scholarly journals Critical perspective of English teaching and learning in Turkey

2020 ◽  
Vol 9 (2) ◽  
pp. 456
Author(s):  
Omer Gokhan Ulum ◽  
Kutay Uzun
Keyword(s):  
Research Design ◽  
Education System ◽  
Teaching And Learning ◽  
Vicious Circle ◽  
Major Result ◽  
State School ◽  
Personal Constructs ◽  
Critical Perspective ◽  
School Teachers ◽  
Efl Teachers

GTM (Grammar Translation Method) is still the commonly utilized method in EFL classes in Turkish Education System. Based on a phenomenographic research design, this paper inquires the personal constructs of EFL state school teachers (n= 15) on the related issue. There in lies the major result in that non-native EFL teachers, who have learnt English totally via GTM, teaches it via GTM as well. Implications are provided to overcome this vicious circle.

scholarly journals THE RELATIONSHIP BETWEEN TURKISH EFL STATE SCHOOL TEACHERS' CULTURAL INTELLIGENCE AND THEIR PROFESSIONAL WELL-BEING

2017 ◽  
Vol 8 (2) ◽  
pp. 228-239
Author(s):  
İ. EFE EFEOĞLU ◽  
Ömer Gökhan ULUM
Keyword(s):  
Cultural Intelligence ◽  
English Language ◽  
Teacher Perception ◽  
Well Being ◽  
English Language Teaching ◽  
Unique Contribution ◽  
State School ◽  
School Teachers ◽  
English As Foreign Language ◽  
Efl Teachers

Cultural intelligence is described as the ability of a person to behave adequately in culturally diverse environments. It involves comprehending the effects of cultural background on the attitudes of people for auspicious participation in any social setting. Cultural intelligence may be positively and significantly correlated with professional well-being among English as foreign language (EFL) teachers. So, the present study sought to investigate the correlation between Turkish EFL state school teachers' cultural intelligence and their professional well-being. A sample including 120 EFL state school teachers completed two questionnaires: (1) Cultural Intelligence Scale developed by Cultural Intelligence Center (2005); and (2) the Scale of Teacher Perception of Professional Well-Being developed by Yildirim, Arastaman and Dasci (2016). The results of the study indicated significant correlations between Turkish EFL state school teachers' cultural intelligence and their professional well-being. This study may help English Language Teaching (ELT) departments to implement materials to their curriculum for aiding EFL teachers in terms of developing cultural intelligence.  Furthermore, this paper makes a unique contribution to the area of cultural intelligence by identifying whether there is a relationship between cultural intelligence and professional well-being.

The Negative Effects of Some Non – Governmental Organizations (NGOs) on EFL Teaching and Learning in Sudan

2020 ◽  
Vol 12 (2) ◽  
pp. 1
Author(s):  
Abdulghani Eissa Tour Mohammed ◽  
Khalid Abdurrahman Jabir Othman ◽  
Mohammed Abdalla Abdalgane Mohammed
Keyword(s):  
Data Collection ◽  
Education System ◽  
Teaching And Learning ◽  
English Language ◽  
Ministry Of Education ◽  
Qualified Teachers ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Efl Teachers ◽  
Learning English

The current study endeavours to investigate the negative impact created due to the existence of the international non-governmental organizations (NGOs) on the overall educational system in Sudan. It also attempts to determine how the great advantages and the big gains inspire EFL teachers to prefer working for these organizations rather than working for ministry of education, and how this situation generally influenced teaching and learning English. Under the umbrella of the humanitarian crises missions, Sudan has witnessed a rush of numerous and funded NGOs during the last two decades, particularly at some high conflict zones such as the Blue Nile, South Kordofan and Darfur states. Most of these organizations adopt English language as a means of communication. They also offer better opportunities to their employees compared to other local institutions including the ministry of education. These gains have motivated many English language professionals including EFL teachers to implement job hunting strategies while attempting to work for these NGOs. In so doing, they are willing and able to work as facilitators, administrators, security officers, secretaries and part-time employees with either long-term or short-term contracts. Among the luckiest ones who successfully managed to get better job opportunities are the EFL teachers. It seems as if working for such internationally recognized and well-paid organizations is better than working for ministry of education for the majority of teachers. Although working for these NGOs creates a good opportunity for the qualified teachers to improve their overall living standard and enables them to provide better life, healthcare system as well as sustainable better education to their families. However, the ministry of education’s loss of the qualified teachers has negatively impact the overall education system in the country. Shortages of English teachers have highly been reported during the last decade, particularly at the public sector. The data collection for the current study goes through designing and distributing a questionnaire to a sample of EFL teachers, students, and some interested parties in Al - Fashir area. The data collection process as well as its analysis resulted into the following:The existence of the international NGOs in Sudan has motivated the qualified EFL teachers to quit their jobs in ministry of education and work for such organizations.Their existence has indirectly and negatively been influencing the education system in Sudan, particularly the process of teaching and learning English language as a school subject.

scholarly journals A Study on Evaluating the Pedagogical Knowledge of School Teachers

2019 ◽  
Vol 9 (3) ◽  
pp. 194-202
Author(s):  
S Franklin Thambi Jose ◽  
Samikkanu Jabamoney Ishak Samuel ◽  
Manonmani Devi Annamalai ◽  
Muniisvaran Kumar
Keyword(s):  
Secondary School ◽  
Education System ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
Pedagogical Knowledge ◽  
School Teachers ◽  
Evaluation Theory ◽  
Descriptive Research ◽  
Study Questionnaire ◽  
Testing And Evaluation

Abstract Education plays an important role in a society. Each and every country around the globe has its own education system to educate their own society. In this way, Malaysia has its own education system. Here, students undergo education in different stages such as, kindergarten (pre-school), primary school (elementary), secondary school (high), and college or university. Of these, kindergarten, primary and secondary educations are in schools. School education is basic for a child. Hence, teacher role is very essential in teaching and learning process. Sultan Idris Education University is No.1 Education University which produces a lot of teachers and are been posted as teachers in various parts of the country. Thus posted teachers teach in secondary schools in Malaysia. The main objective of this study is to evaluate the pedagogy knowledge of the secondary school teachers using testing and evaluation theory. The study is limited to the Perak state teachers of Malaysia. The researcher has used the descriptive research method for this study. Questionnaire is prepared according to the essential pedagogical knowledge for the teachers based on testing and evaluation theory. The data are collected through observing the classroom teaching of the teachers. The findings of the study are described in this article.

scholarly journals Twenty-First Century Middle Schooling in New York: Teachers Share Experiences and Perspectives on Remote Teaching and Learning Early in the Global Pandemic

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Sandra Stacki ◽  
Zerin Bay ◽  
Andrew FlynnDavis ◽  
Jessica Hermann
Keyword(s):  
Middle School ◽  
New York ◽  
Middle School Teachers ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Middle Level ◽  
School Teachers ◽  
Social And Emotional ◽  
Teaching Learning

In early 2020, the Covid-19 virus hit many places, including New York City, with such a force that nobody could have foreseen the events following its spread. The education system was pushed to transition itself to meet with 21st century technology. This study explores this disruption in the education system and how middle school teachers in several New York counties responded. What are middle school teachers’ perspectives and practices during the rapid switch to remote teaching? Professor and graduate students in a Curriculum, Instruction, and Assessment class on middle level schooling designed the interview protocol focused on five related areas of the remote learning endeavor: 1) Preparation, 2) Teaching, Learning, and Participation, 3) Social and Emotional effects on Students, 4) Monitoring and Assessment, 5) Looking forward. The findings demonstrate a primarily reactive response and limited preparation. Teachers express a mixed review of successes and struggles with online teaching and the challenges of engagement, participation, and meeting the social emotional needs of restless students who sometimes do not have the parent support or the technological devices that could further assist their success with online learning. Each teacher had their own unique experiences and challenges teaching students through a computer screen.

scholarly journals TEACHERS BEHAVIOR TOWARD DIGITAL EDUCATION

2019 ◽  
pp. 32-47
Author(s):  
Siti Nur Aqila Anuar ◽  
Noor Fadhiha Mokhtar ◽  
Kalsitinoor Set
Keyword(s):  
Education System ◽  
Computer Literacy ◽  
Teaching And Learning ◽  
Peninsular Malaysia ◽  
Literacy Skills ◽  
Internet Technology ◽  
School Teachers ◽  
Education Development ◽  
Digital Education ◽  
And Performance

The education system in Malaysia has increased with the use of computers as a teaching tool. Technological amenities such as Internet technology are created as a successful teaching and learning branch. Terms of Digital education is one of the educational transformation efforts undertaken by Ministry of Education Malaysia (MOE) under the Malaysian Education Development Plan (PPPM) 2013-2025 which focus more on digital and Internet materials at schools and known as a 21st Century Learning (PAK-21). Although the MOE introduced this digital education system for the convenience of teachers, the teacher's desire to use computers was limited, and there were some constraints faced by teachers in implementing digital classroom teaching. Computer literacy skills became a significant constraint among teachers. Incomplete teachers handle computers; have low confidence in using computers in the school and vice versa (Gilakjani, Mei & Ismail, 2013). This study aims to analyze the intention of Digital Education behavior among Malaysian school teachers and to explore individual skills as an advanced component of the extended Theory of Planned Behavior (TPB). Also, this study aims to examine the role of Attitude, Subjective Normative and Perceived Behavioral as intermediaries on the relationship between individual skills and intentions to use the Internet among school teachers in Malaysia and to develop an extended TPB model including Individual Skills. To achieve this objective, this study examines the behavioral intention of secondary school teachers in Peninsular Malaysia towards this digital education based on the framework of the TPB. A structured questionnaire has been provided to 91 teachers based from table Green (1991) as the sample size for this research and the teachers some from government secondary schools in Malaysia and to obtain information about the characteristics and performance of their management. A descriptive and inferential analysis was conducted using the Smart PLS 3.0 statistics package. This study provides strong empirical evidence to demonstrate that to increase the use of digital education among teachers in Malaysia there is a need to improve the interest and skills to be exposed to teachers and to use this digital education well and not misused. This can be achieved through the development of policy and effective government creation and providing greater awareness of digital education programs is easier to use than traditional learning methods.

scholarly journals Teachers’ Beliefs and Perceptions of Code Switching in English as Foreign Language Classroom

2018 ◽  
Vol 42 ◽  
pp. 00034 ◽  
Author(s):  
Sondang Pondan Perlindungan Leoanak ◽  
Bonik Kurniati Amalo
Keyword(s):  
Foreign Language ◽  
High School Teachers ◽  
Teaching And Learning ◽  
Code Switching ◽  
Teaching English ◽  
School Teachers ◽  
English As Foreign Language ◽  
Teachers Beliefs ◽  
Language Classroom ◽  
Efl Teachers

In Indonesia, the use of only English as a medium of instruction in English as a Foreign Language (EFL) classroom is highly demanded. The present study investigates how code-switching is perceived by High School teachers in Kupang city, East Nusa Tenggara province, Indonesia, in teaching English. Specifically, it aims to find out the teachers’ beliefs and perceptions towards the use of Indonesian language (L1) as their pedagogical instrument in teaching English in EFL classrooms. To achieve that goal, 40 EFL teachers were asked to give their responses to a 24-item of questionnaire which focused on teachers’ roles and beliefs of code-switching applied in the EFL classroom. After analyzing the data, it was found that the teachers applied code-switching to serve pedagogical aims and to facilitate the EFL teaching and learning process. As a result, they used code-switching when explaining difficult words, encourage students’ participation and managing and organizing the classroom. Another finding was that, the teachers also believed that, the advantages in applying code-switching exaggerated the disadvantages in ELF classroom.

scholarly journals HOW LIKELY IS IT TO TEACH CULTURE IN EFL COURSES? - THE CASE OF PRIVATE AND STATE SCHOOL TEACHERS IN TURKEY

2021 ◽  
Vol 6 (3) ◽  
Author(s):  
Mustafa Civelek ◽  
Işılay Toplu
Keyword(s):  
Private School ◽  
State School ◽  
Structured Interviews ◽  
School Teachers ◽  
Teaching Culture ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Culture Teaching ◽  
Teachers Attitudes ◽  
Made In

With the recognition of English as a Lingua Franca, intercultural communication has gained great importance. As a result, culture teaching has become an indispensable component of EFL classrooms. Even though there has been extensive research on the attitudes of EFL teachers towards culture teaching, few studies were found bringing attention to the differences between private and state school teachers to this end. The purpose of this research is therefore to shed light on private and state school EFL teachers’ attitudes towards culture teaching, their classroom practices, and the obstacles they come across upon this. The participants are 72 EFL teachers (32 state, 32 private) working at different institutions in Turkey. The data were collected employing a questionnaire and semi-structured interviews. The results revealed that both private and state school teachers have positive attitudes towards culture incorporation in their lessons. However, private school EFL teachers were proven to have more positive opinions about culture teaching. The findings also indicated that both private and state school EFL teachers integrate culture into their lessons to some extent. However, both groups reported some obstacles that they come across while teaching culture. The details are further discussed and the implications are made in the article. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0774/a.php" alt="Hit counter" /></p>

scholarly journals TESTING IN A COMPETENCY-BASED LANGUAGE TEACHING CONTEXT / TESTER DANS UNE BASE DE COMPÉTENCES CONTEXTE D'ENSEIGNEMENT DES LANGUES

2021 ◽  
Vol 6 (6) ◽  
Author(s):  
Katchédé Etienne Iwikotan
Keyword(s):  
Focus Group ◽  
Learning Process ◽  
Education System ◽  
Teaching And Learning ◽  
Formation Continue ◽  
Teaching Context ◽  
Efl Teachers ◽  
Competency Based ◽  
Criterion Referenced ◽  
Level Of Understanding

Tests are part and parcel of the teaching and learning process. The objectives of the research are to explore the design of tests within the framework of the competency-based approach under implementation in the Beninese secondary education system and to describe the challenges teachers face in the process of designing competency-based tests. A focus group was organized with six EFL teachers from two secondary schools in the South of Benin in order to collect relevant data for the study. The findings show that the respondents test their learners to gauge their level of understanding of lessons and to find out if they are teaching well. In addition, the respondents indicated that all the tests they administer are criterion-referenced. Some of the criteria mentioned include recognizing details in a text, showing mastery of grammar, vocabulary and functions, rephrasing sentences, and expressing opinions. The respondents equally indicated that it is difficult for them to find adequate texts for their tests, to design appropriate contexts, and to frame the directions of the tasks. It is therefore recommended to continuously train teachers in the field of testing. Les évaluations font partie intégrante du processus d’enseignement-apprentissage. Cette étude vise à explorer comment les professeurs d’anglais conçoivent les évaluations dans le cadre de l’approche par compétences mise en œuvre dans l’enseignement secondaire au Bénin et de décrire les difficultés auxquelles les professeurs d’anglais sont confrontés dans le processus de conception des évaluations basées sur les compétences. Un entretien de groupe a été organisé avec six professeurs d’anglais de deux établissements d’enseignement secondaire au Sud du Bénin. Les résultats montrent que les participants évaluent leurs apprenants pour jauger le niveau de compréhension des cours par ces derniers et voir s’ils enseignent bien eux-mêmes. De plus, les participants ont indiqué que toutes les évaluations administrées sont critériées dans la mesure où elles sont fondées sur des critères comme la reconnaissance de détails dans un texte, la démonstration de la maîtrise de la grammaire, du vocabulaire et des fonctions, la reformulation des phrases et l’expression d’opinions. Les participants ont également signalé qu’ils éprouvent des difficultés à trouver des textes adéquats pour les évaluations, à concevoir des contextes appropriés et à formuler les consignes des tâches. Il est alors recommandé d’assurer la formation continue des professeurs sur l’évaluation. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0825/a.php" alt="Hit counter" /></p>

PELAKSANAAN SUPERVISI AKADEMIK PENGAWAS SEKOLAH DALAM MENINGKATKAN KINERJA GURU SEKOLAH DASAR DI KOTA DUMAI

2019 ◽  
Vol 3 (4) ◽  
pp. 763
Author(s):  
Asniarny Asniarny
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Action Research ◽  
Elementary School Teachers ◽  
Research Design ◽  
Teacher Performance ◽  
School Teachers ◽  
Average Percentage ◽  
Planning Implementation ◽  
The City

This research is motivated by poor teacher performance. For this reason the aim of this research is to improve teacher performance by carrying out academic supervision. This study uses a school action research design that has stages of planning, implementation, observation, reflection. This research was conducted at the target schools in Dumai city from March 4 to April 27. The subjects of this study were grade IV elementary school teachers totaling 11 people. Data analysis instruments use observation sheets that are analyzed and described according to the criteria set. The results showed that the teacher's performance in the first cycle had an average percentage of 65% with sufficient criteria, classically the number of teachers who achieved the indicator of success was 3 people (27%). After repairs with academic supervision, the performance of teachers in the second cycle increased with a percentage of 81% with sufficient criteria. Classically the number of teachers who achieved good performance was 9 people (81%). The conclusion of this study is the implementation of academic supervision can improve the performance of elementary school teachers in the city of Dumai.

Descriptive Research Design

2018 ◽  
Author(s):  
Peter Miksza ◽  
Kenneth Elpus
Keyword(s):  
Music Education ◽  
Research Design ◽  
Teaching And Learning ◽  
Observational Research ◽  
Descriptive Research ◽  
Entry Points ◽  
The Status ◽  
Scientific Endeavor ◽  
Design Options ◽  
Survey Designs

This chapter presents two of the most prominent approaches to the design of descriptive research in music education. Simply creating depictions of music teaching and learning experiences that are organized and illustrative of the variation that can exist in any given setting is a worthwhile scientific endeavor in and of itself. Descriptive research is most typically an exploration of what is, what exists, and/or the status of any given topic of interest. The first section deals with basic steps in observational research designs, and the second section outlines critical features of survey designs. These fundamental research design options are excellent entry points for emerging scholars and when employed imaginatively can yield many benefits for the profession.

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