Investigating pre-service EFL teachers’ and teacher educators’ experience and attitudes towards online interaction tools

2021 ◽  
pp. 1-35
Author(s):  
Mahboubeh Taghizadeh ◽  
Atena Ejtehadi
Keyword(s):  
Teacher Educators ◽  
Online Interaction ◽  
Efl Teachers

The Effect of Structured Input, Meaningful Output and Traditional Instruction on EFL Learners’ Productive Use of Passive Voice

2017 ◽  
Vol 7 (9) ◽  
pp. 737
Author(s):  
Horye Seyednejad ◽  
Hamid Gholami
Keyword(s):  
Teacher Educators ◽  
Traditional Instruction ◽  
The Other ◽  
Passive Voice ◽  
Efl Learners ◽  
Structured Input ◽  
Instruction Group ◽  
Efl Teachers ◽  
Post Hoc

This study aimed at investigating the effect of structured input, meaningful output and traditional instruction on EFL learners’ productive use of passive voice. To achieve this purpose 60 intermediate female EFL learners were selected from Fahim institute in Kermanshah. They were assigned into three experimental groups (structured input, meaningful output and traditional instruction group). To analyze the collected data of three experimental groups, ANOVA and a post hoc Scheffe was run. The results showed the superiority of structured input technique over the other two techniques. All in all, the findings of the present study confirms the use of structured input technique for the purpose of developing productive use of linguistic items. This study has implications for EFL teachers, teacher educators, and material developers.

The relationship between novice and experienced EFL teachers’ reflective teaching and their burnout

2017 ◽  
Vol 2 (3) ◽  
pp. 169-187
Author(s):  
Soha Kalantari ◽  
Shole Kolahi
Keyword(s):  
English Language ◽  
Teacher Educators ◽  
Negative Relationship ◽  
Teaching Experience ◽  
Maslach Burnout Inventory ◽  
Reflective Teaching ◽  
Content Type ◽  
Significant Negative Relationship ◽  
Efl Teachers ◽  
The Relationship

Purpose The purpose of this paper is to investigate the relationship between novice and experienced English as a foreign language (EFL) teachers’ reflective teaching, and their burnout. Design/methodology/approach Participants who took part in this study included 158 (78 novice/80 experienced) EFL teachers of different ages (22-50) and teaching experience (1-25) from Tehran and Hamedan. They completed the English Language Teacher Reflective Inventory developed by Akbari et al. (2010), and the Maslach Burnout Inventory-Educator’s Survey developed by Maslach et al. (1996). The participants were selected via convenience sampling. Findings The results of two separate Pearson product-moment coefficients revealed that reflective teaching had a significant negative relationship with both novice and experienced EFL teachers’ burnout. Furthermore, the results of two separate regressions indicated that reflective teaching was a significant predictor of both novice and experienced EFL teachers’ burnout. Originality/value The findings of this study can help teacher educators and curriculum developers grasp a better picture of novice and experienced EFL instructors’ means of professional development (i.e. reflective teaching) and its relationship with educational and practical aspects of their career (i.e. burnout).

Preservice EFL teachers’ collaborative understanding of lesson study

2019 ◽  
Vol 9 (1) ◽  
pp. 31-42
Author(s):  
Hamissou Ousseini
Keyword(s):  
Preservice Teachers ◽  
Lesson Study ◽  
Teacher Educators ◽  
Study Data ◽  
Small Scale ◽  
Content Type ◽  
English As Foreign Language ◽  
Efl Teachers ◽  
Key Factor ◽  
Efl Teacher Education

Purpose The purpose of this paper is to report on a small-scale research undertaken to examine the preservice English as foreign language (EFL) teachers’ collaborative understanding of lesson study. It constitutes the first of two empirical steps undertaken for integrating lesson study in initial EFL teacher education. The paper takes to the belief that preservice teachers’ understanding is a key factor that determines success or failure of lesson study projects and should therefore be investigated. Design/methodology/approach There were four preservice teachers who volunteered to participate in the study. Data were collected based on two procedures. Participants read the works of Lewis and Tsuchida (1999) and Dudley (2014) and were asked to collaboratively reflect about their readings on a WhatsApp platform. They were afterwards brought to a face-to-face discussion guided by questions mostly built from their previous reflections on the WhatsApp platform. Findings Participants have demonstrated a joint understanding which was essentially achieved due to the collaborative procedures. Likewise, participants have collaboratively reflected on the factors that could affect the process of lesson study and its application to EFL classrooms in Niger. These factors have been related to the issues in research methodology and the contextual learning culture. Originality/value The findings from this study draw attention to the need for teacher educators to use interactive and collaborative strategies while instructing preservice teachers about lesson study. The paper also offers insights about contextual factors which require preliminary and immediate actions before implementing lesson study in Niger.

scholarly journals Intercultural Competence in ELT Contexts: A Study of EFL Teachers’ Perceptions

2019 ◽  
Author(s):  
Abdelhak Bouslama ◽  
Fawzia Bouhass Benaissi
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Teacher Educators ◽  
Language Teaching ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Theoretical Understanding ◽  
Efl Teachers ◽  
Cultural Mediators

Intercultural competence (IC) has been promoted by many educationalists as the most exalted type of competence in modern foreign language teaching (FLT). Among the difficulties to incorporate IC into FLT can be due to the fact that teachers may not have sufficient knowledge on the concept. To test this hypothesis, we attempt to answer the following question: how do Algerian English as a foreign language (EFL) teachers perceive the concepts of culture and IC as well as the objectives of the intercultural approach (ICA) in English language teaching (ELT) contexts? The present study proceeds to analyze teachers’ knowledge, perceptions and understanding of the concepts of culture, IC and the ICA and seeks to identify any potential deficiencies that may hinder effective IC teaching. The main aim of the study is then to help teacher trainers establish training programs that address more efficiently targeted teachers’ needs with regard to IC teaching. This paper will hopefully assist in improving the implementation of IC into FLT classrooms. Data were gathered through semi-structured interviews with eight teachers and then analyzed thematically. The findings revealed that many EFL teachers displayed a lack of theoretical understanding concerning the ICA and its objectives, which may well impact negatively on their IC teaching practices. Teacher educators therefore need to focus more on updating EFL teachers’ on both the theoretical and practical levels that learners are today expected to grow as cultural mediators equipped with a set of skills rather than as native-like proficient language users.

scholarly journals The Relationship Between Burnout and Self-Efficacy among Iranian Male and Female EFL Teachers

2020 ◽  
Vol 6 (1) ◽  
pp. 173-188 ◽  
Author(s):  
Ali Roohani ◽  
Mehdi Iravani
Keyword(s):  
Self Efficacy ◽  
Teacher Educators ◽  
School Administrators ◽  
Teacher Burnout ◽  
Maslach Burnout Inventory ◽  
Structured Interview ◽  
Male And Female ◽  
Significant Difference ◽  
Efl Teachers ◽  
The Relationship

Teaching is a job marked by high levels of burnout. Teacher burnout has been extinsively studied in connection with other important psychological qualities, such as perceived self-efficacy. However, little research has examined this relationship among teachers in the English as a foreign language (EFL) context. In this light, this mixed-method study was intended to a) investigate the relationship between the degree of perceived self-efficacy by Iranian EFL teachers and their professional burnout level, and b) see whether gender could make a significant difference in the teachers’ burnout level. To these ends, 80 male and female Iranian EFL teachers from several high schools in Isfahan, selected through convenience sampling, participated in the study and responded to the Maslach Burnout Inventory-Educator’s Survey (MBI-ES) and a modified version of Teacher Sense of Efficacy Scale (TSES). To triangulate the data, a semi-structured interview was also conducted with 15 teachers. Correlational and t-test data analysis showed that there was a strong significant correlation between the participants’ perceived self-efficacy and their burnout level in a negative direction. The gender variable also had a modifying effect on the teachers’ burnout. Female teachers, in fact, had a lower burnout level. The follow-up interview further confirmed the relationship and revealed the three main themes of mental fatigue, contact avoidance, and stress in explaining teacher burnout. The implications for school administrators and teacher educators are discussed.

scholarly journals Operationalising the Concept of Mediation in L2 Teacher Education

2018 ◽  
Vol 9 (1) ◽  
pp. 132 ◽  
Author(s):  
Ghasemali Azadi ◽  
Reza Biria ◽  
Mehdi Nasri
Keyword(s):  
Teacher Education ◽  
Positive Attitude ◽  
Teacher Educators ◽  
Deep Insight ◽  
Positive Perception ◽  
Policy Makers ◽  
Item Questionnaire ◽  
Efl Teachers ◽  
One Way Anova

This study aims to operationlise the mediation concept on L2 teacher education. Sixty-two EFL teachers at Isfahan high schools were selected, a 30-item questionnaire was employed, and T-test and one-way ANOVA were used. The findings revealed mediation roles of the teacher educators were instructional while integrative and participative roles were not attended. Teacher educators presented knowledge, skills, and experiences in the forms of lectures and seminars with little attention to workshops and panel discussions. BA holders showed positive perception towards mediation role of teacher educators while MA holders did not. The least experienced L2 teachers indicated the most positive attitude towards the mediation role of the teacher educators while the most experienced L2 teachers showed the least positive attitude. The findings presented L2 teachers a deep insight of the mediation concept, teacher educators a better picture of possible flaws of their role, and policy makers to amend related drawbacks.

scholarly journals The Relationship between EFL Teachers’ Critical Thinking and Use of Motivational Strategies

2017 ◽  
Vol 8 (2) ◽  
pp. 14
Author(s):  
Gholamreza Parsi
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Rank Order ◽  
Motivational Strategies ◽  
Efl Teachers ◽  
Training Courses ◽  
Language Schools ◽  
Relationship Of ◽  
The Relationship

The present study was conducted to investigate the relationship between EFL teachers’ critical thinking and use of motivational strategies. The participants of this study were 101 EFL teachers. These teachers were both male and female between 21 to 36 years old, and they taught intermediate and advanced levels and varied in their experience from 3 to 17 years. They were chosen randomly from private language schools in Mashhad and two questionnaires were given to them: A questionnaire to evaluate the use of motivational strategies (Cheng and Dornyei, 2007) and another questionnaire to estimate their critical thinking (Honey, 2000).To fulfill the objective of the study, a Spearman Rank Order Correlational analysis was conducted to investigate any significant relationship between the two variables. The results showed that there is no correlation between critical thinking and motivational strategies. This result may help teacher educators to consider the relationship of critical thinking and teachers’ use of motivational strategies as an integral part of the teaching and learning process in teacher training courses. 

scholarly journals NOVICE TEACHERS' BELIEFS ABOUT PROBLEM-BASED LEARNING APPROACH, AND TEACHING PRACTICES

2017 ◽  
Vol 5 ◽  
pp. 901-909
Author(s):  
Olena Zhukova
Keyword(s):  
Novice Teachers ◽  
Teacher Educators ◽  
Classroom Practices ◽  
School Administrators ◽  
Problem Based Learning ◽  
Teaching Experience ◽  
Pedagogical Beliefs ◽  
Structured Interviews ◽  
Efl Teachers ◽  
Lack Of Commitment

This article presents the results of the pilot study conducted with the aim to examine novice teachers’ pedagogical beliefs and challenges regarding the implementation of a problem-based learning (PBL) approach in the EFL classroom. The relationship and discrepancies between novice teachers’ pedagogical beliefs and actual classroom practices were also investigated. In total 25 novice teachers of English as a foreign language (EFL) with up to 3 years of teaching experience participated in the study. The data for the present study were collected from face-to-face semi-structured interviews and classroom observations. In total, 25 novice EFL teachers working in Latvian basic and secondary schools agreed to participate in the survey.The finding of the survey suggest that novice teachers’ beliefs are not always reflected in their actual classroom practices for a number of external and internal constraints, such as students’ expectations and perceptions, school administrators’ demands and lack of commitment, context of teaching, lack of professional skills and methodological support, and examination pressure.These findings of the present study might have implications for school administrators, EFL teacher educators, teacher training institutions and the institution that provide teacher professional development courses, as well as for education policy makers and for EFL teachers themselves.

Iranian EFL teachers’ perceptions of the difficulties of implementing CALL

ReCALL ◽  
2014 ◽  
Vol 26 (3) ◽  
pp. 298-314 ◽  
Author(s):  
Hora (Fatemeh) Hedayati ◽  
S. Susan Marandi
Keyword(s):  
Teacher Education ◽  
Technology Integration ◽  
Technology Use ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Research Question ◽  
Structured Interview ◽  
Extensive Experience ◽  
Efl Teachers ◽  
Iranian Context

AbstractDespite the spread of reliable technological tools and the availability of computers in Iranian universities, as well as the mounting evidence of the effectiveness of blended learning, many Iranian language teachers are still reluctant to incorporate such tools in their English as a foreign language (EFL) classes. This study inspected the status quo of technology integration in Iranian EFL classes and investigated the obstacles, as perceived by the Iranian EFL teachers, toward implementing CALL in Iran. First, 100 EFL teachers completed the Teacher Technology Integration Survey developed by Vannatta and Banister (2009), to help estimate technology use in EFL classes. Then the researchers interviewed twelve teachers, comprising two EFL teacher educators with no CALL experience, four teachers with the experience of integrating technology in their EFL classes, four EFL teachers who had recently finished an online CALL teacher education program, and two EFL teachers with no CALL experience. The semi-structured interview questions were designed by the researchers, one of whom has extensive experience with CALL, and were revised based on the suggestions of a colleague with expertise in teacher education. One of the researchers conducted the interviews, each of which lasted for 30–50 minutes. The researchers used structural content analysis of the interview transcripts to find themes relevant to the research question. The results suggest that on the whole, Iranian EFL teachers do not usually integrate digital technology into their classes; and the obstacles in implementing CALL in language classrooms could be classified into three categories: teacher, facility, and learner constraints. Each of the categories is discussed in detail and suggestions are provided for promoting CALL in the Iranian context.

scholarly journals The Voices of Preservice EFL Teachers on the Implementation of Teacher Educators‘

2016 ◽  
Vol 3 (2) ◽  
pp. 171-191
Author(s):  
Effendi Limbong
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Flipped Classroom ◽  
Teacher Educators ◽  
English Education ◽  
Structure Interview ◽  
Face To Face ◽  
Use Of Technology ◽  
Efl Teachers ◽  
Semi Structure Interview

ABSTRACT This research investigate pre-service EFL teachers’ voices toward teacher educators’ implementation of flipped classroom combined with Facebook throughout TPACK that can be observed by pre-service EFL teachers during their teacher training program. This study employed phenomenology of semi-structure interview and document e-portfolio projects of eight pre-service EFL teachers. This research revealed although not all participants were unfamiliar with flipped classroom, this approach to combine with Facebook as media to upload e-portfolios of previous pre-service EFL teachers and various website links to design and develop PACI model was effective and efficient in understanding the content of PACI model before they have face to face classes. The significance of this study is useful for pre-service EFL teachers to witness the use flipped classroom combine with Facebook to extend the use of technology for being self-discipline and self-directness to design and develop PACI model throughout the TPACK framework in supporting them to be 21st future teachers. ABSTRAK Penelitian ini mengungkap pengalaman para calon guru terhadap penerapan kelas terbalik dengan menggunakan Facebook sebagai media oleh dosen dengan TPACK yang dapat diamati oleh para calon guru selama mengikuti perkuliahan agar nantinya dapat mereka terapkan. Dengan menggunakan phenomenology semi interview terstruktur terhadap delapan calon guru dan menganalisa hasil unjuk kerja berbasis portofolio elektronik. Penelitian ini menemukan walaupun tidak semua calon guru terbiasa dengan pendekatan kelas terbalik, penggabungan metode ini dengan Facebook sebagai media untuk memasukkan materi ajar dari Internet ditambah dengan hasil kerja mahasiswa sebelumnya berbasis elektronik portofolio untuk mendesain dan membuat materi ajar berbasis teknologi dengan menggunakan PowerPoint, Audacity, Camtasia, dan Internet (PACI) efektif dan efisien untuk difahami dan diterapkan oleh calon guru sebelum mengikuti perkuliahan dan meningkatkan penggunaan teknologi untuk belajar mandiri, mendesain, dan membuat PACI model berdasarkan TPACK untuk menjadi guru abad 21. How to Cite: Limbong, E. (2016). The Voices of Preservice EFL Teachers on the Implementation of Teacher Educators’ Flipped Classroom in Designing and Developing PACI Model. IJEE (Indonesian Journal of English Education), 3(2), 171-191 doi:10.15408/ijee.v3i2.5511. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.5511  

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