scholarly journals Feedback Experience of Online Learning During the COVID-19 Pandemic: Voices from Pre-service English Language Teachers

2021 ◽  
Author(s):  
Min Yang ◽  
Pauline Mak ◽  
Rui Yuan
Keyword(s):  
Online Learning ◽  
English Language ◽  
Language Teachers ◽  
English Language Teachers

scholarly journals Smart Learning of Future English Language Teachers: Students’ Time Management and Performance in an Online Course

2020 ◽  
Author(s):  
Anita Auziņa ◽  
Keyword(s):  
Online Learning ◽  
University Students ◽  
Time Management ◽  
English Language ◽  
Learning Technologies ◽  
Language Teachers ◽  
Online Course ◽  
Advanced Planning ◽  
English Language Teachers ◽  
And Performance

An online course can offer limitless opportunities to expand one’s knowledge, develop skills and competences and, meanwhile, combine one’s online learning journey with a real-world activity, also studies in the case of university students. To manage all, the use of time for the productivity and achievement is crucial. The paper discusses the time management and performance of university students, future English language teachers in particular, taking an online course. A case study was carried out, and teacher education students, who participated in an online course on Learning Technologies and Content and Language Integrated Learning (CLIL), were questionnaired to explore their time management strategies and performance during their five-month online study period. The reflections of the online course moderators were collected to triangulate the data and find out their opinion on students’ time management habits and performance quality; besides, the differences between their expectations and reality were examined. Findings suggest that students’ time management was considerably challenged, and the set amount of time, i.e. one week to accomplish one module and its related assignments, required advanced planning and change of study habits to achieve the aims and objectives of their online learning process.

Native-speakerism and ‘hidden curricula’ in ELT training

2018 ◽  
Vol 2 (2) ◽  
pp. 162-187 ◽  
Author(s):  
Robert J. Lowe ◽  
Luke Lawrence
Keyword(s):  
English Language ◽  
Hidden Curriculum ◽  
Native Speaker ◽  
Language Teachers ◽  
Diverse Range ◽  
Beliefs And Practices ◽  
Research Perspectives ◽  
Norms And Values ◽  
English Language Teachers ◽  
Individual Training

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

scholarly journals Measuring Digital Competence and ICT Literacy: An Exploratory Study of In-Service English Language Teachers in the Context of Saudi Arabia

2017 ◽  
Vol 10 (12) ◽  
pp. 38 ◽  
Author(s):  
Ahmed Abdulteeef M. Al Khateeb
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
Language Teachers ◽  
Future Research ◽  
Ict Literacy ◽  
Digital Competence ◽  
Diverse Range ◽  
English Language Teachers

The purpose of this research is to measure in-service English language teachers' digital competence, particularly for the enhancement of teaching English as a second/foreign language in schools in Saudi Arabia. Information and communication technology (ICT) knowledge is currently considered as a vital skill for foreign language teachers in addition to their linguistic competence. Recently, there has been a focus on digital competence, since it can be regarded as a gateway for enriching knowledge, economies, societies and individuals. There is also a massive need for teachers to assess their own digital competence according to non-conventional norms (i.e., having the ability to share content and manage information). In light of this rationale, this paper investigates the following research question: to what extent are English language teachers in Saudi Arabia digitally competent and in what aspects? This study used a standardized questionnaire that was constructed using a validated comprehensive framework. This instrument was designed to assess the professional capability of English language teachers in terms of their willingness and readiness to use ICTs along with their current digital competence used throughout their teaching and educational practices. The research included a diverse range of participants who come from various backgrounds, genders and experiences. The study was concluded with a presentation of useful recommendations and key research questions for future research.

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