scholarly journals Teachers’ Practices and Perceptions of the Use of ICT in ELT Classrooms in the Pre-Covid 19 Pandemic Era and Suggestions for the 'New Normal'

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Ang Sher Ryn ◽  
Sandaran, SC
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Learning Experience ◽  
Teaching Experience ◽  
English Language Teaching ◽  
School Level ◽  
Ict Literacy ◽  
Ict Integration ◽  
New Normal

ICT is the acronym for Information and Communication Technology and refers to a varied set of technological tools and resources used communication to create, disseminate, store, and manage information. In the context of teaching and learning, the integration of ICT can assist students in acquiring English language competency as well as enhancing the quality of their learning experience. Previous research has shown that there exists barriers to implementing ICT in teaching and learning, i.e. teacher-level barriers and school-level barriers. Despite there being barriers for ICT integration in teaching and learning, the Covid 19 pandemic has fast tracked ICT integration, and today teachers and students worldwide have been forced to work online regardess of whether they are prepared in terms of knowledge, skills and resources for the 'technologisation' of teaching and learning. This study investigated teachers’ practices and perceptions in using ICT in English Language Teaching (ELT) with a focus on the obstacles faced by English language teachers in using ICT in their lessons, measures taken to increase their ICT usage and the perceptions of using ICT in the classroom. Respondents in this study were 18 teachers in a premier school with either a training in English language teaching or English background and at least 5 years' teaching experience. Using a 60-item questionnaire, data was gathered on respondent’s ICT literacy, obstacles faced, ICT usage and their perceptions of using ICT in the classroom. The findings of the research suggest the lack of ICT literacy and time allocated for teaching and learning process as the main obstacles faced by English teachers in using ICT. In addition, the overall ICT literacy of the teachers were still limited and needed to be improved especially in the use of internet so that they would gain more confidence in implementing ICT in their classroom. While the findings show that the main problems that had restricted the teachers in using ICT in their teaching is the lack of ICT skills and confidence in implementing ICT in the classroom, this study recommends that schools provide more training and ICT courses to teachers to improve teachers’ ICT literacy as a measure to embrace the new normal of the Covid 19 pandemic digitalised era.

scholarly journals Application of Theories, Techniques, Methods and Approaches to Develop Second Language Skills-a Study Based on Transition From Schooling to College

2018 ◽  
Vol 7 (3.6) ◽  
pp. 210 ◽  
Author(s):  
K Jeya Gowri ◽  
M Ilankumaran
Keyword(s):  
Second Language ◽  
Education System ◽  
Teaching And Learning ◽  
English Language ◽  
Transition Period ◽  
Language Teaching ◽  
Language Skills ◽  
English Language Teaching ◽  
Transitional Period ◽  
School Level

English is not just an official language in India, but also the language of mediation, higher education, science and technology. It is stated that India follows an improper curriculum pattern which is clear in the case of English language teaching, because the concept is failure in attaining the supreme result over the proficiency in language. Therefore, English Language Teaching and Learning in India is considered to be low in quality, according to the Indian Educational System. This hindrance can be ignored through proper curriculum pattern. The objective of this paper is to identify the connection between behaviour, anxiety and enthusiasm of high school and tertiary level students in learning English and obtaining the proficiency in second language skills. Second Language Learners fail to acquire the basic verbal skills from the school level. For the positive transition from the tertiary to the college, there should be a strong motivation from the side of education system as well as the people around the students. According to Vincent Tinto there are three stages that the students encounter in their academic life, they are separation, transition and incorporation. The paper also explores the transition period of the students psychologically, and offers remedial measures to come out of the confusion. It explores the theories, techniques, methods and approaches for imparting the second language skills during the transitional period of the students. The education system, adult learning and transition theories, problems and challenges have also been discussed in the paper. 

scholarly journals Using Total Physical Response (TPR) Method on Young Learners English Language Teaching

2019 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Cicih Nuraeni
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Word Choice ◽  
Young Learners ◽  
Teachers And Students ◽  
Post Test ◽  
Physical Response ◽  
Learning English

<p>The purpose of this study was to describe the use of Total Physical Response (TPR) method on young learners English Language Teaching (ELT) at Panti Asuhan Yauma. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta. The class consists of 30 students which their ages were around 5 to 11 years old. The data collected through observation in learning activities. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 5 (five) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, and speaking easily. The results showed that there was an improvement in vocabulary score about 27.40 and comprehension score about 28.77. The research finding first showed that when using the TPR method children enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for young learners. It was proved by the score from pre-test and post-test.</p>

scholarly journals Evaluation of the intensive English language teaching programme for the fifth grade according to teachers’ views

2021 ◽  
Vol 13 (3) ◽  
pp. 106-124
Author(s):  
Yoones Tavoosy
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Fifth Grade ◽  
International Exchange ◽  
Intensive English ◽  
Teaching Programme ◽  
Universal Language ◽  
Intensive Course

With the increase in international exchange of information, language policies of countries have focused especially on the teaching and learning of English, the universal language of communication. The aim of the study is to evaluate the intensive English language teaching programme for the fifth grade according to the teachers’ views. The research is conducted in the phenomenological pattern, one of the qualitative research methods. In the 2018–2019 academic year, data were collected by interviewing with 26 volunteer English teachers in 7 different districts of İstanbul. Descriptive and content analysis methods were used for analysing the data. From the results, most of the teachers generally have expressed positive opinions about the intensive English language course for the fifth grade and its curriculum. This paper recommends that the content should be eased by reducing the number of unit numbers and grammar subjects in the curriculum.   Keywords: Intensive course, English language, teaching programme, programme evaluation, teachers’ views, the fifth grade.

scholarly journals Intercultural sensitivity and its effects on ELT curricula – Teacher insights

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Walead Etri
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Intercultural Sensitivity ◽  
Learning Experience ◽  
English Language Teaching ◽  
Original Research ◽  
Data Generation ◽  
Content Type ◽  
Teaching Context ◽  
Group Interviews

PurposeThis qualitative research set out to understand what teachers’ assessments were of the context of teaching as it relates to the curriculum, and what they consider appropriate for an optimal teaching and learning experience in a university english language teaching (ELT) context.Design/methodology/approachQualitative data were deemed required to understand the effects and understanding teachers had of the ELT curriculum as it played out in their teaching context. Focus group interviews and observations were the main method for data generation.FindingsThe context has a bearing on the ongoing development of teachers’ intercultural sensitivity (IS) frames and how they address IS over time in their context of teaching as it pertains to curriculum.Originality/valueThis is an original research paper which gives insight to knowledge about the relationship between ELT, curriculum and culture.

scholarly journals English foreign language teaching anxiety of Indonesian pre-service teachers of undergraduate internship program

2021 ◽  
Vol 6 (2) ◽  
pp. 222
Author(s):  
Huyi Intan Sari ◽  
Choiril Anwar
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Time Management ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Teaching Experience ◽  
Negative Evaluation ◽  
Teaching Anxiety

Anxiety is a topic mostly investigated in the field of foreign language education. Unfortunately, the main focus of the studies on the aforementioned topic has primarily been provided in relation to anxiety suffered by students not teachers. Anxiety in speaking English while teaching has been proven to be a separate obstacle to the success of the language teaching and learning. This still happens to teachers who even have years of teaching experience. This study aims to investigate the English language teaching anxiety as experienced by the pre-service teacher at the department. The FLTA questionnaire consisting of 27 out of 45 items was adopted to collect data. Since this study was carried out during the COVID-19 pandemic, the questionnaire was distributed to the participants via email. The analysis was then made by implementing the qualitative descriptive approach and simple quantification to support the description. The results show that there were five factors of anxiety occur during the program. They were teaching inexperience, self-perception of language proficiency, fear of negative evaluation, lack of student�s interest, and difficulty with time management. These findings are expected to become a reference for the efforts of developing an internship preparation program.

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