scholarly journals Teachers’ Experience in Curriculum Implementation: An Investigation on English Language Teaching in Vocational Colleges in Malaysia

2017 ◽  
Vol 9 (4-2) ◽  
Author(s):  
Sanitah Mohd. Yusof ◽  
Dalila Syazana Zainuddin ◽  
Abdul Rahim Hamdan
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Structured Interview ◽  
English Language Teaching ◽  
Esl Teachers ◽  
Language Curriculum ◽  
Research Findings ◽  
Vocational Colleges ◽  
Positive Feelings

This qualitative research aimed to explore teachers’ experience in the implementation of the new English language curriculum in Malaysian vocational colleges. The research’s focus is on English as a Second Language (ESL) teachers’ perceptions on the new English language curriculum and its implementation, ESL teachers’ strategies in implementing the new English language curriculum, and the problems and challenges that they face in implementing the new English language curriculum. A full qualitative research paradigm was employed using a phenomenology design, where 6 ESL teachers from Negeri Sembilan participated to share their insights on the research topic. The research used purposive sampling method, and the participants were selected based on research location. The research instrument used to collect the data was a semi-structured interview administered via Facebook video call and recorded with Callnote application software. This approach was chosen for its feasibility and cost-saving nature. Research findings show that ESL teachers are receptive of the curriculum change and most of them understand the new curriculum well. They have positive feelings towards it despite acknowledging negative curriculum aspects, having curriculum concerns and dealing with problems and challenges. Teachers recommended for proper training and support in order to improve the teaching and learning process in ESL classroom. The implications of the research findings have been outlined and highlighted, followed by several suggestions for the stakeholders involved, including ESL teachers, policymakers, training division, and vocational college administrators. 

scholarly journals Materiais didáticos aplicados no ensino de Língua Inglesa tematizados na escrita de Relatórios de Estágio

2019 ◽  
Vol 10 (2) ◽  
pp. 34333
Author(s):  
Lívia Chaves Melo
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Applied Linguistics ◽  
English Language Teaching ◽  
Research Approach ◽  
Interdisciplinary Field ◽  
Theoretical Apparatus

Within the interdisciplinary field of Applied Linguistics, this research proposes analyzing how the Supervised Internship Reports that focus the use of didactic materials applied in the teaching and learning English language during the practicum activities help pre-serve teachers to reflect upon the teaching practice. Dialogical studies of language according to Bakhtin’s perspective is the theoretical apparatus that guided this research. Qualitative research approach and the methodology of documentation were applied to characterize supervised internship reports. The research results show that the use of didactic materials it is focused in the writing of the Supervised Internship reports, however, it is essential to invest in the adaptation and production of materials that attend the objectives and characteristics of the English language teaching contexts.

scholarly journals THE TEACHER’S USE OF TRANSLATION IN ENGLISH LANGUAGE TEACHING BASED ON SCIENTIFIC APPROACH AT SMP NEGERI 4 AND SMP NEGERI 5 SINGARAJA

PRASI ◽  
2018 ◽  
Vol 13 (1) ◽  
Author(s):  
N. M. Sumarningsih ◽  
G. Batan ◽  
L. D. S. Adnyani
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Data Display ◽  
Scientific Approach ◽  
Collection Data

This study was conducted as an attempt to investigate in what step of scientific approach theteachers most frequently use translation in English Language Teaching as well as to find out the teachers’reasons toward the use of translation in English Language Teaching based on scientific approach atSMP Negeri 4 Singaraja and SMP Negeri 5 Singaraja. It was conducted in qualitative research design.There were two teachers chosen as the subjects of study. The data were collected through audio recordingthe teaching and learning process and interviewing the subjects of study, while the techniques ofanalyzing data were done descriptively following the four processes according to the theory of Miles &Huberman (1984), namely: data collection, data reduction, data display, and conclusion drawing. Theresults of analysis indicated that the teachers most frequently used translation in exploring step of scientificapproach. In addition, there were seven teachers’ reasons found in relation to the use of translationin the classroom, namely to help the students’ difficulty in: (1) understanding the instruction given bythe teacher, (2) understanding the English vocabulary, (3) asking something in English, (4) understandingthe tenses or grammar, (5) understanding the material deeply, (6) doing the task, and (7) presentingtheir work. The related parties interested in the same area of the research should give deeper concern indoing wider range of aspects involved in further study.Keywords : Translation, the Use of L1 in ELT, Scientific Approach

scholarly journals Incorporating Advising Strategies into One-to-One Tutoring: Effects on the Awareness Towards Vocabulary Learning

2021 ◽  
pp. 4-20
Author(s):  
Doğuş Aydın ◽  
Birsen Tütüniş
Keyword(s):  
Qualitative Research ◽  
Learning Strategies ◽  
Learning Process ◽  
English Language Learner ◽  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Structured Interview ◽  
Language Learner ◽  
Teaching And Learning Strategies

Language advising helps a language learner discover different ways of learning and enables him/her to make decisions for better learning. This paper reports on an inquiry conducted with one English language learner who had difficulty with vocabulary acquisition which led to a perceived lack of progress in learning. The main purpose of the research was to observe and interpret the experience of the learner in terms of how different teaching and learning strategies appeared to affect her vocabulary learning. Qualitative research instruments including a semi-structured interview and a diary were used for this study. The results showed an increase in the learner’s control over her vocabulary learning process which was likely facilitated by the incorporation of language advising strategies into individual private tutoring.

Graduate students' voice and conceptions on the challenges of undertaking qualitative research within higher education context: a grounded theory approach

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hossein Bakhshi ◽  
Hiwa Weisi ◽  
Nouroddin Yousofi
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Graduate Students ◽  
English Language ◽  
Structured Interview ◽  
English Language Teaching ◽  
Theory Approach ◽  
Content Type ◽  
Research Mentoring ◽  
Grounded Theory Approach

PurposeThis paper explores the challenges of conducting qualitative research from ELT (English Language Teaching) Ph.D. candidates' perspectives.Design/methodology/approachThe participants of the study consisted of 30 Iranian Ph.D. students majoring in ELT. The semi-structured interview was employed to investigate the heart of experiences, issues and concerns of participants with regard to conducting qualitative research (QLR) challenges. To analyze the collected data, the recorded interviews were transcribed, and then the grounded theory approach was employed (Charmaz, 2006).FindingsThe results revealed that the major challenges of the participants consist of the credibility of QLR in ELT contexts, hermeneutic and fuzzy nature of QLR, qualitative data analysis and interpretation, publishing qualitative findings and the system of measuring professors' productivity.Originality/valueThe findings may help professors, mainly EFL ones, in research mentoring and developing research syllabi for graduate students. In addition, it may motivate Ph.D. candidates to employ QLR methods in their research studies. The pedagogical and theoretical implications of the study are discussed at the end of the paper.

scholarly journals Stakeholder Perspective toward English Language Teaching in Pesantren

2018 ◽  
Vol 3 (1) ◽  
pp. 49
Author(s):  
M. Zuhri Fakhruddin ◽  
Fika Megawati
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Method Development ◽  
Teaching Method ◽  
Language Teaching ◽  
Structured Interview ◽  
English Language Teaching ◽  
Learning Activity ◽  
Small Scale ◽  
Material Structure

In the teaching and learning activity, condusivity and effectivity are determined by various factors, such teacher and students’ behavior, teaching instrument, methodology and material structure. Each stakeholder may have different perspective upon these various aspects and –perhaps- will significantly influence their behavior toward the activity of teaching and learning. In a premise that a positive behavior and constructive collaboration is built on a linier perspective among stakeholders, this small scale research intends to investigate stakeholders’ perspective upon English Language Teaching in Pesantren Bilingual Al Amanah, Junwangi, Krian. Through a direct structured interview with stakeholders (teacher, head of language enforcement, and some representative students), researcher collects the data to be analyzed, interpreted and presented in an analytical descriptive report. The finding will be significant toward the foundation of stakeholders’ harmonization, enhancement of teaching method, development of English Language Teaching program in Pesantren as well as a milestone of further research and innovation.

scholarly journals Supporting English As a Second Language (ESL) Teachers’ Professional Development Through Multi-Platforms’ Online Affinity Space

2020 ◽  
Vol 14 (09) ◽  
pp. 258
Author(s):  
Abdul Hakim Ali Bin Abdul Aziz ◽  
Wan Zhafirah Binti Wan Zainudin ◽  
Radzuwan Ab Rashid
Keyword(s):  
Professional Development ◽  
English Language ◽  
English Language Teaching ◽  
Dissemination And Implementation ◽  
Esl Teachers ◽  
Language Curriculum ◽  
The Public ◽  
Affinity Space ◽  
Teachers Professional Development ◽  
General Topic

<p class="Abstract">This paper narrates the use of multi-platforms’ online affinity space called Teacherfiera.com to support ESL teachers’ professional development. Teacherfiera.com utilizes three online platforms which are BlogSpot, Facebook Group and Telegram Group that works in parallel with each other. Each platform is readily available to be used for free by the public and provides contextualized personal as well as group interactions. These platforms which have been integrated into Teacherfiera.com also work as a bank for English Language Teaching materials which are accessible 24/7 and allows users to respond to specific materials or engage in a general topic of discussion. The creation of Teacherfiera.com started as a response towards the need for teachers’ support in the dissemination and implementation of the new CEFR-aligned English Language Curriculum.</p>

Post-Paradigm Pedagogy

2019 ◽  
pp. 350-376
Author(s):  
Neveta S. Roberts ◽  
Yonae F. O'Meally-Donald
Keyword(s):  
Qualitative Research ◽  
Action Research ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Standard English ◽  
Language Politics ◽  
Language Environment ◽  
Jamaican Creole ◽  
Jamaican Standard English

The Jamaican language environment is complex and unique. The two languages, Jamaican Creole and Jamaican Standard English, have been perpetually at odds with the root of this being the language politics. Compounding this situation is the varied language backgrounds of learners. A qualitative research was done to explore the perspectives and experiences of a teacher and fourteen students in order to get a deeper understanding of how they are affected by the controversy surrounding the ‘methods' approach and how post method pedagogy would fit into their context. Interviews done with the teacher and students validated the importance of a post-method paradigm by confirming the value and possibilities of employing this approach in Jamaican classrooms. It was found that once instruction informed by action research and that responds to the language situation is employed in English language teaching, there will be much improvement in the teaching and learning of English in Jamaican classrooms. Therefore, the solution-based approach that is much needed is a post-method pedagogy.

scholarly journals Integrating Technology into English Language Teaching in Nepal: Student and Teacher Perspectives

2021 ◽  
Vol 4 ◽  
pp. 107-120
Author(s):  
Yam Nath Adhikari
Keyword(s):  
Secondary Students ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Structured Interview ◽  
English Language Teaching ◽  
Educational Goals ◽  
Integrating Technology ◽  
Teachers And Students ◽  
Language Teaching And Learning

Integrating technology into language teaching and learning is getting popularity in Nepal. Many educational institutions claim that they are adapting to technology in their curricular activities. This study aims to find out the secondary students’ and teachers’ perspectives on the integration of technology in English language teaching (ELT). As a qualitative research, it employs the semi-structured interview to investigate the participants’ experiences of technology integrated language teaching in English as a Foreign Language (EFL) classroom. The findings of the study reported that technology integrated teaching promotes teachers’ and students’ performances, enriches student-centred teaching strategies, develops learning opportunities and brings pedagogical changes. Technology also supports both teachers and students to be productive in language teaching. Technology integrated language teaching and learning advances coordination, cooperation, and collaboration among teachers and students. Various Information and Communication Technology (ICT) tools support both teachers and students to search and use different online materials relevant to their text. However, insufficient ICT infrastructures, poor bandwidth of internet and limited skill of ICT among teachers and students have become the obstacles to incorporate technology in the Nepali education system. To develop students’ and teachers’ skill of adapting to ICT in their language classroom, the concerned authority needs to provide a minimum ICT infrastructure to achieve the educational goals in Nepal.

scholarly journals CHASING THE EMERGING TREND OF ICT: THE CHALLENGES FACED BY ESL TEACHERS AND THEIR ATTITUDE IN INTEGRATING ICT IN RURAL SCHOOLS OF TATAU DISTRICT

2019 ◽  
pp. 84-96
Author(s):  
Vanessa Jill James Berok ◽  
Melor Md Yunus
Keyword(s):  
Technology Acceptance ◽  
Information And Communication Technologies ◽  
Rural Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Structured Interview ◽  
Ministry Of Education ◽  
Esl Teachers ◽  
Actual Use ◽  
Acceptance Model

: The utilization and integration of Information and Communication Technologies (ICT) have enabled the establishment of virtual learning environments that are capable of developing English language skills among Malaysian primary pupils. The Ministry of Education had invested a substantial amount of money on ICT as a part of education initiatives to ensure there will be no gap in the quality of education between urban and rural schools. However, the usage of ICT in rural schools could not meet expectations. This case study takes a closer look at the challenges faced by the ESL teachers and their attitude in integrating ICT in teaching and learning process based on the Technology Acceptance Model (TAM). A total of 11 English teachers from 6 rural schools in Tatau, Sarawak were selected based on purposive sampling. Data were collected via questionnaire and calculated using percentage. It was then analyzed and a semi-structured interview was later conducted. The findings revealed that although teachers’ attitude toward ICT integration in the rural school was positive and it had enhanced their performance in teaching and learning, the actual use was the practicality of integrating ICT. The findings also revealed poor Internet connection, limited facilities and infrastructure were the challenges that had influenced their behavior in using ICT which put a limitation of its usage.

The Benefits of Using ICT in the EFL Classroom: From Perceived Utility to Potential Challenges

2017 ◽  
Vol 7 (1) ◽  
pp. 111-118 ◽  
Author(s):  
Noureddine Azmi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Careful Planning ◽  
Ict Use ◽  
Language Classroom ◽  
Efl Teachers ◽  
Tangible Evidence ◽  
Research Findings ◽  
Learning Research

Abstract Research has shown that the use of Info-Tech in the EFL classroom can improve and enhance students′ language acquisition and substantially motivate them to continue their learning and stimulate their creativity and passion. However, the challenges and barriers that many EFL teachers and professors encounter while attempting to incorporate ICT in their teaching have triggered debates and growing concerns about the real utility of ICT use in the language classroom. So, do these benefits provide tangible evidence for the improvement of English language teaching and learning or are they just knickknacks that are beautiful rather than useful? Does the use of ICT in the EFL classroom boost learning and provide an environment for a more productive and varied learning? Research findings show that the use of information technology in the language classroom boosts autonomous learning, maximises targeted outcomes, motivates learners and helps them improve their performance in the EFL classroom. However, using ICT without careful planning and well-defined objectives will more likely be a waste of time and effort.

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