scholarly journals The Change in ELT Pre-service Teachers’ Cognition During Teaching Practicum

2019 ◽  
Vol 7 (10) ◽  
pp. 58
Author(s):  
İlknur Yüksel ◽  
Banu Çiçek Başaran
Keyword(s):  
Language Learners ◽  
Teaching Practice ◽  
Real Life ◽  
Language Teachers ◽  
Classroom Dynamics ◽  
Teaching Practicum ◽  
Qualitative Research Design ◽  
Teachers Beliefs ◽  
Before And After ◽  
Life Context

The aim of this study was to examine the change of ELT pre-service teachers’ cognition during teaching practicum uncovering their beliefs regarding language teaching, being a teacher and dynamics of practicum. To adopt a comprehensive perspective on how the participants’ cognition evolved as a result of practicum, qualitative research design with open-ended surveys before and after the practicum process was conducted with ELT pre-service teachers. The findings were evaluated and discussed in terms of a certain framework with change categories of Cabaroglu and Roberts (2000). The results indicated that the practicum is apt to change the pre-service teachers’ beliefs through awareness, elaboration, addition, re-ordering and reversal as a result of practicum. As the results suggest the practicum provides a real-life context for the pre-service teachers, they could adopt their grounded beliefs, which were acquired as language learners, and transform them into language teachers’ beliefs. As the participants stated the mentor, supervisor and classroom dynamics enabled such transformation, mostly in positive route. However, there are some stable beliefs that did not change during the practicum. The participants kept some functioning beliefs for their teaching practice. The results implied the complexities of the practicum process on the pre-service teachers’ cognition.

scholarly journals Teachers’ Beliefs About Classroom-Based Assessment

2020 ◽  
Vol 2019 (1) ◽  
pp. 547
Author(s):  
Adam Murray
Keyword(s):  
Self Efficacy ◽  
Language Use ◽  
Teaching Practice ◽  
Real Life ◽  
Effective Feedback ◽  
Early Stages ◽  
Language Tests ◽  
Teachers Beliefs ◽  
Belief Statements

In this paper, we report on the early stages of the development of the Classroom-Based Assessment Self-Efficacy Scale (CBA-SES), an instrument designed to examine how Japanese Teachers of English (JTEs) feel about classroom-based assessment. The questionnaire (31 items) consists of three sections: (a) teachers’ beliefs, (b) teachers’ self-efficacy, and (c) their own teaching practice. We pilot tested this instrument with 30 JTEs in order to assess its appropriateness and to get a better understanding of the tendencies and characteristics of JTEs. We found that the belief statements are suitable, but revision along with additional statements will be needed for self-efficacy and practice for the next version of the instrument. The participants believed language tests should resemble real-life language use. Notably, they were able to make such tests and were doing so in their teaching contexts. They also felt that effective feedback and the use of clear learning targets were important. 教室内評価の重要性が増しつつある中、日本人英語教師がそのような評価に対してどのように感じ、また実践しているのかを探るため、本研究では教師の自己評価を測る実験的な質問紙を作成し、現役の英語教師に回答を依頼した。質問紙は、信条（Belief）、自己効力感（Self-efficacy）、実践（Practice）の３セクションから成り、それぞれ、「評価はこうあるべき」、「このような評価を行うことができる」、「このような評価を実際に行っている」という側面の自己評価を測定した。その結果、信条に関する項目は適切であったが、自己効力感と実践に関するものについては次の本格的な実施に向けて修正や追加が必要であることが判明した。殆どの回答者が現実の言語使用を反映したテストの作成が重要と考え実践しようとしていること、また、明確な指導目標の設定と効果的なフィードバックの重要性を感じていることは注目すべきであった。

scholarly journals The Effect of Problem Solving Course on Pre-Service Teachers’ Beliefs about Problem Solving in School Mathematics and Themselves as Problem Solvers

2018 ◽  
Vol 12 (2) ◽  
pp. 141-159
Author(s):  
Ljerka Jukić Matić
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Teaching Practice ◽  
School Mathematics ◽  
Small Scale ◽  
Heuristic Strategies ◽  
Teachers Beliefs ◽  
Before And After ◽  
Problem Solvers ◽  
Positive Effect

Problem solving in schools begins with mathematics teachers. The degree to which mathematics teachers are prepared to teach for, about and through problem solving influences on their implementation of problem solving in school. We conducted a small scale study where we examined the effect of implementation of heuristic strategies and Polya’s steps in mathematics method course. We assessed pre-service teachers’ knowledge and attitudes about them as problem solvers before and after the course. Moreover we assessed their beliefs of problem solving in school mathematics. Those beliefs were assessed in two occasions: right after the course and after finished teaching practice. Although students’ knowledge on problem solving was improved, the results of students’ beliefs show that it is important that pre-service teachers, and consequently in-service teachers, are constantly reminded on the positive effect of constructivist and inquiry-based approach on teaching mathematics.

Belief change before and after the teaching practicum among Chinese pre-service EFL teachers

2019 ◽  
Author(s):  
Zhilong Xie ◽  
Wendi Zhou ◽  
Fen Zhou
Keyword(s):  
Repeated Measures ◽  
Belief Change ◽  
Longitudinal Design ◽  
Teaching Practicum ◽  
Reflective Journals ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Before And After ◽  
Post Test ◽  
Potential Factors

<p>The current study adopted a longitudinal design to investigate 105 EFL teachers’ belief change after a three-month teaching practicum. Pre-test and post-test questionnaires were administered before and after the practicum. Repeated measures and t-test data analyses were used to examine differences across different aspects of beliefs, and differences of teachers’ beliefs before and after the practicum. Further content analyses of interview and reflective journals were conducted to find out the change and its potential factors. </p>

How effective are recasts in teaching /θ/ and /ð/ to EFL learners?

2018 ◽  
Vol 10 (1) ◽  
pp. 78
Author(s):  
Maryam Karami ◽  
Laya Heidari Darani
Keyword(s):  
Language Learners ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Control Group ◽  
Complex Sounds ◽  
Efl Learners ◽  
Feedback Type ◽  
Paired Samples ◽  
Before And After ◽  
And Control

This study explored the effect of recasts as corrective feedback (CF) on teaching the sounds /θ/ and /ð/ to Iranian EFL learners, which are absent in Persian. A group of 30 intermediate level students studying English were assigned randomly to the experimental group (EG) and control group (CG). The EG was instructed by giving recasts as CF; while the CG received no feedback when they were taught these sounds. In this experimental study, two teacher-made tests on sounds /θ/ and /ð/ were administered to the participants before and after the treatment. The collected data were analysed using paired-samples t tests. Language learners in the recast group outperformed those in the CG in the posttest. The results showed that recast was an effective feedback type in teaching both the sounds. Findings of the present study can help language teachers and teacher trainers in teaching these complex sounds to Iranian EFL learners.   Keywords: Corrective feedback, errors, form-focused instruction, recast, sounds /ð/ and /θ/.    

scholarly journals Exploring the Use of Written Authentic Materials in ESL Reading Classes: Benefits and Challenges

2018 ◽  
Vol 12 (1) ◽  
pp. 67
Author(s):  
Waheeb S. Albiladi
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Cultural Awareness ◽  
English Language ◽  
Real Life ◽  
Language Teachers ◽  
Structured Interviews ◽  
Authentic Materials ◽  
Academic Benefits ◽  
Language Classrooms

The growing popularity of authentic materials provides English language teachers with more resources to practice the real language in language classrooms (Guo, 2012). However, integrating these types of reading materials can be difficult and time-consuming even though there are many benefits to using them to teach language learners how to read. Real-life based texts, which are not specifically designed for educational purposes have been recognized by many educators to be effective and interesting materials. The purpose of this study was to explore language learners&rsquo; perceptions about the benefits and challenges of using authentic materials in English reading classes. The study involved 16 adult English language learners enrolled in an intensive English program. Observations of reading classes and semi-structured interviews were used to collect the data. Results indicated that the use of authentic materials leads to many social and academic benefits, such as increasing students&rsquo; motivation and their cultural awareness. Findings also suggest that the use of authentic materials are encouraged as they bring the sense of authenticity and reality to the language classrooms.

scholarly journals Assessing Teachers’ Beliefs and Practices in Relation to the Integration of Grammar and Reading in Foreign Language Teaching in Secondary Schools in Ethiopia

Afrika Focus ◽  
2020 ◽  
Vol 33 (1) ◽  
pp. 7-23
Author(s):  
Gemechis T. Chali ◽  
Kimberley Mouvet ◽  
Miriam Taverniers
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Group Discussion ◽  
Data Gathering ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Observation Data ◽  
Beliefs And Practices ◽  
Teachers Beliefs

Studies have suggested that teachers’ beliefs have a significant influence in language teaching (e.g., Williams and Burden, 1997), i.e. that teachers’ beliefs will significantly influence their teaching practice. This study examines teachers’ beliefs and practices in relation to the integration of grammar and reading in foreign language teaching. A qualitative research design with Focus Group Discussion (FGD) and observation data gathering tools was employed. The study revealed that teachers hold positive beliefs on teaching grammar and reading in an integrated way, but their beliefs were not reflected in the classroom. The key finding of this paper was that teachers strongly believed in the usefulness of the integration of grammar and reading, but there were difficulties to reflect it in practice. This paper suggests that an alternative technique should be developed on discrete ways of teaching to allow teachers to practise their beliefs either on the existing text or through adapting the textbook. The findings of the study may have important implications for EFL (English as a Foreign Language) teachers and practitioners.

Belief change before and after the teaching practicum among Chinese pre-service EFL teachers

2019 ◽  
Author(s):  
Zhilong Xie ◽  
Wendi Zhou ◽  
Fen Zhou
Keyword(s):  
Repeated Measures ◽  
Belief Change ◽  
Longitudinal Design ◽  
Teaching Practicum ◽  
Reflective Journals ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Before And After ◽  
Post Test ◽  
Potential Factors

<p>The current study adopted a longitudinal design to investigate 105 EFL teachers’ belief change after a three-month teaching practicum. Pre-test and post-test questionnaires were administered before and after the practicum. Repeated measures and t-test data analyses were used to examine differences across different aspects of beliefs, and differences of teachers’ beliefs before and after the practicum. Further content analyses of interview and reflective journals were conducted to find out the change and its potential factors. </p>

scholarly journals Emotions Attributions of ELT Pre-service Teachers and Their Effects on Teaching Practice

2020 ◽  
Vol 22 (1) ◽  
pp. 15-28
Author(s):  
Mariza G. Méndez López
Keyword(s):  
Classroom Management ◽  
Attribution Theory ◽  
English Language ◽  
Teaching Practice ◽  
Management Strategies ◽  
Language Teachers ◽  
Structured Interviews ◽  
Teaching Practicum ◽  
Classroom Management Strategies ◽  
English Language Teachers

This article presents the results of a qualitative study which aimed to develop an understanding of the emotions experienced by pre-service English language teachers during their teaching practicum and the emotions’ effects on instructional teaching. Attribution theory was used as a framework for analysing the results, while the data were gathered through classroom observation, reflection journals, and semi-structured interviews. Results revealed a need for language teaching programmes to include classroom management strategies; however, there is also evidence of the urgent need for socio-emotional support to be provided to pre-service teachers to help them shape their teaching practice through reflection. Providing a space for pre-service teachers to reflect on their beliefs and discuss the emotions experienced during practicum may help to instil commitment and responsibility in future teachers.

scholarly journals Incorporating drama techniques in the language classroom: Report on the „Drama in Education Days 2016“ conference in Reutlingen

2016 ◽  
Vol X (2) ◽  
pp. 124-131
Author(s):  
Eva Göksel ◽  
Stefanie Giebert
Keyword(s):  
Language Learners ◽  
Classroom Practice ◽  
Fairy Tale ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Language Teachers ◽  
Process Drama ◽  
Drama In Education ◽  
Language Classroom ◽  
The University

In order to make the conference accessible to newcomers to the field of DiE, an introductory workshop explored simple ways to incorporate drama in the language classroom. Starting with awareness and teambuilding warm-ups, Eva Göksel led the group through a sample lesson, using a series of drama conventions to delve into the plot and discover the characters of a Grimm fairy tale. The workshop aimed to make a series of drama conventions accessible to language teachers and to show them easy ways of incorporating drama work in their own practice. Using tableaux work, participants explored different emotions, imitation, and simple speaking and listening exercises for language learners. Participants examined their own teaching practice through the lens of drama: questioning if and how DiE could enhance the teaching and learning in their classroom. The question of how easily teachers can integrate drama in their classroom practice without formal drama training was also a hot topic, which continued to be discussed throughout the conference. The conference began with an introduction to process drama and an exploration of how it could be applied to language teaching. Dr. Nicola Abraham from the Royal Central School of Speech and Drama at the University of London ...

An Investigation into Chinese College English Teachers' Beliefs of Students' Web-based Informal Language Learning

2016 ◽  
Vol 12 (3) ◽  
pp. 26-37
Author(s):  
Jiahong Jiang
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching Effectiveness ◽  
Rapid Development ◽  
English Teachers ◽  
Language Teachers ◽  
Target Language ◽  
Web Based ◽  
College English ◽  
Teachers Beliefs

With the rapid development of information and technology, language learners have more ways to acquire the target language. Recently, WILL has gained popularity, for informal web-based learning of English has been depicted as a process driven by the purpose of communication. Thus, teachers have many challenges when teaching learners who have experienced informal online language learning. Therefore, teachers may change their teaching strategies in order to achieve their teaching effectiveness. The present study investigated 30 Chinese in-service college English teachers' beliefs of WILL in order to provide for teachers the insight into the current consciousness language teachers should have of these practices.

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