English language teaching reforms in Vietnam: EFL teachers’ perceptions of their responses and the influential factors

2020 ◽  
pp. 1-12
Author(s):  
Le Thanh Thao ◽  
Le Xuan Mai
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Influential Factors ◽  
English Language Teaching ◽  
Teachers Perceptions ◽  
Efl Teachers

scholarly journals A Review Paper on ELT Articles Conducted on EFL Teachers’ Perceptions, Practices and Challenges towards Communicative Language Teaching

2021 ◽  
Author(s):  
Netsanet Haymanot Belete
Keyword(s):  
English Language ◽  
Review Paper ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Sampling Techniques ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Research Findings ◽  
Research Questions

This review paper aimed at reviewing English language teaching articles on EFL teachers’ perceptions, practices and challenges towards communicative language teaching. In this review, two ELT articles, which have been conducted on teachers’ perceptions, practices and challenges towards communicative language teaching in EFL classes, were reviewed in detail. While reviewing the articles, the researcher adapted Rideley’s (2008) checklist to evaluate elements of article. Thus, articles were reviewed by focusing on the title, abstract, introduction, research questions, objectives, research design, participants, sample and sampling techniques, data collecting instruments, methods of data analyses, findings and references based on the checklist provided above. The review revealed that the articles had clear objectives, researchable questions, appropriate methods and inevitable conclusions. They tried to answer the questions which were raised in each article, and the objectives went along with the overall research findings. The review, on the other hand, revealed that the participants in the articles were not representative so as to conclude and generalize the overall population by taking only few participants which were selected even by using non probability sampling.

scholarly journals ELT During Lockdown: A New Frontier in Online Learning in the Saudi Context

2020 ◽  
Vol 11 (1) ◽  
pp. 44
Author(s):  
Uzma M. Hashmi ◽  
Hussam Rajab ◽  
Sayyed Rashid Ali Shah
Keyword(s):  
Online Teaching ◽  
English Language ◽  
Language Teaching ◽  
Real Life ◽  
English Language Teaching ◽  
Descriptive Research ◽  
Sequential Mixed Methods ◽  
New Frontier ◽  
Efl Teachers ◽  
Indispensable Tool

This study explores pedagogical challenges pertaining to the new online English Language Teaching (ELT) practices that emerged due to the covid-19 pandemic outbreak and the subsequent worldwide lockdown. Based on an explanatory sequential, mixed methods, descriptive research design, quantitative and qualitative data from 265 English as a Foreign Language (EFL) teachers in the Saudi context were collected by utilising a custom designed, twenty-two items on a psychometric five-point Likert items, open-ended questions, and a questionnaire. The quantitative data were statistically analysed using SPSS whereas the qualitative textual data were analysed employing the grounded theory. The findings of the study indicate that EFL teachers regard full scale online teaching as a challenging endeavour; however, a valuable and indispensable tool in language teaching, especially, during the outbreak of covid-19 pandemic. Furthermore, most of the participants prefer to receive more professional development opportunities based on real life teaching experiences in online ELT. The study presents suggestions and recommendations for further research.

scholarly journals ENGLISH TEACHERS' PERCEPTIONS ABOUT THEIR TEACHING: USING ACTIVITY THEORY TO IDENTIFY CONTRADICTIONS

2015 ◽  
Vol 20 (2) ◽  
pp. 159
Author(s):  
Andi Marwan
Keyword(s):  
Activity Theory ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
Activity System ◽  
Teachers Perceptions ◽  
Higher Institution

This paper highlights the findings of a study which was undertaken at a vocational higher institution in Indonesia. The aim of the study was to explore English teachers' perceptions about their English language teaching (ELT) in this institution. Activity theory (AT) was employed as the framework for guiding the study owing to the fact that its focus was on the identification of contradictions occurring in the activity system. From AT analysis, several contradictions could be located within the context of ELT in this institution. Recommendations for the improvement of ELT in this particular institution were also provided.

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 TEACHERS AS RESEARCHERS: THE PERCEPTIONS AND PRACTICES OF CANTHO TERTIARY EFL TEACHERS

2021 ◽  
Vol 5 (5) ◽  
Author(s):  
Nguyen Thi Thu Uyen ◽  
Truong Vien
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Current Status ◽  
Structured Interviews ◽  
Tertiary Institutions ◽  
Teachers Perceptions ◽  
Research Engagement ◽  
Efl Teachers ◽  
Conducting Research ◽  
High Level

This descriptive study aims to investigate tertiary EFL teachers’ perceptions and practices of doing research. The study was conducted with the participation of 67 EFL teachers from tertiary institutions in Cantho of Vietnam. Quantitative and qualitative data were gathered via the questionnaire and semi-structured interviews to provide insights into how Cantho tertiary EFL teachers perceive the benefits and challenges of doing research as well as their current status of practices as researchers. The study revealed that (1) Cantho tertiary teachers held positive perceptions of conducting research in the field of English language teaching, and that (2) their practices as researchers were reported to be at a high level. Understanding these is an important part of the broader process of attempting to resolve research challenges teachers are facing and thus to encourage teacher research engagement among EFL teachers. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0887/a.php" alt="Hit counter" /></p>

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