scholarly journals The impact of essay organization and overall quality on the holistic scoring of EFL writing: Perspectives from classroom english teachers and national writing raters

2022 ◽  
Vol 51 ◽  
pp. 100604
Author(s):  
Junfei Li ◽  
Jinyan Huang
Keyword(s):  
English Teachers ◽  
Holistic Scoring ◽  
Efl Writing ◽  
The Impact

Parallel Corpora in EFL Writing Classrooms

2020 ◽  
Vol 10 (2) ◽  
pp. 23-39
Author(s):  
Noorchaya Yahya ◽  
Hind Alotaibi ◽  
Dina Abdel Salam El-Dakhs
Keyword(s):  
Writing Assignments ◽  
Efl Writing ◽  
Writing Ability ◽  
Parallel Corpora ◽  
Self Evaluation ◽  
Significant Difference ◽  
Writing Tests ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study reveals the impact of using parallel corpora on EFL students' writing, and how students perceive it. Female undergraduates (n=46) in an EFL writing course in Saudi Arabia were divided randomly into experimental and control groups taught by the same instructor, using the same materials. Students in the experimental group were introduced to three parallel corpora and encouraged to use them in their writing. Tests at the beginning of the semester showed no difference in English proficiency or writing ability between groups. Over the semester, students in both groups also wrote 5 writing assignments and took three writing exams. To examine students' perceptions of parallel corpora, students in the experimental group were asked to write a self-evaluation report and answer an evaluation questionnaire. Quantitative and qualitative analysis showed significant improvement in their writing but no significant difference between groups. However, students' perception of parallel corpora was generally positive.

The Impact of Teacher Education on In-service English Teachers’ Beliefs about Self

2016 ◽  
Vol 7 (3) ◽  
pp. 519 ◽  
Author(s):  
Ziwei Xiong
Keyword(s):  
Professional Development ◽  
Junior High School ◽  
Belief Change ◽  
English Teachers ◽  
Teacher Belief ◽  
Structured Interviews ◽  
High School English ◽  
Teachers Beliefs ◽  
Rich Data ◽  
The Impact

This was a qualitative study carried out in the context of 2013 National Teacher Training Program for Junior High School English Teachers in Chongqing China, intending to reveal the impact of the program on four in-service English teachers’ beliefs about self (i. e., about English teachers). Rich data were collected throughout the process of training which lasted for 100 days, including semi-structured interviews, teachers’ class analysis reports, professional development plans, periodic summaries and so on. The findings were interpreted with the help of the classification framework of teacher belief change proposed by Cabaroglu and Roberts, which showed that the impact of the program on these four in-service English teachers’ beliefs about English teachers’ roles, excellent English teachers and English teachers’ professional development was considerable, however, the degree, the nature and the sources of the impact varied across individual teachers.

scholarly journals Satisfaction degree of English teachers of Preschool and Primary Education in the Principality of Asturias

Aula Abierta ◽  
2018 ◽  
Vol 47 (4) ◽  
pp. 463
Author(s):  
Alberto Fernández-Costales ◽  
Xosé Antón González-Riaño
Keyword(s):  
Foreign Language ◽  
Primary Education ◽  
Teacher Satisfaction ◽  
Preschool Education ◽  
English Teachers ◽  
Social Recognition ◽  
Professional Status ◽  
The Social ◽  
Educación Primaria ◽  
The Impact

ABSTRACTThis paper analyses the satisfaction level of teachers of English in Preschool and Primary Education in the Principality of Asturias (Spain). The sample was composed of 238 teachers from 68 schools and the research tool was a 45-item questionnaire. Data were processed with SPSS, and variance analyses were performed to assess the impact of the variables considered. The main results confirm that general satisfaction is rather high, although it is possible to identify improvement proposals in relation to the social recognition of teaching, the professional status and the acknowledgement of the teaching activity by education authorities. In addition, the results show that age, educational stage, and administrative status influence teachers’ satisfaction.Keywords: Teacher satisfaction, English teachers, English as a Foreign Language (EFL), Preschool Education, Primary Education.RESUMENEste trabajo analiza la satisfacción docente de los maestros de Inglés en Educación Infantil y Primaria en el Principado de Asturias. La muestra del estudio incluye a 238 maestros de 68 centros y el instrumento de investigación fue un cuestionario de 45 ítems. Los datos obtenidos fueron procesados con SPSS y se realizaron análisis de la varianza para medir el impacto de las variables consideradas. Los principales resultados confirman que la satisfacción general de los docentes es elevada, aunque es posible identificar propuestas de mejora en relación con el reconocimiento social de la profesión, el estatus profesional, y el reconocimiento de la labor docente por parte de las autoridades educativas. Además, los resultados confirman que la edad, la etapa educativa, y el estatus administrativo tienen influencia en la satisfacción docente.Palabras Clave: Satisfacción docente, maestros de inglés, Inglés como lengua extranjera, Educación Infantil, Educación Primaria.

scholarly journals Satisfaction degree of English teachers of Preschool and Primary Education in the Principality of Asturias

Aula Abierta ◽  
2018 ◽  
Vol 47 (4) ◽  
pp. 463
Author(s):  
Alberto Fernández-Costales ◽  
Xosé Antón González-Riaño
Keyword(s):  
Foreign Language ◽  
Primary Education ◽  
Teacher Satisfaction ◽  
Preschool Education ◽  
English Teachers ◽  
Social Recognition ◽  
Professional Status ◽  
The Social ◽  
Educación Primaria ◽  
The Impact

ABSTRACTThis paper analyses the satisfaction level of teachers of English in Preschool and Primary Education in the Principality of Asturias (Spain). The sample was composed of 238 teachers from 68 schools and the research tool was a 45-item questionnaire. Data were processed with SPSS, and variance analyses were performed to assess the impact of the variables considered. The main results confirm that general satisfaction is rather high, although it is possible to identify improvement proposals in relation to the social recognition of teaching, the professional status and the acknowledgement of the teaching activity by education authorities. In addition, the results show that age, educational stage, and administrative status influence teachers’ satisfaction.Keywords: Teacher satisfaction, English teachers, English as a Foreign Language (EFL), Preschool Education, Primary Education.RESUMENEste trabajo analiza la satisfacción docente de los maestros de Inglés en Educación Infantil y Primaria en el Principado de Asturias. La muestra del estudio incluye a 238 maestros de 68 centros y el instrumento de investigación fue un cuestionario de 45 ítems. Los datos obtenidos fueron procesados con SPSS y se realizaron análisis de la varianza para medir el impacto de las variables consideradas. Los principales resultados confirman que la satisfacción general de los docentes es elevada, aunque es posible identificar propuestas de mejora en relación con el reconocimiento social de la profesión, el estatus profesional, y el reconocimiento de la labor docente por parte de las autoridades educativas. Además, los resultados confirman que la edad, la etapa educativa, y el estatus administrativo tienen influencia en la satisfacción docente.Palabras Clave: Satisfacción docente, maestros de inglés, Inglés como lengua extranjera, Educación Infantil, Educación Primaria.

scholarly journals Impact of Distance Learning on the Professional Development of English Language Prospective Teachers

2020 ◽  
Vol V (I) ◽  
pp. 239-250
Author(s):  
Aroona Hashmi ◽  
Fasiha Altaf ◽  
Mubashara Akhar
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Prospective Teachers ◽  
English Language ◽  
Sampling Technique ◽  
English Teachers ◽  
Demographic Variables ◽  
Learning Needs ◽  
The Impact ◽  
One Way Anova

The present study was conducted to explore the impact of distance learning on the professional development of prospective English teachers who applied for the TEFL programme designed and organized by Allama Iqbal Open University. The objective of the study was to investigate the impact of distance learning on the professional development of English teachers. Through stratified random sampling technique (30 males and 45 females) were selected as a sample. The questionnaire was developed to assess the impact of distance learning. Descriptive and inferential statistical analysis techniques were applied to analyze the data. The independent sample t-test and one-way ANOVA were used to analyze the demographic variables. The findings revealed that the majority of the participants were satisfied with the TEFL programme as it is catering to all the required learning needs of the teachers, and they were of the view that this programme has profound effects in terms of their professional development.

scholarly journals Unexpected Realities: Lessons from China’s New English Textbook Implementation

2012 ◽  
Vol 7 (2) ◽  
Author(s):  
Rui Niu
Keyword(s):  
Education Policy ◽  
Social Action ◽  
Action Theory ◽  
English Teachers ◽  
The United States ◽  
Conflict Theory ◽  
Lessons Learned ◽  
National Education ◽  
English Textbooks ◽  
The Impact

Although studies have been done in China’s large cities on education policy issues, research is lacking on China’s smaller towns, which are more indicative of the situations throughout China. This article presents lessons learned from studying Chinese English teachers at four different schools that were adopting new English textbooks, in accordance with revised national education policy. Using conflict theory and social action theory as an analytical lens, and combining ethnographic and naturalistic inquiry as research methods, the article reports on the conflicts that the Chinese English teachers confronted as they were adopting the new English textbooks at the classroom level. Analysis of the implementation conflict resulted in lessons learned related to the influence of the traditional cultural and education structures, the impact of policy implementation contexts, and the availability of support systems for teachers. The lessons indicate that future education policymakers in both China and the United States need to be mindful of obstacles that teachers struggle to overcome when implementing new policies.

The Impact of Data-driven Learning based Program on Developing Student Teachers’ Lexico-grammatical Performance Skills in EFL Writing

2021 ◽  
Author(s):  
Heba Moustafa Elmansi ◽  
El-Sayed Mohamad Dadour ◽  
Aly AbdelSamea Qoura ◽  
Taghreed Ali Hamada
Keyword(s):  
Student Teachers ◽  
Data Driven ◽  
Efl Writing ◽  
Performance Skills ◽  
The Impact
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