pragmatic knowledge. These results have critical implications for teachers’ pragmatic awareness in their professional development and for the inclusion of more explicit pragmatic activities in textbooks.

scholarly journals The Influence of Educational Programme on Teachers’ Error Correction Preferences in the Speaking Skill: Insights from English as a Foreign Language Context

2016 ◽  
Vol 9 (6) ◽  
pp. 76
Author(s):  
Emre Debreli ◽  
Nazife Onuk
Keyword(s):  
Student Achievement ◽  
Foreign Language ◽  
Error Correction ◽  
Corrective Feedback ◽  
Educational Programme ◽  
Classroom Observations ◽  
Structured Interviews ◽  
Efl Teachers ◽  
Speaking Skill ◽  
Language Context

<p class="apa">In the area of language teaching, corrective feedback is one of the popular and hotly debated topics that have been widely explored to date. A considerable number of studies on students’ preferences of error correction and the effects of error correction approaches on student achievement do exist. Moreover, much on teachers’ preferences of error correction approaches has also been explored. However, less seems to be done with regard to teachers’ practices of error correction approaches, especially in the area of English as a Foreign Language (EFL). The present study explored EFL teacher’s preferences of error correction approaches in the speaking skill, and further focused on whether the teachers were able to employ the approaches they preferred in their classrooms. Data were collected from a group of 17 EFL teachers, through semi-structured interviews and classroom observations. The findings revealed that although the teachers had clear preferences for error correction approaches, they could not employ them in their classrooms owing to the educational programme constraints. Furthermore, it was observed that they often had to adopt approaches that they were not actually in favour of. Implications for programme and curriculum designers are further discussed.</p>

The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Dogan Yuksel ◽  
Adem Soruç ◽  
Jim McKinley
Keyword(s):  
Individual Differences ◽  
Corrective Feedback ◽  
Teaching Experience ◽  
Educational Background ◽  
Beliefs And Practices ◽  
Special Training ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
The Impact ◽  
The Relationship

Abstract This study investigated Turkish EFL teachers’ beliefs and practices about the aspects of oral corrective feedback (OCF). It explored the impact of individual differences, namely educational background, special training, and teaching experience, on the relationship between the beliefs and practices. Data on teachers’ practices were collected via 153 h of classroom observations from 51 Turkish EFL teachers at two different universities, and teachers’ beliefs were gathered by a task about OCF. The results showed that teachers’ beliefs and practices were consistent on the aspects of perceived effectiveness, grammatical errors, implicit and explicit feedback. However, their beliefs and practices were inconsistent regarding lexical, phonological errors, and timing of OCF. The results also revealed that of the three individual differences, teaching experience most impacted the consistency between beliefs and practices, thus showing the greater role of teaching experience over special training and educational background on the consistency between beliefs and practices about OCF.

Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers

2020 ◽  
pp. 136216882093189 ◽  
Author(s):  
Xuan Van Ha ◽  
Jill C. Murray
Keyword(s):  
Primary Schools ◽  
Classroom Practices ◽  
Corrective Feedback ◽  
Educational Practice ◽  
Classroom Observations ◽  
Beliefs And Practices ◽  
Important Target ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Oral Corrective Feedback

This study investigates Vietnamese EFL teachers’ beliefs and practices regarding oral corrective feedback, exploring and seeking to explain some of the relationships between beliefs and classroom practices. Data were collected in primary schools in Vietnam, and consist of 24 classroom observations and interviews with six teachers. Overall, the teachers showed high levels of awareness of the benefits of oral corrective feedback. They nominated pronunciation errors as the most important target for correction in the primary context. In practice, although pronunciation and grammar accounted for the majority of the total errors, leading to the majority of total feedback moves, the frequency of feedback per error was much higher for vocabulary errors. Prompts were reported by teachers to be more effective and more favourable than reformulations, but this preference was not reflected in the classroom observations, in which a large number of didactic recasts were used. The observed discrepancies are interpreted in relation to contextual factors and the influence of different sets of beliefs on practices. It was also noted that the linguistic realizations of these teachers’ feedback moves contained some inaccuracies. Implications for educational practice are discussed.

Exploring Prospective EFL Teachers' Beliefs About Teachers and Teaching Through Metaphor Analysis

2019 ◽  
pp. 131-147
Author(s):  
Anıl Rakıcıoğlu-Söylemez ◽  
Ayşe Selmin Söylemez ◽  
Amanda Yeşilbursa
Keyword(s):  
Language Learners ◽  
Prospective Teachers ◽  
Study Data ◽  
Structured Interviews ◽  
Prior Beliefs ◽  
Mentoring Practices ◽  
Efl Teacher ◽  
Teachers Beliefs ◽  
Efl Teachers

This study aimed to explore prospective EFL teachers' metaphors of “teachers, teaching and being a prospective EFL teacher” at the beginning and the end of a ten-week practicum course. A total of 110 Turkish prospective EFL teachers voluntarily participated in the study. Data was collected using semi-structured interviews and metaphor-elicitation forms. Results lead to three major conclusions. First, the participants' prior beliefs about the role of an EFL teacher and teaching were affected by their previous experiences as language learners. Second, although the content analysis of the metaphors revealed a limited change throughout the practicum experience, the analysis of the interviews showed the dynamic nature of beliefs held by the prospective teachers. Finally, data analysis of the interviews revealed that the variation in beliefs and practices mainly derived from individual experiences with mentoring practices of the cooperating teachers and the socio-professional context of the practicum school.

scholarly journals Students’ preferences and teachers’ beliefs towards written corrective feedback

2020 ◽  
Vol 9 (1) ◽  
pp. 85-95
Author(s):  
Alviana Tri Adhi Kencana
Keyword(s):  
High School ◽  
Corrective Feedback ◽  
Vocational High School ◽  
Written Corrective Feedback ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Writing Skill ◽  
Efl Students

Writing skill has been considered as a crucial skill that EFL students need to master. One of the techniques usually employed by teachers to help students improve their writing is via Written Corrective Feedback (WCF). Although many studies have been conducted to test its effectiveness, fewer studies have examined students’ and teachers’ preferences and beliefs towards the usefulness of WCF. Therefore, the present study analyzed students’ preferences and teachers’ beliefs regarding WCF. The participants consisted of 35 EFL students and 5 EFL teachers enrolled in SMK Negeri 1 Bawang Banjarnegara, a vocational high school in Banjarnegara, Indonesia. The data were both obtained through written questionnaires for the students and interview questions for the teachers. The collected data were analyzed based on WCF types classified by Ellis (2008), specifically for certain types like direct, indirect, and metalinguistic corrective feedback. The result of the present study demonstrated that both students and teachers mostly agreed that students should receive WCF in large amounts. Both of them also agreed that teachers should provide comprehensive feedback which consists of correction and explanations. Finally, both of them also had similar opinions that form-focused errors should be prioritized for correction than content-focused errors.

scholarly journals Unravelling Teachers’ Beliefs about TPACK in Teaching Writing during the Covid-19 Pandemic

2021 ◽  
Vol 13 (1) ◽  
pp. 317-326
Author(s):  
Lailatun Nurul Aniq ◽  
Nur Arifah Drajati ◽  
Endang Fauziati
Keyword(s):  
Classroom Practice ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Appropriate Technology ◽  
Teaching Writing ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Teachers Beliefs ◽  
Efl Teachers

The purpose of this research is to explore the teacher’s belief about TPACK in teaching writing during the Covid-19 pandemic era. It is in regards to content, technology, and pedagogy that in-service EFL teachers reflect appropriate technology integration and proper teaching strategy that support teaching writing during the Covid-19 pandemic era. This case study used semi-structured interviews and artefact analysis. Three in-service EFL teachers participated in this study. Although there were significant differences in their practical views, this study found how teachers elaborate their belief about in teaching writing, i.e. utilizing familiar smartphones apps, engaging content-based curriculum, and applying student-oriented teaching method. Moreover, the study confirms previous findings of the importance of TPACK in the EFL context. The study highlights the need for the acknowledgement of practical ways in classroom practice of the TPACK framework in teaching writing. Finally, this study might have implications for educational institutions to provide a better improvement in the future.

scholarly journals Teachers’ Beliefs, Perceived Practice and Actual Classroom Practice in Relation to Traditional (Teacher-Centered) and Constructivist (Learner-Centered) Teaching (Note 1)

2017 ◽  
Vol 7 (1) ◽  
pp. 29 ◽  
Author(s):  
Sibel Ersel Kaymakamoglu
Keyword(s):  
Classroom Practice ◽  
Structured Interviews ◽  
Traditional Practice ◽  
Learning And Teaching ◽  
Learner Centered ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Data Collection Instrument ◽  
Turkish State ◽  
Teacher Centered

This study explored the EFL teachers’ beliefs, perceived practice and actual classroom practice in relation to Traditional (teacher-centered) and Constructivist (learner-centered) teaching in Cyprus Turkish State Secondary Schools context. For this purpose, semi-structured interviews and structured observations were employed with purposively selected participants to gain in-depth understanding about the teachers’ beliefs, their perceived practice and actual classroom practice. The teachers were interviewed to elicit their subjective views about their beliefs and perceived practice regarding the themes, teacher-centered and learner-centered teaching in the context of their instructional practice. The observations were carried some time after the interviews had been completed. The teachers were observed for the purpose of exploring to what extent their beliefs were reflected in their classroom practice. COLT (Communicative Orientation of Language Teaching) Observation Scheme was utilized as the data collection instrument. 10 EFL teachers were purposively selected by criterion sampling as the participants of the investigation. An equal number of experienced male and female teachers who were similar in terms of length of experience were selected for the in-depth interviews and observations on voluntary basis. Findings of the study revealed that regarding teacher-centered and learner-centered teaching, teachers showed some variations in their stated beliefs. The interview data indicated that although the teachers expressed their beliefs in Constructivist learning and teaching, and both Constructivist and Traditional, their perceived practice was Traditional (except one teacher for whom it was both). However, the findings based on the observational data showed that Traditional practice was more frequent than communicative potentially Constructivist practice.

scholarly journals EFL teachers� beliefs and practices about digital learning of English

2020 ◽  
Vol 5 (2) ◽  
pp. 304
Author(s):  
Arif Nugroho ◽  
Ira Mutiaraningrum
Keyword(s):  
Technology Use ◽  
English Language ◽  
Structured Interview ◽  
English Language Teaching ◽  
Digital Learning ◽  
Structured Interviews ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Teachers Professional Development

The last two decades have been the witness of many studies reporting the disparity between EFL teachers� beliefs and practices in technology integration around the world. Notwithstanding the enormous studies on EFL teachers� beliefs and perceptions of digital technology use for language classroom, the literature has still been silent on the relation between Indonesian EFL teachers� beliefs and practices. The present study thus sheds some light on 15 EFL teachers� beliefs and practices about digital learning of English in Indonesia. Drawing on data from the written reflections and semi-structured interviews, the findings revealed that these EFL teachers were well equipped with the importance and objective of teaching English by means of digital devices, but appeared hesitant and lacked of preparation in their teaching practices. The semi-structured interview further depicted that their unconfident and lack of preparation was not only a result of inadequate training but also of limited resources and digital facilitation. The institutional supports influenced by environmental readiness also affected their efficacy for digital learning of English. The findings contribute to the realm of English language teaching with regards to offering literature of EFL teachers� professional development.

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