To be or not to be: Understanding university academic English teachers’ perceptions of assessing self-directed learning

2017 ◽  
Vol 55 (2) ◽  
pp. 201-211 ◽  
Author(s):  
Ken Lau
Keyword(s):  
English Teachers ◽  
Academic English ◽  
Self Directed Learning ◽  
Teachers Perceptions ◽  
Directed Learning

scholarly journals Self-Directed on English Language Learning During Covid-19 Pandemic: Analysis of Teacher Perceptions and Student Learning Autonomy

2021 ◽  
Vol 4 (1) ◽  
pp. 61
Author(s):  
I Made Hardi Setiawan ◽  
Luh Putu Artini
Keyword(s):  
Online Learning ◽  
Teacher Perceptions ◽  
Student Learning ◽  
English Teachers ◽  
Independent Learning ◽  
Self Directed Learning ◽  
Teachers Perceptions ◽  
Study Results ◽  
Directed Learning ◽  
The Impact

Online learning causes students to learn more independently. This study aims to analyze the perception of English teachers about independent learning, describe the activities provided by the teacher in online learning, and identify the components of independent learning that can be identified in online learning activities. This research is qualitative. The research subjects in this study were English teachers who applied online learning. Data collection was carried out using questionnaires, observations, and identification tables. Questionnaires were used to collect data on English teachers' perceptions of self-learning. There are three questionnaires to collect teacher perception data; 1) Teachers' perceptions of SDL content knowledge, 2) teachers' perceptions of SDL implementation, and 3) teachers' perceptions of the impact of SDL. Observation is used to collect data on activities assigned by the teacher in online learning. The data is described into three segments, pre-activity, while-activity, and post-activity. The results showed that teachers claimed to know about self-directed learning, often applied SDL, and claimed SDL had a very influential impact on students. Teachers still have difficulty handling online learning, especially in pre-activities and post-activities. In this study, there is a discrepancy between the teacher's perception and real action. Of the seven indicators, teachers can only apply two indicators. There are indications that the application of self-directed learning in online learning has not been effective. Based on the study results, it can be concluded that English teachers still have difficulty implementing independent learning to increase student learning independence, especially in online learning.

scholarly journals Self-Directed Learning in EFL During Covid-19 Pandemic: Teacher’s Perception and Students’ Learning Autonomy

2021 ◽  
Vol 4 (1) ◽  
pp. 80
Author(s):  
Ni Luh Made Purnia Adi ◽  
Luh Putu Artini ◽  
Luh Gede Eka Wahyuni
Keyword(s):  
Online Learning ◽  
Learning Activities ◽  
Self Management ◽  
Mixed Method Research ◽  
Self Directed Learning ◽  
Self Monitoring ◽  
Teachers Perceptions ◽  
Directed Learning ◽  
The Impact ◽  
Teacher's Perception

Due to the global outbreak of coronavirus disease (COVID-19), new regulations require students to study from home so that students must be able to study independently. This study aimed to analyze teachers' perceptions of self-directed learning (SDL) and SDL components that can be identified from online learning activities assigned by teachers during the COVID-19 pandemic. This research was designed in the form of embedded mixed-method research. An English teacher at a high school was selected as a participant. Furthermore, data were collected through questionnaires, observations, and classification tables. The results showed that: 1) with a score of 4.00, teachers perceive themselves as "knowledgeable" about SDL knowledge, with a score of 3.57, teachers perceive themselves as "expected" or often carry out learning activities that support SDL, with a score of 3.88, teachers assessing the impact of SDL as “influential” on students, 2) components of SDL reflected through online learning activities assigned by the teacher are “developing a sense of belonging to students in learning” and “developing student self-monitoring” and self-management.” Thus, teachers perceive SDL positively, and there are two components of SDL promoted by teachers' online learning activities.

scholarly journals Self-directed Teacher Professional Development in Saudi Arabia: EFL Teachers’ Perceptions

2020 ◽  
Vol 10 (11) ◽  
pp. 1359
Author(s):  
Hamad I. Alshaikhi
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Workplace Learning ◽  
Learning Context ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Directed Learning ◽  
Teacher Professional

This study explores Saudi EFL teachers’ perspectives, attitudes and experiences with regards to their teacher professional development (TPD) with special emphasis on workplace learning and self-directed initiatives. Using semi-structured interviews and reflective essays, the study managed to highlight a thriving workplace learning context in which teachers are involved in many forms of self-directed learning, including experiences stemming from the dailiness of the everyday realities of their schools. Data showed that Saudi EFL teachers are committed professionals who are well aware of a variety of TPD resources and opportunities; some of them are institutionalised while the majority are self-directed by teachers themselves beyond any institutional requirement. The study revealed that many participants had high preferences for self-directed learning over institutional provisions for its embeddedness in their context, the nature of their specialisation, and for the changing nature of their profession. Networking, collaboration, reflection and collegiality are some of the main features of self-directed learning as reflected in teachers’ current practices.

scholarly journals A PROPOSAL FOR PROFESSIONAL DEVELOPMENT OF BUSINESS ENGLISH TEACHERS IN SERBIA – OVERVIEW OF THE RESEARCH

2021 ◽  
pp. 389
Author(s):  
Mirna Vidaković
Keyword(s):  
Professional Development ◽  
Traditional Approach ◽  
English Teachers ◽  
Business English ◽  
Self Directed Learning ◽  
Professional Needs ◽  
Proposed Model ◽  
Professional Development Of Teachers ◽  
Directed Learning ◽  
Learning And Collaboration

This paper gives an overview of the empirical research conducted in the doctoral thesis entitled “A New Model of Professional Development of Business English Teachers in Serbia: Theoretical, Methodological and Practical Aspects”. Having noticed that professional needs of Business English teachers in Serbia were not sufficiently recognized, the research aimed to analyse the current situation regarding Business English teaching and professional development of teachers so as to gain data necessary for creating a proposal of a model of development that would fully respond to teachers’ pedagogical demands. The sample included 85 teachers and 349 students of Business English. Data collected through questionnaires and interview were analysed quantitatively and qualitatively. The results were largely consistent with contemporary research in the fields of LSP (Languages for Specific Purposes) and professional development of teachers. A few points which reflected a traditional approach to education concerned students’ perception of teachers’ roles and field competencies, and teachers’ expectations with regard to obtaining ready-made pedagogical solutions. The proposed model advocates a bottom-up and reflective approach to professional development, encourages both self-directed learning and collaboration, and offers content that suits teachers’ diverse experience and working contexts. 

scholarly journals Vlogs in University EFL Speaking: Student’s and Teachers’ Perceptions

2021 ◽  
pp. 416-424
Author(s):  
Misdi . ◽  
Usmala Dewi Siregar ◽  
T Thirhaya Zein ◽  
Deasy Anggraini ◽  
Zhafran Fatih Ananda
Keyword(s):  
Language Education ◽  
Private University ◽  
Structured Interview ◽  
Foreign Language Education ◽  
Learning Motivation ◽  
English Learning ◽  
Self Directed Learning ◽  
Teachers Perceptions ◽  
Directed Learning ◽  
Efl Students

The use of vlogs has increased significantly in the context of English learning, especially in the context of English as a Foreign Language education. Yet little has been reported on how university EFL students perceive vlogs for their English learning, e.g. speaking activities. Thus, this paper aimed to investigate students’ and teachers’ perceptions of vlog-mediated English speaking activities. From 99 EFL students and teachers, 49 students of the English department of a private university were recruited to participate in this study. After a week of a classroom project of vloging in speaking activities was implemented, questionnaires were distributed. Then a semi-structured interview was conducted to further explore students’ perceptions of vloging activities. The findings show that vlog-mediated EFL speaking successfully stimulated students for speaking English. Students enjoyed the vloging activities. Students’ learning motivation was also improved. Some implication of the vlog-mediated EFL speaking activities were presented and discussed. Students’ speaking engagement and challenges were also elaborated. Keywords: EFL speaking, learning motivation, self-directed learning, vlog-mediated speaking

scholarly journals Self-Directed Professional Development: EFL Teachers' Understanding

2021 ◽  
Vol 3 (4) ◽  
pp. 196-208
Author(s):  
Surendra Prasad Bhatt
Keyword(s):  
Professional Development ◽  
Learning Strategies ◽  
Teacher Development ◽  
English Language ◽  
Secondary Level ◽  
English Teachers ◽  
Teaching Profession ◽  
Effective Teacher ◽  
Self Directed Learning ◽  
Directed Learning

Self-directed professional development is the process to develop professionally with the help of self-motivation, self-initiation, and strong willpower. Teacher development through self-direction is the concern these days in Nepal. The study explores the experiences of secondary-level English language teachers in the practice of self-directed professional development strategies within the theoretical framework of adult learning theory, more specifically, a key component of self-directed learning. Based on the telephone interviews with five English teachers teaching English at the secondary level of Dadeldhura district, the practice of the experience of practicing self-directed learning strategies was explored. The study reveals that the teacher teaching in secondary level challenges like large class, less or no effective teacher training, improper use of CAS, and lack of teaching material in the teaching profession. To tackle these challenges, they adopt different strategies themselves. Mainly this study showed that strategies like reading printed materials, use of internet and ICT tools, action research, reflection, and collaboration among teachers are some common among them. These strategies are very often and easy for their professional development. These strategies are adopted for solving mainly everyday problems. Despite being in remote areas of Nepal secondary level English teachers are self-motivated to adopt different strategies for their professional development. 

scholarly journals Digital technology use by the students and english teachers and self-directed language learning

2017 ◽  
Vol 9 (1) ◽  
pp. 24 ◽  
Author(s):  
Nehir Sert ◽  
Ebru Boynueğri
Keyword(s):  
Language Learning ◽  
Digital Technology ◽  
Technology Use ◽  
English Teachers ◽  
High Income ◽  
High Income Group ◽  
Self Directed Learning ◽  
Learning Behaviors ◽  
Digital World ◽  
Directed Learning

Abstract: The digital era is a new challenge for teachers. While children get acquainted with the digital technology before the age of six, teachers, who have encountered with the digital world at a later time in their lives, struggle with it. Self-directed learning, which is crucial for lifelong learning, can be enhanced by the use technology particularly beyond the classroom settings. The aim of this study was to examine the difference between the perceptions of 5-8 graders in low and high income groups about their technology use skills and their English teachers’ technology use skills. It also tested the correlation between their perceptions of their self-directed language learning behaviors and their technology use skills as well as their English teachers’ technology use skills. The population of the study consisted of 145 students. Inter group comparisons and correlational research methods were adopted. The results indicated that the low and high income students’ perceptions did not differ regarding their own technology use skills, and similarly their English teachers’ technology use skills. There was no correlation between the perceptions of the low/high income group combination regarding their technology use skills and their English teachers’ technology use skills. And lastly, their perceptions on their self-directed learning behaviors did not correlate with their perceptions on their technology use skills and their English teachers’ technology use skills. The educational implications of these results were discussed and suggestions were put forward so as to produce more effective learning environments.    Keywords: Digital technology; self-directed learning; ELT, English teacher 

scholarly journals Teachers' Perceptions of Using Digital Gaming in Classrooms

2021 ◽  
Vol 11 (1) ◽  
pp. 6
Author(s):  
Rania Kokandy
Keyword(s):  
Video Game ◽  
Digital Games ◽  
Self Directed Learning ◽  
Digital Gaming ◽  
Policy Makers ◽  
Teachers Perceptions ◽  
Directed Learning ◽  
Video Game Consoles ◽  
Teachers Perspectives ◽  
Different Levels

Digital gaming is a widespread activity in our society; more than 45 million homes have video-game consoles. Mostly, educators see this as a waste of valuable time that could be used for learning instead. Thus, the purpose of this qualitative study is to understand teachers' perspectives on using digital gaming among their students at Northern Illinois University in the state of Illinois. The main findings of this study discovered that most of the teachers who were interviewed have a positive attitude toward digital gaming and they think it that has a number of benefits that should not be ignored. Moreover, the results of this study revealed that teachers noted that using digital games increased students' engagement as well as improved students' skills, such as critical thinking, self- directed learning, technological skills, and self- motivation. This study has showed that indeed digital games have a bright future as a tool used at various stages of learning for different levels of students. Consequently, the educational policy makers should to embrace digital gaming as a learning tool.

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