scholarly journals Quality Teaching Practice: Value Education in the Language Classroom

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Tan Yuan Yi ◽  
Norhanim Abdul Samat
Keyword(s):  
English Language ◽  
Teaching Practice ◽  
English Teachers ◽  
English Language Teaching ◽  
Analysis Tool ◽  
Full Potential ◽  
English Teacher ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Language Classroom

The latest Malaysian Educational Blueprint (2013-2025) asserts the importance of producing value-driven Malaysians through education. English language teaching should be aimed beyond producing more proficient users as it possesses a nature that is particularly suitable for value incorporation. This research aims to investigate how English teachers communicate values to students, the kinds of values communicated and whether the values communicated are stipulated by the Ministry of Education. This research utilized a qualitative case study approach on two respondents, an experienced English teacher and a novice English teacher. Their lessons were videotaped, transcribed and coded based on a set of established analysis tool. Semi-structured interviews were also conducted to further understand the values depicted by the respondents. The results of the research show that teachers consciously incorporated values through selected topics, tasks and explicit moral statements. They subconsciously transmitted values through classroom rules and regulations, curricular substructures and expressive morality. It is found in this research that teachers applied much more subconscious approaches to communicate values than that of conscious ones during teacher-student encounter, with classroom facilitation being used as the medium most frequently. The kinds of values communicated included spiritual, intellectual, esthetical, positive, interactional, citizen, economical and modernized values. About half of the values communicated were stipulated by the Ministry of Education. This research provides new insights into how Malaysian English teachers can improve the quality of their teaching by harnessing the full potential of a language classroom to educate values.

scholarly journals The peace tree in ELT: A problematizing exploration

2021 ◽  
Vol 14 (1) ◽  
pp. 44-57
Author(s):  
Yeraldine Aldana Gutiérrez
Keyword(s):  
Exploratory Study ◽  
Knowledge Construction ◽  
Critical Reflection ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
Situated Knowledge ◽  
Structured Interviews ◽  
Alternative Reading

The English language teaching (ELT) field has undergone transformations regarding its views on knowledge and language. Although instrumental perspectives situate English teachers in a passive, receptive and technical position, their research and pedagogical work displays an interest in extracurricular phenomena about Peace Construction (PC) in ELT. This qualitative exploratory study aimed at unveiling possible connections between PC and ELT in Colombia. Documental revision and semi-structured interviews were applied with 4 English teachers. Findings discuss an organic metaphor as facilitating “teachers’ situated knowledge construction” (Serna, 2018, p. 585). Thus, a critical reflection is developed on how ELT and PC may articulate one another towards an alternative reading on their possible relationality or the reduction of the canonical distance imagined between these two fields, in order to acknowledge their interconnection. Conclusions around the multifaceted transdisciplinary ELT field are presented.

scholarly journals Effects of Task-based Language Teaching (TBLT) Approach and Language Assessment on Students’ Competences in Intensive Reading Course

2019 ◽  
Vol 12 (3) ◽  
pp. 119 ◽  
Author(s):  
Shijun Chen ◽  
Jing Wang
Keyword(s):  
Second Language Acquisition ◽  
English Learners ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Language Assessment ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Intensive Reading

Task-based language teaching on the purpose of enhancing students’ communicative skills and involving them actively in the authentic context has long been highlighted in recent years in tertiary English language teaching. This paper proposes a framework of task-based teaching approach and language assessment in intensive reading class based on the researcher’s own teaching practice to explore positive impacts on students’ competences. This is done in the context of both oral presentation and written reports of first undergraduate English major students. The research method consists of semi-structured interviews and a questionnaire with 18 questions pointing to different aspects in the learning and teaching processes, aiming to explore what impacts it has on students’ competence in both second language acquisition and at cognitive level. In this empirical study, all the findings indicate that TBLT applied in Chinese English teaching class is very effective and beneficial for the enhancement of Chinese English learners.

Investigating the Implementation of 2013 Revised Curriculum and School-Based Curriculum from Postmethod Pedagogy Principle: Teachers’ Perspective

2020 ◽  
Vol 6 (1) ◽  
pp. 116-125
Author(s):  
Muhammad Anjar Nugraha ◽  
Slamet Wahyudi Yulianto
Keyword(s):  
Private School ◽  
Integrated Curriculum ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
English Teachers ◽  
Language Learner ◽  
English Language Teaching ◽  
Structured Interviews ◽  
School Based

Take-in the ever-changing policy of Education in Indonesia seems a very long-crucial issue to be discussed. Post-method pedagogy offers with the controversial claim that in the 21st era the play of teaching method is dying. Post-method pedagogy is the current issue of English Language Teaching (ELT) nowadays. This is a qualitative case study aims at investigating English teachers’ perspective towards post-method pedagogy. English teachers from two senior high schools in Subang has taken as the participants. A school is a public school, in which implements 2013 revised-curriculum and one another school is a private school that implements a School-based Curriculum or integrated curriculum. Those teachers administered the questionnaire and one teacher for each school will be chosen to conduct classroom observation and semi-structured interviews. According to the result of this study, the researcher indicates that all the participants tend to implement Communicative Approaches-Communicative Language Teaching (CLT)-Task Based Language Teaching most in their future classes. Eventhough the participants have their own style of teaching, they are not believe in themselves enough to produce their own teaching method. They have an authority to combine and prove it with their beliefs and background knowledge. They pay attention to the background of language learner and should not only focus on native speakers’ value. The researcher is almost able to observe the macro strategies that purposed by Kumaravadivelu. There is no difference between teacher who implements the 2013 revised curriculum and school-based curriculum or integrated curriculum from post method pedagogy principle

scholarly journals Factors affecting the quality and efficacy of an ELT-INSET: A case study of Bangladesh

2019 ◽  
Vol 24 (1) ◽  
pp. 55-66
Author(s):  
Shakila Nur ◽  
Megan Short
Keyword(s):  
English Language ◽  
Professional Competence ◽  
English Education ◽  
English Teachers ◽  
Quality Parameters ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Quality Issue ◽  
Teacher Trainers

Given the integral role of English teachers in promoting quality English education, English language teaching in-service teacher education and training (ELT-INSET) plays a crucial role in developing quality and professional competence of English teachers. It is in this regard, when the inevitability of ELT-INSET is growing worldwide, our article identifies quality parameters of an ELT-INSET conducted in Bangladesh. This qualitative case study was conducted as part of a doctoral project employing semi-structured interviews with one ELT-INSET programme coordinator, three teacher trainers and 12 trainees (English teachers) of an ELT-INSET. The cross-case analysis of the interview data identified six factors adversely affecting the quality and efficacy of the ELT-INSET. The factors included the absence of needs analysis culture, an ineffective trainee selection mechanism and proper monitoring system, the quality issue of teacher trainers, contents and materials, the lack of required logistics support and finally, the bureaucratic power-coercive ELT-INSET management. The article, by shedding light on those findings, finally informs the policymakers with some implications with which to develop their policy and to enhance and ensure the quality and efficacy of ELT-INSET programmes. The implications might also be applicable irrespective of INSET for other subjects and polities with the same context beyond Bangladesh.

scholarly journals Classroom management problems pre-service teachers encounter in ELT

2018 ◽  
Vol 13 (4) ◽  
pp. 511-520
Author(s):  
Kubra Keser ◽  
Fatih Yavuz
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Management Strategies ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Senior Year ◽  
Classroom Management Strategies ◽  
Management Problems

Different ideas and different perspectives on classroom management have long been debated. This study opens a new horizon in classroom management issue by shedding light on the classroom management problems and strategies to overcome these problems by student-teachers at teaching practice courses. The research was designed with a mixed method by using both qualitative and quantitative data from the 4th year students at English language teaching (ELT) department at Balıkesir University. The data were collected through semi-structured interviews with senior students. The main interest of the study was to understand the classroom management problems of ELT student-teachers and their strategies to cope with these problems. The results revealed that classroom management problems generally stem from the noisy and talkative students and crowded classes. The solutions of senior year students include using different teaching methods with well-organised activities and setting good relationships with the students. Keywords: Classroom management, problems, teacher training, classroom management strategies.

scholarly journals Norwegian in-service teachers’ perspectives on language corpora in teaching English

2022 ◽  
Vol 9 (2) ◽  
pp. 90-106
Author(s):  
Barry Kavanagh
Keyword(s):  
Corpus Linguistics ◽  
Teaching And Learning ◽  
English Language ◽  
Research Question ◽  
Education Programme ◽  
English Teachers ◽  
Further Education ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Learner Corpus

This study aims to explore potential reasons why the use of the tools and methods of corpus linguistics are not prevalent in English teaching in Norway, using the research question What do in-service English teachers in Norway find useful about corpora and what do they find challenging? The study provides interview data from in-service teachers, contributing to our understanding of the in-service perspective on corpora. The research design consists of teaching corpus use in seminars for in-service English teachers (featuring LancsLex, the concordancer AntConc and the OANC), integrated into a language course that is part of a further education programme, and semi-structured interviews with four of the students who took the course, during which they also interacted with Netspeak, SKELL and COCA. As with previous research, the in-service teachers found corpora particularly useful for teaching and learning vocabulary, and found challenges to use which are categorized here as usability (criticism of AntConc), IT challenges (a lack of IT skills among teachers), learner-corpus interaction challenges (the complexity of software and concordance lines for pupils; pupil uninterest in language), and lack of teacher need (mistakes being “obvious” to teachers in the lower years). The article discusses some implications of these findings. Keywords: English language teaching, pedagogical corpus application, corpora           

scholarly journals Becoming an English Teacher: Voices from Nepal

2020 ◽  
Vol 2 (3) ◽  
pp. 108-118
Author(s):  
Gopal Prasad Pandey
Keyword(s):  
Role Model ◽  
English Language ◽  
Professional Competence ◽  
Professional Community ◽  
English Teachers ◽  
English Language Teaching ◽  
English Teacher ◽  
Motivating Factors ◽  
Social Prestige ◽  
Inquiry Approach

Motivations for choosing English teacher as a career have attracted considerable attention in recent years, and a number of research studies have been conducted to gain insights into pre-service and in-service teachers’ reasons for entering teacher education programmes. This study aimed at investigating motivating factors to choose English language teaching as a career. It also aimed at exploring the job satisfaction level of the participants, and the professional development activities they adopt to develop their professional competence. Five teachers of English who have been teaching English at different levels of education in Nepal for ten years now participated in this study. The narrative inquiry approach was adopted as a research design for this study. Interview was used as a tool for data collection. The study contains qualitative data only. The data were described and analyzed descriptively. The study revealed that the participants chose English teacher as career due to the influence of their role model English teachers; the love for the subject, the social prestige the English teachers deserved and the passion for teaching. The participants are satisfied with positions they hold as they have been able to help the adults to learn. Their motives for selecting job are guided by intrinsic motives such as interest, personal experience, intellectual fulfillment, and altruistic ones. The findings also indicated that they adopt different activities to develop their professional competence such as taking part in workshops, seminars, becoming members of professional community, attending ELT and applied linguistics conferences

scholarly journals ELT Master’s Programmes in Thailand: Focused Areas and Research Trends

2020 ◽  
Vol 6 (4) ◽  
pp. 171-182
Author(s):  
Athip Thumvichit
Keyword(s):  
English Language ◽  
Teaching Practice ◽  
English Teachers ◽  
Research Area ◽  
Research Trends ◽  
English Language Teaching ◽  
International Trends ◽  
Core Courses ◽  
Thai English ◽  
Increasing Demand

The increasing demand for competent users of English and qualified English teachers has accelerated the growth of graduate programmes in English language teaching (ELT). In Thailand, ELT master’s programmes have been serving as a training ground for Thai English teachers for decades. This study explores the focused areas and research trends of Thai ELT master’s programmes. The analyses involved ten ELT master’s programmes offered by ten different universities and 201 master’s theses submitted between the years of 2014 and 2018. Foundation and core courses were categorised into twelve content areas. The findings show that teaching and research methodology courses were the most common areas, indicating that the programmes were not only pedagogical but also research-oriented. In consistence with the international trends of ELT research, the Instructional effects research area still prevails. The number of studies on Assessment and Curriculum/Programme is relatively low compared with the number of courses in such areas. Also discussed are considerations for programme management, lecturers, and students. It is also recommended that all the courses offered be treated as a gateway to research opportunities in addition to teaching practice and professional practice improvement.

scholarly journals Teachers’ Code Mixing and Code Switching: Insights on Language Barriers in EFL Classroom

AL-TA LIM ◽  
2020 ◽  
Vol 27 (1) ◽  
pp. 80-91
Author(s):  
Rafqi Awlia Siddiq ◽  
Martin Kustati ◽  
Luli Sari Yustina
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Classroom Practices ◽  
English Teachers ◽  
Code Switching ◽  
English Language Teaching ◽  
Code Mixing ◽  
Language Classroom ◽  
Teachers And Students ◽  
Depth Interviews

This study aims to investigate code mixing and code switching used by English teachers in EFL classrooms. There are two major focuses in this study; the type of dominant code mixing and code switching used by the teachers. A qualitative study was used where the data were teachers’ language classroom gained by observing their classroom practices and utterances obtained through in-depth interviews. The result shows that there were three kinds of code mixing found in teachers’ and students’ utterances in EFL classroom. They were intra-sentential code mixing, intra-lexical code mixing, and pronunciation shifting. The study also found that there were four kinds of code switching found in teachers’ and students’ utterances. They were random mixing, English-Indonesian translation or vice versa, English precedes Indonesian or vice versa, and English sentences precede Indonesian sentences or vice versa. It indicated that code mixing and code switching cannot be separated in English language teaching and learning process. This study has proved that the English teachers used code mixing and code switching in teaching speaking in some types.

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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