Examining Content Representativeness of a Young Learner Language Assessment: EFL Teachers’ Perspectives

2016 ◽  
pp. 93-107 ◽  
Author(s):  
Ching-Ni Hsieh
Keyword(s):  
Language Assessment ◽  
Efl Teachers ◽  
Young Learner ◽  
Teachers Perspectives ◽  
Learner Language

scholarly journals Teachers’ Perspectives of the use of CLT in ELT Classrooms: A Case of Soran District of Northern Iraq

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Serwan Husein Taha SHERWANI ◽  
Mehmet KILIÇ
Keyword(s):  
Communicative Language Teaching ◽  
Second Phase ◽  
Structured Interviews ◽  
Northern Iraq ◽  
Positive Attitudes ◽  
Teacher Factors ◽  
Efl Teachers ◽  
Teachers Attitudes ◽  
Teachers Perspectives

This mixed-method study aims at exploring Iraqi English as a Foreign Language (EFL) teachers’ attitudes towards Communicative Language Teaching (CLT). The study was conducted in Soran town, in the northern part of Iraq. The participants of the study were 58 EFL teachers from secondary and high school classrooms. In the first phase, a five-point Likert-scale questionnaire was administered (Karavas-Doukas, 1996) to examine the participants’ attitudes towards CLT principles: “place/importance of grammar, group/pair work, quality and quantity of error correction, the role of the teacher in the classroom, the role and contribution of learners in the learning process.” The second phase of the study was qualitative and consisted of semi-structured interviews to examine the reasons behind the implementation of CLT in terms of the factors that hinder and encourage the implementation of CLT in the Iraqi setting. The results of the quantitative analysis revealed that the teachers held overall positive attitudes towards the use of CLT. The findings of the interview phase concluded that the main factors that cause the failure and success of the implementation of CLT in Iraq can be categorized under four headings: educational factors, teacher factors, student factors, and CLT factors. The results of the study suggest that the educational system and the teachers’ communicative competence are essential to promote the employment of CLT in Iraqi EFL classrooms.

scholarly journals An Exploration of Teachers' Perspectives towards Cognitive, Affective and Linguistic Teaching Principles while Teaching English as a Foreign Language

2021 ◽  
Vol 13 (1) ◽  
pp. 17-40
Keyword(s):  
Foreign Language ◽  
Teaching English ◽  
Male And Female ◽  
The Third ◽  
Teaching Principles ◽  
Efl Teachers ◽  
Cognitive Principles ◽  
Utmost Care ◽  
Males And Females ◽  
Teachers Perspectives

The study aimed at exploring EFL teachers' perspectives towards cognitive, affective and linguistic teaching principles while teaching English as a foreign language. To conduct the study, the researchers prepared a questionnaire of 30 items that was distributed into three group domains. The first group was the cognitive principles. The second one was the affective principles, and the third group was the linguistic principles. Forty-six male and female EFL teachers responded to the questionnaire's items. Suitable statistical analyses were used to analyze the data. The results of the study pointed out that EFL teachers had positive perspectives towards these teaching principles, as the analysis showed that they looked at these principles positively and they gave them their utmost care and concern. Besides, the analysis showed that the cognitive principles came in the first rank compared with the other two groups (affective and linguistic) as they got the highest mean. Moreover, the results revealed that there were no statistical significant differences, regarding gender, in the participants' perspectives towards the importance of these teaching principles while teaching English as a foreign language as the means of males and females were closer to each other. Keywords: Cognitive Principles, Affective Principles, Linguistic Principles, Foreign language.

scholarly journals Teachers’ Perspectives towards the Implementation of Constructivism in Teaching EFL at Salahaddin University

2019 ◽  
Vol 5 (3) ◽  
pp. 28
Author(s):  
Qismat M. Zahawi ◽  
Fatimah R. Hasan Al Bajalani
Keyword(s):  
Teaching And Learning ◽  
Learning Approach ◽  
Efl Teachers ◽  
University Level ◽  
Teachers Perspectives

The aim of this study is to elicit Kurdish EFL teachers’ perspectives on constructivism and its implementation at university level. To obtain the needed data, a questionnaire is administered to 49 EFL teachers at Salahaddin University. According to the most significant results of the research, the Kurdish EFL teachers in general have positive perspectives toward constructivism as a teaching and learning approach. However, their agreement with the implementation of the different principles of constructivism varied and the agreement percentage for the items ranged from 89.39% to 73.47%. It is worth mentioning that the current study is an extract from a PhD dissertation that investigates the effectiveness of implementing the principles of constructivism in the Kurdish context.

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