EFL Teachers’ Competencies According to Student Opinions

2022 ◽  
pp. 630-635
Author(s):  
Saide Sadıkoğlu ◽  
Şahin Akdağ ◽  
Murat Tezer ◽  
Rashad Khalilov
Keyword(s):  
Student Opinions ◽  
Efl Teachers

PENGEMBANGAN SILABUS MENULIS DESKRIPSI BERBASIS MEDIA PICTURE AND PICTURE DI KELAS IV SEKOLAH DASAR

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Nurjani Nurjani
Keyword(s):  
Elementary School ◽  
Lesson Plan ◽  
Validity Data ◽  
Student Responses ◽  
Validity Test ◽  
Student Opinions ◽  
Effective Media ◽  
Addie Model ◽  
Effectiveness Data

The problem of this research is motivated by the lack of students' ability in learning to write descriptions. Therefore the purpose of this research is to produce a syllabus for writing a description based on a valid, practical and effective media picture and picture. The model used in this study is the ADDIE model. The subjects in this study were students and teachers of SDN 01 Simabur. Validity data was taken from the learning syllabus validation sheet. Practicality data can be seen from the observation sheet of the implementation of the lesson plan, as well as the questionnaire of teacher and student opinions. The effectiveness data is seen from the results of students' writing learning. The results of the validity test by experts and practitioners are categorized as very valid namely 90% and 87%. The practicality of the syllabus is categorized as very practical, evidenced by observing the implementation of the RPP with a percentage of 89%, and supported by teacher and student responses of 90% and 91%. Finally, the effectiveness felt by students in writing descriptions is categorized to be very effective, which can improve students' ability to write descriptions. In short, that the development of syllabus writing description based on picture and picture media in grade IV elementary school can be declared valid, practical, and effective.

INVESTIGATING EFL TEACHERS’ PERCEPTIONS AND PRACTICES REGARDING LEARNER AUTONOMY AT DONG THAP UNIVERSITY

2018 ◽  
Vol 127 (6B) ◽  
pp. 5
Author(s):  
Anh Thanh Nguyet Le
Keyword(s):  
Language Education ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Teachers Perceptions ◽  
Local Contexts ◽  
Efl Teachers ◽  
University Life

<p><em>Learner autonomy is currently one of the central themes in language education. </em><em>Autonomous learning plays an important role not only in university life but also throughout life for learners.</em><em> Exploring teachers’ perceptions and practices regarding learner autonomy is necessary, especially in local contexts, to provide more insights of this field. The present study was conducted with 20 EFL teachers at Dong Thap University through interview. The findings showed that all of them had positive understandings in related aspects and levels of learner autonomy. In practice, they made significant attempts to cultivate students’ autonomy. However, they faced certain problems shared by EFL teachers elsewhere.  </em></p><p><em></em><em><br /></em></p>

Jordanian EFL Teachers' Perceptions of the Appropriateness of Action Pack Textbooks

2006 ◽  
Vol 151 ◽  
pp. 33-56
Author(s):  
Ali Ahmad Al-Barakat ◽  
Ruba Fahmi Bataineh ◽  
Samih Mahmoud Al-Karasneh ◽  
Rula Fahmi Bataineh
Keyword(s):  
Public Schools ◽  
Developmentally Appropriate ◽  
Structured Interview ◽  
Instructional Materials ◽  
Teachers Perceptions ◽  
Textbook Series ◽  
Assessment Tasks ◽  
Wide Range ◽  
Efl Teachers ◽  
Age Appropriate

This study investigates the appropriateness of the Action Pack Textbook Series (APTS) currently taught in the first four primary stage classes in Jordanian public schools. An evaluation checklist, compiled from the literature, and a semi-structured interview were used to evaluate the content, layout, assessment tasks, teacher's book and the availability of supplementary materials. The findings support the following conclusions: Poor ratings were minimal; APTS is adaptable to the needs of both teachers and pupils and provides a broad range of resources that can be selectively integrated into the curriculum; APTS contains modes of instruction that are developmentally appropriate for a wide range of learners; APTS instructional materials are interesting, engaging and effective for the target learners; the format of the teacher's book is easy to follow, the directions for implementing activities are clear, and the teacher's book itself is flexible and allows teachers to choose from a variety of activities to use with their pupils; for the most part, non-text materials are used appropriately to promote learning; and, overall, the materials for the pupils are well written, age-appropriate and compelling in content.

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