The role of TPACK in affecting pre-service language teachers’ ICT integration during teaching practices: Indonesian context

2019 ◽  
Vol 25 (3) ◽  
pp. 1929-1949 ◽  
Author(s):  
Akhmad Habibi ◽  
Farrah Dina Yusop ◽  
Rafiza Abdul Razak
Keyword(s):  
Teaching Practices ◽  
Language Teachers ◽  
Ict Integration

The Role of Teachers in CALL

2018 ◽  
pp. 29-52
Keyword(s):  
Diffusion Of Innovation ◽  
Language Teaching ◽  
Language Teachers ◽  
Teaching Methodology ◽  
Teacher Role ◽  
Ict Integration ◽  
Language Classes ◽  
Efl Teachers ◽  
Role Of Teachers

The main aim of this chapter is introducing and discussing the role of teachers in CALL. First the role of teachers in EFL classes along with the timeline of language teaching methodology (from grammar translation method to CLT approach) as well as post-method era are discussed. Then the benefits of using CALL for language teachers is addressed, and the concept of teacher role in CALL is defined and specified. The importance of EFL teachers' cognition in successful ICT integration is discussed in the closing section of the chapter. This is specifically related to discussions about theory of diffusion of innovation and how it can be related to CALL history and integration in language classes.

scholarly journals The Role of Motivational Teaching Strategies Used by English Language Teachers in Urdu Medium Secondary Schools in Pakistan

2019 ◽  
Vol 9 (2) ◽  
pp. 343
Author(s):  
Muhammad Asif Saleem ◽  
Mamuna Ghani
Keyword(s):  
Secondary Schools ◽  
Language Learners ◽  
Teaching Strategies ◽  
Teaching Practices ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Teachers And Students ◽  
English Language Teachers

A number of strategies are used by English language teachers to get the desired outcomes from the language learners. The strategies prove useful when implemented in accordance with the level of the students and the environment of the L2 classroom. The prime focus of the teachers is to keep the learners motivated in learning English language. This particular research is conducted with the objectives and reasons for which the English teachers in Urdu medium secondary schools and students make use of motivational teaching strategies in their L2 classroom and similarly to indicate the situations where these strategies would be more helpful and crucial. Interview questions were distributed among English teachers and the students of matriculation. They were asked to read the questions and spell comprehensive answers. A comparison is made between the results obtained by the answers of Urdu medium secondary schools’ teachers and students. The data were collected and interpreted qualitatively that reflected the views of teachers and students of Urdu medium schools about the use of motivational teaching practices in ELT classroom in relation to students’ proficiency of L2 learning.

scholarly journals A Preliminary Exploration of Teachers’ Attitudes towards Intercultural Communication through ELF

EL LE ◽  
2020 ◽  
Author(s):  
Anna Maria De Bartolo
Keyword(s):  
Intercultural Communication ◽  
Teaching Practices ◽  
Theoretical Background ◽  
Language Teachers ◽  
Communication Research ◽  
Lingua Franca ◽  
Preliminary Study ◽  
Teachers Attitudes ◽  
Initial Results

The present paper draws attention to the intercultural nature of English used as a lingua franca in flexible, dynamic and evolving communicative settings and consequently, to the need for language teachers to become aware of the multifaceted English world, where goals and purposes for using English are constantly challenged and re-created. Drawing on the connection between Intercultural communication research and ELF findings, the paper aims to provide empirically-grounded suggestions for language teachers in the hope to stimulate reflections on the role of intercultural aspects in classroom approaches and therefore, encourage to incorporate ELF-oriented pedagogies in well-established teaching practices. In light of a theoretical background, an exploration of language teachers’ attitudes towards ELF and intercultural issues will be conducted and the initial results of a preliminary study presented. Finally, implications for language teaching will be offered.

Methods Of Teaching English Literature For Students Of Graduation In Andhra Pradesh

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 455-457
Author(s):  
Y.L MARREDDY
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Literature ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Teaching Literature ◽  
Universal Language ◽  
Level Of Understanding

Y.L MARREDDY English is recognized as a universal language. Learning English is inevitable in this present global scenario. It also acts like a link language. Especially, English literature enables learners to develop critical thinking skills, helps to discover and enlighten themselves. It is quite challenging task to teachers to teach literature for studentsin non native English countries like India. The role of the language teachers becomes predominant and the methods of teaching literature according to the students’ level of understanding also play a significant role because studying literature assists students’ tohave real time experiences, passion for language acquisition and think innovatively. In this context, it is necessary for teachers to distinct between teaching literature for special purposes or it is used as a resource language for teaching this foreign language. This paper throws light on the importance of teaching literature, several approaches and methods of teaching literature at graduate level. Literature connects the cultures across the world, throws challenges to solve and even to heal some cultures. It really provides an individual space for learners to express themselves and improve competence levels among them. It allows learners to share their participation in the experience of others, strengthens to shape, alter their attitude and meet their expectations.

Penerapan Pendekatan Kontruktivisme dalam Pembelajaran Bahasa Indonesia di SMP Negeri I Remboken

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Femmy Tresje Pelealu
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Teaching Methods ◽  
Language Teaching ◽  
Language Teachers ◽  
Development Model ◽  
Strategy Model ◽  
Bahasa Indonesia

This study is conducted in order to describe the development model ofconstructivistic teaching in Indonesian language for the sake of maximizing thestudents’ attitude in critical thinking. Operationally this study is done inorder to describe the concept and strategy model and the materials of constructivisticIndonesian language teaching developed by the teachers in SMP Negeri 1 Rembokenfor the sake of maximizing the students’ attitude in critical thinking. TheIndonesian language teachers’ concept on the planning and the conduction ofconstructivistic teaching related to what Indonesian language teaching is, howthe textbook and the materials are used, the purpose of Indonesian languageteaching is, the role of the teacher, the role of the students in the teachingand learning process, the use of teaching methods and media, and the procedureof the conduction of constructivistic Indonesian language teaching and learningprocess in the classroom, was not done by the teachers when they were observed.Their constructivistic teaching attitude is very minimal.

A Brief Statement on the Future of Public Scholarship and the Research Methods Landscape

2019 ◽  
pp. 700-707
Author(s):  
Patricia Leavy
Keyword(s):  
Research Methods ◽  
Teaching Practices ◽  
Knowledge Building ◽  
Research Community ◽  
The State ◽  
Public Scholarship ◽  
Institutional Structures ◽  
The Future ◽  
Book Editor

The book editor offers some final comments about the state of the field and promise for the future. Leavy suggests researchers consider using the language of “shapes” to talk about the forms their research takes and to highlight the ongoing role of the research community in shaping knowledge-building practices. She reviews the challenges and rewards of taking your work public. Leavy concludes by noting that institutional structures need to evolve their rewards criteria in order to meet the demands of practicing contemporary research and suggests that professors update their teaching practices to bring the audiences of research into the forefront of discussions of methodology.

Exploring the Perspectives of Basic School Ghanaian Language Teachers on the Integration of ICTs in Teaching and Learning

2021 ◽  
Vol 10 (1) ◽  
pp. 242-264
Author(s):  
Ernest Nyamekye ◽  
Daniel Baffour-Koduah ◽  
Esther Asare
Keyword(s):  
Teaching And Learning ◽  
Survey Design ◽  
Language Teaching ◽  
Language Teachers ◽  
Ict Integration ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Service Training ◽  
Basic School ◽  
Descriptive Survey

Since the advent of Information and Communication Technology (ICT), teaching and learning have somewhat taken a paradigm shift. It is, thus, imperative for teachers in all disciplines to appreciate the essence of integrating ICTs in teaching and learning. In this regard, this study sought to explore Basic School Ghanaian Language teachers’ perceptions of ICT integration in Ghanaian language teaching. The study employed a descriptive survey design. Stratified random sampling was used to obtain data from 205 teachers in the Bono, Bono East and Ahafo region of Ghana. Analysis of data collected through a self-developed questionnaire reveals that Ghanaian language teachers exhibit a positive perception of ICT integration in education. However, in practice, they tend to integrate ICT in their instruction on occasional basis. Also, it was revealed that a lack of financial support for ICT resources and lack of in-service training on ICT use were factors that militated against ICT integration in Ghanaian language teaching. Finally, the study revealed a statistically significant difference between degree holders and diploma holders’ perception of ICT integration in teaching and learning Ghanaian language.

scholarly journals The Negotiation of English Teachers’ Identity Representation In EFL Classroom

2021 ◽  
Vol 1 (1) ◽  
pp. 31-39
Author(s):  
Irene Rosalina
Keyword(s):  
Identity Negotiation ◽  
English Teachers ◽  
Language Teachers ◽  
International Language ◽  
Values And Beliefs ◽  
Identity Representation ◽  
Religious Concept ◽  
Religious Constructs ◽  
Linguistic Approach

This study applies a sociocultural linguistic approach where it examined the representation of English as International language teachers' identity negotiation in their classroom interactions. The important role of the teachers involving their efforts, values ​​, and beliefs preceded this study. Furthermore, the findings in this study indicated that the English teachers negotiate their identity as they still bring out the teaching with the reference to cultural, social, political, and religious constructs. The different ways of the teachers showing their identity infused in their linguistic use in the classroom. Moreover, the religion bounding values and beliefs that the teachers motivated to explore were shown in the connection between the English teaching topic being discussed in class and the religious concept in teaching, which in this case related to the Islamic teachings. The teachers also perceive their identities which can be assembled into four broad areas showing their understanding and the important function of their identity representations in the way of teaching. Lastly, some pedagogical implications were also found from this study.

scholarly journals Implications of Dialogic Teaching: Practices of and Reflections from English Language Teachers

2021 ◽  
Vol 2 (1) ◽  
pp. 375-381
Author(s):  
Dr. Liaqat Iqbal ◽  
Sahibzada Aurangzeb ◽  
Farooq Shah
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Classroom Practices ◽  
Language Teachers ◽  
Local Context ◽  
Dialogic Teaching ◽  
Social Entity ◽  
English Language Teachers ◽  
Negative Impacts ◽  
And Control

Researches often endorse discussion, dialogues, and other learning tasks for the promotion of fluency, critical thinking, reasoning, and ability to evaluate and justifying. Keeping in view the Pakistani context, especially, the local context, it is not clear what type of classroom practices prevail in the region and what reflections teachers have about the use of such practices. Taking Bakhtin's and Vygotsky's ideas of dialogism and learning as a social entity, the present study aimed at knowing the teaching practices of English language teachers from the perspective of dialogic teaching and also at exploring how do teachers reflect on such a teaching approach. For this purpose, English Language Centers of district Mardan were taken as data sources where twenty classrooms were observed for classroom practices and the concerned teachers were interviewed for their reflections. It was found that the teachers use of dialogic teaching having positive and negative impacts. The positive impacts of dialogic teaching include creativity, thinking ability, confidence building, and other social impacts. It has little negative impacts that include challenges for the teachers in terms of behavior problems and control of talks.

scholarly journals THE ROLE OF THE TEACHER IN THE FORMATION OF THE STUDENT - CITIZEN WITHIN THE PUBLIC SCHOOL IN HIGH SCHOOL: A REFLECTION DONE FROM EXPERIENCES AS A RESIDENT IN THE PEDAGOGICAL RESIDENCE PROGRAM

2020 ◽  
Vol 7 (Especial-2) ◽  
pp. 136-138
Author(s):  
Miliane Moreira Cardoso Vieira ◽  
Abimael Junior Souza Santos ◽  
Jaiara Martins Aguiar Monteiro
Keyword(s):  
High School ◽  
Elementary School ◽  
Public School ◽  
English Language ◽  
Language Teachers ◽  
The Public ◽  
English Language Teachers

This work brings experiences lived in an Elementary School and High School, exposing the main difficulties in learning a new language and the challenges that English language teachers need to face in the exercise of the function, under the resident's gaze.

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