Examining Early Childhood Teachers’ Perspectives of Collaborative Teaching with English Language Teachers

2021 ◽  
Author(s):  
Ming-Fang Hsieh ◽  
Timothy Teo
Keyword(s):  
Early Childhood ◽  
English Language ◽  
Early Childhood Teachers ◽  
Collaborative Teaching ◽  
Language Teachers ◽  
English Language Teachers ◽  
Teachers Perspectives

scholarly journals English language teachers’ perspectives on learner autonomy

2019 ◽  
Vol 24 (1-2) ◽  
pp. 220-232
Author(s):  
Chetnath Panta
Keyword(s):  
School Environment ◽  
Teaching And Learning ◽  
English Language ◽  
Learner Autonomy ◽  
Language Teachers ◽  
Global Trends ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Teachers Perspectives

This study explores the perceptions and practices of the English language teachers to create autonomous learning environment in the context of Nepalese secondary EFL classroom. The study further unpacks the role of the teachers in creating better learning opportunities for learners so as to promote learner autonomy. The research is based on interpretive paradigm to look into kaleidoscopic view of variety of perspectives, classroom practices and emerging dilemmas of the teachers. Based on the findings, the research showcases the deep rooted social practices and myths to bring tensions in the relation between teachers and students. The school environment has to be homely and autonomy supportive. It seems pertinent to think over the concept of learner autonomy globally and act locally adapting the global trends and issues of teaching and learning, and at the same time, there is a dire need to remain mindful of the translated concept of learner autonomy thinking contextually and pragmatically.

scholarly journals Implementation of the Sheltered Instructional Observation Protocol (SIOP) Model in the Saudi Classroom: EFL Teachers’ Perspectives

2020 ◽  
Author(s):  
Hind A. Al Fadda
Keyword(s):  
Classroom Environment ◽  
English Language ◽  
Language Education ◽  
Language Teachers ◽  
Systematic Evaluation ◽  
Job Experience ◽  
English Language Teachers ◽  
English Classroom ◽  
Observation Protocol ◽  
Teachers Perspectives

This study evaluates the Sheltered Instruction Observation Protocol (SIOP) model and its application in the Saudi classroom from the English language teachers’ perspective. The study used a descriptive study design, with a selected sample of 300 male and female English language teachers from elementary and middle schools. The research conducted a group-wide comparison using the Statistical Package for Social Sciences (SPSS). Findings illustrate that educational qualification, career status, job experience and training courses substantially affect application of the SIOP model in the classroom. Results also show that technical, financial capabilities and teachers' qualifications enable the SIOP implementation in the Saudi classroom. The study suggests the implementation of the SIOP model for the sake of transitioning from the traditional English language education system to more advanced methods concerned with the systematic evaluation of English language teachers and classroom environment standards. The recommendation includes training teachers on the SIOP model and emphasizes providing other countries with the guidelines related to SIOP implementation in the English classroom.

scholarly journals The Impact of Microsoft Teams’ App in Enhancing Teaching- Learning English during the Coronavirus (COVID-19) from the English teachers’ perspectives’ in Jenin city

2021 ◽  
Author(s):  
Tahani R. K. Bsharat ◽  
Fariza Behak
Keyword(s):  
English Language ◽  
Teaching Experience ◽  
Language Teachers ◽  
Significant Feature ◽  
Ministry Of Education ◽  
English Language Teachers ◽  
Teaching Learning ◽  
Teachers Perspectives ◽  
The Impact ◽  
Learning English

This study stresses the global impact of Microsoft teams’ app in enhancing teaching-learning English during the Coronavirus (COVID-19). As one of the preventive steps for transmitting coronavirus infection, the introduction of lockdown and social distancing has been implemented, resulting in complete paralysis of global activities. There exists a shift from the usual learning practice to online learning, especially the complete shutdown of the education system to comply with the academic curriculum. This can be cited with more online courses, workshops, meetings, etc. It should be remembered that, during this crisis, the world is fully dependent on information technology. The present research offers, therefore, an insight into the impact of Microsoft teams’ app in enhancing teaching-learning English during Coronavirus (COVID-19). Thus, the sample was chosen conveniently from the population of English language teachers and included (25) teachers, 56% of them were females, 52% ageing 31 to 40 years old, with 48% indicating a teaching experience over ten years questionnaire consisted of (15) items of one dimension developed by the researchers based on their experiences and the available literature, In addition, the teachers indicated that the most significant feature of Ms. Teams is that it enables students to share files and share content and that it includes screen sharing options that allow teachers the freedom to display what they choose during a class, indicating that it creates an interactive atmosphere between students, teachers and the community inside and outside the classroom. Furthermore, the researchers recommended using Microsoft teams’ app and giving the English language teachers, students, and parents online workshops on how to use the app, also for the ministry of education to adopt the app.

scholarly journals Female Teachers’ Perspectives of Learner Autonomy in the Saudi Context

2018 ◽  
Vol 8 (6) ◽  
pp. 570
Author(s):  
Jameelah Asiri ◽  
Nadia Shukri
Keyword(s):  
Language Learning ◽  
English Language ◽  
Learner Autonomy ◽  
Language Teachers ◽  
Saudi Students ◽  
Female Teachers ◽  
Item Questionnaire ◽  
Proper Training ◽  
English Language Teachers ◽  
Teachers Perspectives

For decades, the term learner autonomy has been the focus of many studies in the field of education and language learning. This study addresses teachers' perspectives of learner autonomy in Saudi Arabia. It examines whether teachers have the knowledge to encourage and foster learner-autonomy. This study also seeks to explore the challenges English language teachers face in the process of implementing learner autonomy into their EFL classrooms. The investigation was conducted using a sample of 50 English language teachers teaching Saudi students at King Abdul-Aziz University. Data was collected using a 20 - item questionnaire. The study was a mixed research method. Collected data was analyzed using descriptive statistics and thematic analysis. The findings revealed that teachers believe that Saudi learners in the current situation are non-autonomous learners’, they lack the knowledge and the training to apply it. Findings also revealed that teachers are familiar with the learner- autonomy yet, they stated that they need proper training and professional development to help encourage learner autonomy. It is an attempt to contribute to the literature underlying learner autonomy in the field of language learning in the Saudi context. Also, it suggests further research to help better comprehend the value of teachers' role in the process of autonomous language learning for learners.

scholarly journals Teaching English in Multilingual Contexts: Teachers' Perspectives

2020 ◽  
Vol 3 ◽  
pp. 33-46
Author(s):  
Pitambar Paudel
Keyword(s):  
English Language ◽  
Classroom Behavior ◽  
Linguistic Diversity ◽  
Language Teachers ◽  
Teaching English ◽  
Policy Makers ◽  
Reading Materials ◽  
English Language Teachers ◽  
Teachers Perspectives ◽  
Basic Level

 The national and international migration has made multilingualism a common phenomenon; Nepal is no exception. Nepal is regarded as a multilingual country where more than 129 languages are spoken. Despite multilingualism, English language has been taught from basic to advance levels of education as a core or optional subject. In this context, this article has investigated challenges faced by English teachers in teaching English in multilingual classes of Nepal. The article has also attempted to explore the strategies employed by teachers to deal with the challenges that they faced. To achieve these objectives, explanatory sequential mixed research design was used. Eighty basic level English language teachers from forty different (2 from each) schools of Kaski district were selected purposively. The data was collected through survey questionnaires, interview and classroom observation. The research showed that linguistic diversity, students classroom behavior and demotivation towards English, uncontextual and lengthy syllabus, lack of teachers' involvement in curriculum designing process and refresher courses programmes were the major challenges that the teachers have faced while teaching English. The research also indicated that the use of translation, use of increasing reading materials, managing rewards to the students, and repetition of the text were the major strategies that teachers employed to cope with the challenges in multilingual contexts. This implies that the policy makers, curriculum designers, and administrators should train the teachers to address these issues that are related to teaching English in a multilingual context like in Nepal.

Teachers' Perspectives Towards Equipping Pupils with Phonological Awareness to Improve English Proficiency

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Nor Ain Ahmad Apandi ◽  
Faizah Mohamad Nor
Keyword(s):  
Phonological Awareness ◽  
Mixed Method ◽  
English Language ◽  
English Proficiency ◽  
Language Teachers ◽  
Positive Outcomes ◽  
Mixed Method Research ◽  
Online Questionnaire ◽  
English Language Teachers ◽  
Teachers Perspectives

The implementation of LINUS 2.0 LBI  (Linus Bahasa Inggeris) programme saw the rise of phonological awareness in the Malaysian education system. Many researchers are of the view that phonological awareness helps young pupils to improve their English proficiency. However, there are also educators who do not adhere to this belief. Therefore, this article aims to discover teachers’ perspectives towards equipping young pupils with phonological awareness to improve their English performance. It focuses on teachers’ readiness to teach phonological awareness and conducting the LINUS 2.0 LBI programme, the effect of phonological awareness on pupils’ English proficiency, the challenges that are encountered by teaachers while implementing phonological awareness and conducting the LINUS 2.0 LBI programme, and the views of English Language teachers towards phonological awareness skills. In order to collect the data, a mixed method research design was used. 38 teachers answered an online questionnaire in order to discover their readiness to teach phonological awareness. The official LINUS 2.0 LBI results from the year 2015 until 2017 of one of the schools in Johor Bahru area were also collected in order to gauge the effectiveness of phonological awareness instruction while interviews were conducted with one foreign and seven local teachers in order to discover their views regarding phonological awareness and the challenges while implementing it in class. The findings revealed that the teachers were fully prepared to teach the skill and were able to produce positive outcomes despite the challenges they faced when implementing it.

scholarly journals The Implementation of Sheltered Instructional Observation Protocol (SIOP) Model in Saudi Schools: A Study of EFL Teachers’ Perspectives

2021 ◽  
Vol 14 (9) ◽  
pp. 67
Author(s):  
Ahlam Aldakhil ◽  
Hind Alfadda
Keyword(s):  
Private School ◽  
English Language ◽  
Structured Interview ◽  
Language Teachers ◽  
Successful Implementation ◽  
Riyadh City ◽  
Efl Teachers ◽  
English Language Teachers ◽  
Observation Protocol ◽  
Teachers Perspectives

The Sheltered Instructional Observation Protocol SIOP is a model designed to assist teachers in organizing and planning the lessons delivery through different stages. This model is also useful in enhancing the students’ achievement and minimizing any chance of educational failure. However, EFL teachers need to be trained in order to guarantee successful implementation of this model. This study examined the implementation of the SIOP model from teachers’ perspectives after they attended an introductory workshop in a private school in Riyadh city, Saudi Arabia. The study adopted the qualitative approach for collecting and analyzing the data. The sample of the study consisted of seven English language teachers (4 females & 3 males). Two data collection instruments were used, namely, observational sessions and a semi-structured interview. Most of the researcher interaction with the sample was done online due to the outbreak of Covid-19 pandemic. The workshop and the interviews were done through Zoom video communication. The central findings of this study reveal that the majority of the teachers have covered all SIOP components during their lessons. Moreover, it was found that there is a relationship between the implementation of the SIOP model and the students' learning motivation. Furthermore, the results showed that the SIOP implementation might help in enhancing the teachers’ proficiency. Besides, it was revealed that most of the teachers had a positive attitude towards the implementation of the SIOP model. However, they claimed that time and place might hinder any future implementation of the SIOP model. This study recommends a larger sample size, longtime study application and a life sample workshop to guarantee better results. It also provides significant implications which might be useful for EFL teachers, policy makers and interested researchers. 

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