The role of teaching experience in language teachers’ perceptions of a top‐down curriculum change

2017 ◽  
Vol 28 (4) ◽  
pp. 479-503 ◽  
Author(s):  
Mehrak Rahimi ◽  
Jalil Alavi
Keyword(s):  
Curriculum Change ◽  
Teaching Experience ◽  
Language Teachers ◽  
Top Down ◽  
Teachers Perceptions

scholarly journals Action Research as a Bottom-up Approach to Foster Teacher Involvement in Language Curriculum Change

2017 ◽  
Vol 8 (2) ◽  
pp. 362
Author(s):  
Mina Saghaieh Bolghari ◽  
Arezoo Hajimaghsoodi
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Curriculum Development ◽  
Curriculum Change ◽  
Teacher Involvement ◽  
Top Down ◽  
Language Curriculum ◽  
Different Types ◽  
Basic Characteristics

Despite the popularity of action research in the field of teacher education and professional development, not much is found regarding the role of action research in language curriculum development. This lack of interest may stem from the dominance of top-down approach over curriculum development in some EFL contexts where no special place is given to the local needs and wants. This paper starts with the definition and some basic characteristics of action research and then follows with a brief overview of its origins as well as different types. How action research can make changes in a curriculum is discussed next. Then it looks at the role action research may play in creating positive changes in teachers’ roles in curriculum development. Some of the challenges of implementing action research are mentioned later. Finally, the paper ends with some guidelines for teachers to make improvements as a result of conducting action research.

scholarly journals English Teachers’ Perceptions of Technology Integration: Are They Different From Their Peers in Engineering and Medical Science?

2018 ◽  
Vol 9 (1) ◽  
pp. 152
Author(s):  
Elias Bensalem
Keyword(s):  
English Language ◽  
Medical Science ◽  
Teaching Experience ◽  
Subject Area ◽  
Language Teachers ◽  
Ict Integration ◽  
Teachers Perceptions ◽  
Years Of Teaching Experience ◽  
Information And Communication ◽  
English Language Teachers

The role played by subject areas in information and communication technology (ICT) integration has been insufficiently researched. This study compares English language teachers' perceptions of ICT integration with their peers in engineering and medical science in ICT integration. It also examines the effects of teachers’ sociobiographical variables (gender, age, computer proficiency, and years of teaching experience) predict teachers’ perceptions of ICT integration. A total of 180 teachers (112 males, 68 females) responded to a Teacher Technology Questionnaire (Lowther, Inan, Strahl, & Ross, 2008). Results show that among the predictor variables, computer skills had the highest relative impact on ICT integration. Furthermore, English language teachers' perceptions of ICT are reported to be similar to those of their peers in engineering and medical science. This study does not lend support to any significant role played by subject area in ICT integration. Implications for teaching are offered.

scholarly journals Malaysian School English Language Teachers’ Perceptions on Teaching and Learning

2019 ◽  
Vol 8 (4) ◽  
pp. 11
Author(s):  
Foo Lung Choe ◽  
Nasreen Bhatti
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Policy Makers ◽  
Teachers Perceptions ◽  
Supportive Role ◽  
System Resource ◽  
English Language Teachers ◽  
English Classroom

Studies on school teachers’ perceptions toward teaching and learning have shown inconsistent results which call for further research in the area. This study was an attempt to investigate the perceptions of teachers towards Teaching and Learning of the English Language. A Likert scale questionnaire with 33 items was developed by the researchers. A randomly selected group of Malaysian School English language teachers (n = 165) responded to the questionnaire. The descriptive statistics results indicated that the Malaysian School English Language Teachers’ perceptions of teaching are mainly positive; such as having higher intrinsic interest in adopting teaching as profession, decreased tendency in perceiving Teaching as a stressful profession, understanding the significance of listening and speaking skills (commonly neglected skills), awareness of the advantages of having literature in the English classroom, showing interest in the knowledge about high frequency words and lexiles, and showing interest in knowing and understanding students’ interests and problems. However, teachers’ perceptions regarding the education system, resource adequacy, class size and in the teaching of the writing skill are negative in the analysis. The findings further indicate the teachers’ technology illiteracy and although they acknowledge the supportive role of books in teaching language skills they seem not to be positive on the use of textbooks in the English classroom. The results have interesting implications for policy makers and researchers.

scholarly journals English Language Teachers’ Oral Corrective Preferences and Practices Across Proficiency Groups

2020 ◽  
Vol 22 (2) ◽  
pp. 163-177
Author(s):  
Sajjad Sepehrinia ◽  
Nahid Fallah ◽  
Soad Torfi
Keyword(s):  
Second Language Acquisition ◽  
Error Correction ◽  
English Language ◽  
Teaching Experience ◽  
Language Teachers ◽  
Teacher Education Programs ◽  
Advanced Learners ◽  
English Language Teachers

Studies on oral error correction in second language acquisition have been tilted towards cognitive aspects ignoring the affective and practical dimensions. This study attempted to fill this gap by investigating the role of students’ proficiency levels in five English language teachers’ corrective behavior. Follow-up interviews were conducted with the observed teachers. The results showed that the teachers provided more corrections to less proficient learners though they preferred more correction for advanced learners and used mainly recast for both groups, avoiding explicit forms of correction. They were mainly concerned with the affective aspects of oral error correction and acted on their own value system and teaching experience. The findings carry important implications for teacher education programs and the studies in this regard.

Albanian EFL Teachers’ Perceptions of the Role of Grammar Instruction in EFL Learning

2015 ◽  
Vol 5 (1) ◽  
pp. 433
Author(s):  
Enriketa Söğütlü
Keyword(s):  
Language Learning ◽  
Large Scale ◽  
Classroom Practices ◽  
Language Teachers ◽  
Grammar Instruction ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Grammar Knowledge ◽  
Efl Learning

The role of grammar knowledge and the contribution it makes to foreign/second language learning has been one of the most hotly debated issues in language research. Studies and findings in the field have revealed that after a relatively long period of exaggerated underestimate, grammar stands now where it should. Various theories of learning have caused theories of language learning to emerge, which on their part have had a strong influence on language teachers regarding the strategies they adopt, develop and implement in their classroom practices. This paper attempts to explore some Albanian EFL teachers’ perceptions and beliefs on the role grammar knowledge and grammar instruction play in their students’ EFL learning. It also aims to investigate how these teachers’ attitudes influence their classroom practices of grammar instruction and grammar related activities. Since hardly any research on the issue has been conducted in Albania, this study may also serve as an incentive for further large-scale research, which might offer suggestions for improvement in EFL teaching strategies and expectations in Albania.

Special Education Teachers’ Experience, Confidence, Beliefs, and Knowledge About Integrating Technology

2019 ◽  
Vol 35 (1) ◽  
pp. 37-50 ◽  
Author(s):  
Susan E. Anderson ◽  
Rebecca S. Putman
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Teaching Experience ◽  
Private University ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Integrating Technology ◽  
Technology Beliefs ◽  
University Laboratory School

This study investigated the perspectives of elementary special education teachers regarding integrating technology into lessons. Eight special education teachers at a private university laboratory school, who varied in their levels of teaching experience and confidence with using technology, participated in the study. We interviewed each teacher three times, with two of the interviews following our observations of technology-integrated lessons. Qualitative analysis of interview transcripts provided insight into the interrelationships among teachers’ technological pedagogical content knowledge, teaching experience, confidence with using technology, beliefs about the role of technology in education, and perceptions of the benefits and challenges associated with using it. Teachers’ perceptions of the value of technology in special education classrooms included providing differentiation, offering varied representations of content, enhancing motivation and engagement, facilitating formative assessment, and fostering life skills. Challenges of integrating technology included technology malfunctions and lack of teacher and student technological knowledge.

scholarly journals THE ROLE OF TECHNOLOGY IN ONLINE LEARNING: AN EXAMINTATION TOWARDS ENGLISH TEACHERS’ PERCEPTION AND PRATICES

2021 ◽  
Vol 4 (2) ◽  
pp. 267
Author(s):  
Naajihah Mafruudloh ◽  
Fais Wahidatul Arifatin ◽  
Uswatun Chasanah
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Online Teaching ◽  
Qualitative Data ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Online Language Learning ◽  
Face To Face Learning

Information technology is well developed today. This is shown by several applications that support online activities, social activities, commerce, services, and learning. In this pandemic situation (covid-19), several institutions provided policies to carry out online learning to prevent and minimize the spread of the Covid-19 virus. In this case, the institution committees ask the teachers and lecturers to provide online learning to students, especially in learning English. The purpose of this study was to determine the teachers' perceptions in online language learning. Researchers used a questionnaire instrument to conduct surveys and interviews to obtain qualitative data. This is aimed to observe the teachers’ perception towards online language teaching practices and changes in teaching to online teaching. The things encountered during learning, as well as obstacles faced by the English teacher. In online learning, teachers must be able to involve students so that the situation runs like face-to-face learning. The final results of this study will be useful for online language teachers, institutions, and all aspects involved in education.

scholarly journals Teachability of Figurative Language: Teachers’ Perceptions of the Role of Metaphor in English Language Teaching in Chile

2021 ◽  
Vol 23 (2) ◽  
pp. 141-154
Author(s):  
Leonardo Veliz ◽  
Scott Smith
Keyword(s):  
Qualitative Study ◽  
English Language ◽  
Figurative Language ◽  
English Teachers ◽  
Study Data ◽  
Language Teachers ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Teachers Perceptions

This paper reports on a qualitative study that examined the perceptions of English teachers towards the ‘teachability’ of metaphorical language in Chilean EFL classrooms. The study aimed at gaining a better understanding of teachers’ perceptions of the role of metaphor in the English language classroom. A group of six in-service English teachers participated in this qualitative study. Data were gathered through semi-structured interviews, which addressed three broad dimensions: (i) the views and definitions of metaphor; (ii) the teachability of metaphorically used language; and (iii) preparedness to teach metaphor. The data were thoroughly coded and analyzed thematically. The results revealed that, despite an apparently heightened awareness of the presence and role of metaphor in culture, this did not permeate the participants’ teaching practices, thus calling for more explicit preparation in teacher education programs and radical changes to the ‘educational culture’ that is still imbued with dominant neoliberal ways of doing and thinking.

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