scholarly journals The use of reflective practice towards achieving effective English language teaching at primary schools

2021 ◽  
Vol 10 (1) ◽  
pp. 364
Author(s):  
Siti Noor Aneeis Hashim ◽  
Nurahimah Mohd Yusoff
Keyword(s):  
Reflective Practice ◽  
Learning Process ◽  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Structured Interviews ◽  
English Language Teachers

<span>The purpose of this study was to explore the use of reflective practice by English language teachers in providing effective English language teaching in primary school classrooms. This qualitative case study involving six in-service English language teachers who were selected based on purposive sampling. The data in this study were collected using teachers’ reflection logs and a series of semi-structured interviews with the English language teachers. Thematic analysis was used to identify emerging themes based on the codes gathered from the interviews and teachers’ reflections logs. The results showed that the English language teachers used reflective practice erstwhile in preparing and providing effective English language teaching for the students. They reviewed what has been accomplished and identify constructive guidelines to follow to succeed in the future teaching. They have also been doing variations of changes in teaching based on reflecting on the quality of instruction, levels of instruction, using incentive to motivate the students and managing time equally in teaching and learning process to help the children in learning English language. Since there is no clear guideline for teachers who use reflective practice in their classes, this study provided some insights on the preparations and the use of reflective practice as part of their teaching and learning process.</span>

scholarly journals English Language Teachers' Resource Centre: A Model for Developing Contexts

1970 ◽  
Vol 15 (1-2) ◽  
pp. 64-76
Author(s):  
Ram Ashish Giri
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teaching Resources ◽  
Teaching Programme ◽  
Curricular Practices ◽  
English Language Teachers ◽  
Poor Teaching

It is an irony that when the importance and demand of the English language in the developed as well as developing countries have increased several folds in the last five decades, the standards of its teaching and learning have decreased considerably. The deterioration of standards has been attributed to inadequate English language teaching (ELT) policy, poor teaching environment, inadequate infrastructure, or to ELT practitioners who in most countries are largely untrained. In order to address the problem, the respective countries have been engaged in modernising and improving their curricular practices and teacher preparation programmes for some time now. What is rarely considered is the fact that a good teaching programme requires adequate teaching resources. Central to the amelioration of English language teaching process is unarguably the resource that is available to support the teaching and learning processes. While it is necessary that the teachers are adequately trained, establishment of an English language teachers” resource centre to cater to the developing needs of the teachers (and learners)is essential. This article provides a rationale for the establishment of a teachers' resource centre, and, based on the experience in Nepal, suggests a model for its development and operation in other developing contexts. It discusses features as well as constraints of such a centre, and outlines ways in which it can, despite the constraints, be sustainable.Key words: English language teaching; ELT resource centre; Resource centre facility; Resource centre management; English language teachersJournal of NELTA Vol. 15 No. 1-2 December 2010Page: 64-76Uploaded date: 4 May, 2011DOI: 10.3126/nelta.v15i1-2.4611

scholarly journals The Role of Counselling in English Language Teaching

2014 ◽  
Vol 1 (2) ◽  
pp. 48-55
Author(s):  
M. John Britto
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Remarkable Change ◽  
Teachers And Students ◽  
English Language Teachers

Counselling plays a significant role in bringing out a remarkable change in an individual’s personal and professional life. It has entered a number of domains including education. As human problems are mushrooming day by day in this hi-tech world, there is a dire need for finding solutions to those problems. It is counselling that comes to one’s aid to solve one’s problems that are psychological and personal. In English language teaching and learning too, there are multiple problems encountered by teachers and students as well. This paper discusses how counselling is indispensable to English Language Teaching (ELT) for finding solutions to problems faced by English language learners. Exploring the relevance of counselling to ELT, it also seeks to highlight the benefits of integrating it with ELT. It brings out the need for introspection of English language teachers to provide counselling to students. It enumerates various counselling skills, and presents an account of problem-solving method in ELT and eight approaches to counselling.

scholarly journals Editorial

HOW ◽  
2020 ◽  
Vol 1 (27) ◽  
pp. 7-9
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Teacher ◽  
Self Reflection ◽  
The World ◽  
English Language Teachers ◽  
Ethics In Research

New ways of thinking are constantly emerging in English language teachers around the world, new ways that open windows to other horizons in English language teaching and learning. In this first issue of HOW Journal in 2020, the English language teacher-authors articulate themes related to colonial issues, ethics in research, self-reflection, and novel implementations concerning teaching progress.

The Importance of Raising Teacher Awareness of Culture-sensitive English Language Teaching

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Nino TVALCHRELIDZE
Keyword(s):  
Cultural Awareness ◽  
Teaching And Learning ◽  
Professional Training ◽  
English Language ◽  
Language Teaching ◽  
Professional Associations ◽  
Language Teachers ◽  
English Language Teaching ◽  
Daunting Task ◽  
English Language Teachers

It is straightforward that English language teachers in the 21st century face the daunting task educating students from diverse ethnic, racial, linguistic and religious background. It has become pivotal for teachers to raise their own cultural understanding first to be successful educators.  This study demonstrates to what extent English language teachers in Georgia value and practice culture-sensitive English language teaching and learning. The study concluded that at first teachers have to grasp the inseparability of language and culture to achieve students’ success in gaining communicative competence in English language. Based on the results of the study, English language teachers, in order to raise their cultural awareness are recommended: to participate in periodic in-service trainings, workshops and regional or national conferences that focus on target and international culture;  to receive in-service professional training through participation in  professional associations such as English Teachers’ Association of Georgia (ETAG), Teachers of English to Speakers of Other Languages (TESOL), Foreign Language Teachers Association; the Society for Intercultural Education, Training and Research (SIERAR); to subscribe to the journals and other publications of these professional associations.

scholarly journals Teachers and Technology: Trends in English Language Teaching in Saudi Arabia

2018 ◽  
Vol 8 (5) ◽  
pp. 10 ◽  
Author(s):  
Muhammad Farooq ◽  
Abdul Soormro
Keyword(s):  
English Language Learners ◽  
Classroom Management ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Learning Approaches ◽  
Teaching Learning

Technology has impacted the learning approaches and vice-versa with an aim to improve the standards of language teaching/learning process. The present study focuses on teachers’ preferences and use of technology in their language classrooms. A survey was conducted to seek opinion of EFL teachers both male and female at the English language center on technology-related competencies. The survey comprised four domains: planning and preparation, classroom management, instruction, and professional responsibilities (Danielson, 2007).The questionnaire was distributed to 100 English language teachers (50 males and 50 females) at Taif University English Language Centre. The responses revealed that most of the teachers thought aware of the technology and its uses in education don’t integrate technology in their teaching at planning and preparation stage. They use the available technological gadget in the classroom to exploit some of the activities. They must use the university LMS for uploading certain activities and assessment otherwise they hesitate to design technology-based activities for English language learners. They and the students need training in integrating technology with teaching and learning process.

scholarly journals Liberating the Minds and Actions of English Language Teachers (Editorial Note)

2021 ◽  
Vol 50 (2) ◽  
pp. 46-49
Author(s):  
Raja Nor Safinas Raja Harun ◽  
◽  
Stefanie Pillai ◽  
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Editorial Note ◽  
English Teacher ◽  
Learning Practices ◽  
English Language Teachers ◽  
Language Teaching And Learning

In 2021, The English Teacher, one of the two journals published by the Malaysian English Language Teaching Association (MELTA), commemorates its 50th year of publication, making it the oldest continuously published journal in the field of English Language Teaching (ELT) in Malaysia. The English Teacher promotes research and reflections on English language teaching and learning practices, and policies at all levels of education.

scholarly journals Guided Mobile Learning for English Language Teaching: The Teachers’ Perspective

2021 ◽  
pp. 27-38
Author(s):  
A. N. A. Kamal ◽  
M. A. K. Azlan ◽  
S. F. Ng ◽  
A. Manion
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Mobile Apps ◽  
Language Teachers ◽  
English Language Teaching ◽  
Learning Tools ◽  
English Language Teachers ◽  
Web Learning

Aims: This study evaluates teachers' perspectives on the integration of guided mobile learning through the Mobile Intervention Module (MIM) in English language teaching. As previous studies suggested that there are conflicting views among scholars with regards to mobile usage in classroom learning, this paper attempts to address scholars' concerns by suggesting English language teachers' opinions on the possibility of having practical guided mobile learning activities to complement the course contents. Study Design: This study adopts a qualitative approach. Place and Duration of Study: Universiti Malaysia Kelantan, Malaysia, between February 2019 to July 2019. Methodology: Interview sessions are conducted among four language instructors to see how they perceive the effectiveness of guided mobile learning intervention towards teaching and learning. Content Analysis is later adopted to analyse the interview data where specific themes are derived. The concept of MIM that incorporates appropriate web learning tools is developed and explained. MIM functions as a comprehensive guide that matches the course contents to the most appropriate web learning tools. Results: The results show that all instructors perceive guided mobile learning through the MIM positively. This study implicates that guided mobile learning could be useful in facilitating the teaching approach shift from conventional to technology-assisted, enabling the integration of interactive activities in learning, developing specific language skills and enhancing engagement. It should also be noted that there may be some adaptation barriers of mobile learning that can hinder learning process. Conclusion: While it is recommended that mobile learning is integrated with lessons, to achieve effective results, however, as suggested in the findings of this study, it has to be guided, thus a proper module that links the syllabus to the mobile apps needs to be created.

scholarly journals English language assessment in Malaysia: Teachers’ practices in test preparation

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Looi Chin Ch'ng
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Classroom Teaching ◽  
Assessment Practices ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Assessment Guidelines ◽  
English Language Teachers

In the context of English language teaching, many studies that claimed to investigate teachers’ assessment practices were actually exploring their perceptions and belief with little reference to what they were practising in schools. The need to address such a limitation has prompted this study to examine the current formal assessment practices of English language teachers in lower secondary schools. Specifically, this paper reports how the teachers prepare the formal assessments. Extensive structured interviews were conducted with 72 teachers from 24 schools in Kuching division, Sarawak. Relevant documents such as test papers and assessment guidelines were also collected for further analysis. The findings from this study revealed that a majority of the teachers conducted formal assessments mainly due to the requirements of the school and ministry while following pre-determined steps in preparing a test. Furthermore, the findings also revealed teachers’ reliance on commercial reference books in constructing exam questions and sample answers. The outcome of the study provides an insight on the nature of English language teachers’ assessment practices in relation to the classroom teaching and learning at the secondary level.This could help inform the Ministry of Education in providing necessary support for the teachers particularly assessment practices in ESL context as well as in formulating a better assessment policy for schools.

scholarly journals Teachers’ perceptions of incorporation of corpus-based approach in English language teaching classrooms in Karachi, Pakistan

2021 ◽  
Vol 5 (1) ◽  
pp. 611-629
Author(s):  
Javeria Jamal ◽  
Asmara Shafqat ◽  
Ehtsham Afzal
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
New Strategy ◽  
English Language Teachers ◽  
Interest And Motivation

The objective of the study is to understand language teachers’ perceptions regarding incorporating a corpus-based approach, i.e., corpus-based teaching methodology in English Language Teaching (ELT) classroom contexts. The design of the study is qualitative. The sample is taken from 19 English language teachers who are currently enrolled as students of Master of Applied Linguistics at NED University, Karachi, Pakistan. The instrument of the study is an open-ended questionnaire and also a focus groups based on semi-structured interviews. A thematic analysis of the interviews is conducted, as a result of which different themes emerged that conform to the benefits of incorporating corpus-based materials and activities in ELT classrooms. The findings show that use of a corpus-based teaching methodology in ELT classrooms is accepted as a new strategy for teaching different aspects and skills of English language such as vocabulary, grammar, reading, and writing. The pedagogical implications are found to be significant for curriculum designers, ELT teachers, and administrators at educational institutes where they want to enhance their students' interest and motivation levels. Material designers, corpus-based tools researchers, and teachers are suggested to collaborate for designing effective corpus-based materials for teaching as it increases the reliability of the teaching material.

scholarly journals MULTIMODALITY, MASS MIGRATION AND ENGLISH LANGUAGE TEACHING

2016 ◽  
Vol 16 (4) ◽  
pp. 595-622
Author(s):  
Vanderlei J. Zacchi
Keyword(s):  
English Language ◽  
Meaning Making ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Teaching ◽  
Digital Era ◽  
Mass Migration ◽  
Important Means ◽  
English Language Teachers

Abstract: This paper aims to discuss the use of multimodality in English language teaching. The corpus consists of a set of activities based on a series of pictures related to the seizure of two trucks carrying US-bound migrants in 2011. Two different groups, comprised of pre-service and in-service English language teachers, took part in the research. The first part of the activity involved loose interpretations of the pictures and a discussion about migration nowadays. Afterwards, other activities were carried out based on Luke and Freebody's four-resources model (1990). Some preliminary analyses lead us to conclude that the reading of images is very much culturally sensitive and that multimodal ways of meaning making are becoming more powerful in the globalized, digital era, turning them into an important means for English teaching nowadays.

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