Perceived versus Measured Teaching Effectiveness: Does Teacher Proficiency Matter?

RELC Journal ◽  
2019 ◽  
Vol 51 (2) ◽  
pp. 280-293
Author(s):  
Karim Sadeghi ◽  
Jack C. Richards ◽  
Farah Ghaderi
Keyword(s):  
Classroom Management ◽  
Language Proficiency ◽  
Teaching Effectiveness ◽  
Language Teachers ◽  
Management Skills ◽  
Teacher Language ◽  
Teacher Proficiency ◽  
Similar Content ◽  
The Impact

The impact of the non-native speaker’s (NNS) language proficiency on their personal teaching performance has often been an issue in TESOL teacher education programmes. To explore this issue a study was conducted to investigate the link between language teachers’ language proficiency and their teaching effectiveness. Classes taught by eight NNS teachers teaching the same or similar content were observed. Teaching effectiveness and teacher language proficiency were measured both through self-ratings and by independent raters. Teachers were compared in terms of such criteria as the quantity and quality of input provided, the amount and accuracy of metalanguage used, the extent and quality of feedback offered as well as classroom management skills. The results suggest that while language proficiency contributes to teaching effectiveness, other aspects of teaching are unrelated to a teacher’s command of their second language (L2).

scholarly journals EFL teachers’ perceived language proficiency and teaching effectiveness

2020 ◽  
Vol 9 (3) ◽  
pp. 580-588
Author(s):  
Fazri Nur Yusuf ◽  
Ophelia Elisa Novita
Keyword(s):  
Language Proficiency ◽  
Teaching Effectiveness ◽  
Language Teachers ◽  
The Other ◽  
Teacher Language ◽  
Exact Test ◽  
Lesson Content ◽  
High Level ◽  
Giving Feedback

The importance of language teachers possessing high level of language proficiency has been extensively studied. On the other hand, studies related to teaching effectiveness (TE) have yet to define the concept of teaching effectiveness, and studies to relate teacher language proficiency (TLP) and TE, especially in Indonesian context are found to be scarce. In addition, the lack of both clear guidelines on how to assess TLP and current and official data of TLP in Indonesia only exacerbate this matter. Thus, the objective of this study was to find the relation between TLP and TE in the context of a language school in Bandung and the perception of its teachers on the role of TLP in the effectiveness of their teaching process. Using a mixed-methods sequential explanatory research design, the result of the data collection was then cross tabulated and analysed using Fisher-Freeman-Halton exact test. It was found that there was a strong positive relation between TLP and the two aspects of TE: managing the classroom, and understanding and communicating lesson content, but no relation between language proficiency and assessing students and giving feedback. This was further confirmed in the qualitative stage that teachers with lower language proficiency could also deliver lesson content, and assess students albeit with a lower degree of flexibility compared to their more proficient counterparts. This means that the relation between TLP and TE was complex and not straightforward, and that the mastery of one does not always entail the mastery of the other.

scholarly journals Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English

2020 ◽  
Vol 3 (8) ◽  
pp. 81-97
Author(s):  
Lina Lafta Jassim
Keyword(s):  
Professional Development ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Native Speaker ◽  
Language Teachers ◽  
Target Language ◽  
Teaching English ◽  
Foreign Teachers ◽  
Development Of Language ◽  
The Impact

The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.

scholarly journals Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English

2020 ◽  
Vol 3 (9) ◽  
pp. 87-104
Author(s):  
Lina Lafta Jassim
Keyword(s):  
Professional Development ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Native Speaker ◽  
Language Teachers ◽  
Target Language ◽  
Teaching English ◽  
Foreign Teachers ◽  
Development Of Language ◽  
The Impact

The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.

English Language and Skill Mismatch: The Case of South Korea.

2013 ◽  
Vol 12 (4) ◽  
pp. 391-414 ◽  
Author(s):  
Kihong Park
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Wage Premium ◽  
Wage Penalty ◽  
Educational Mismatch ◽  
Skill Utilization ◽  
Returns To Investment ◽  
The Impact ◽  
Job Mismatch

Abstract Most prior research addressing the topic of job mismatch focuses on educational mismatch, while the economic analysis of skills-job mismatch in terms of skill utilization has received relatively little attention in the literature. Using the 2007 Korea Labor and Income Panel Survey (KLIPS), this paper examines the impact on wages of skills-job mismatch between acquired and required English language proficiency in the Korean workplace. The major findings confirm the validity of the assignment theory proposed by Sattinger (1993), which asserts that the returns to additional investment in human capital appear to depend in part on the quality of the assignment of heterogeneous workers to heterogeneous jobs, and thus returns to investment in skills are limited by how well jobs exploit workers’ skills. Specifically, the results are first, that skills-job mismatch based on English language job requirements has a strong statistically significant impact on wages, second, that the returns to over-skilling are negative (the wage penalty), while the returns to under-skilling are positive (the wage premium), and third, that the wage penalty associated with over-skilling is stronger than the wage premium associated with under-skilling.

scholarly journals Problem-Based Learning: An Experiential Strategy for English Language Teacher Education in Chile

2017 ◽  
Vol 19 (1) ◽  
pp. 29 ◽  
Author(s):  
Diego Muñoz Campos
Keyword(s):  
English Language ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Language Teachers ◽  
Self Management ◽  
Learning Activity ◽  
Cultural Issues ◽  
Management Skills ◽  
Research Knowledge ◽  
The Impact

The Chilean education system requires English language teachers to be equipped with non-conventional teaching strategies that can foster meaningful learning and assure successful learners’ performances in diverse and complex settings. This exploratory, descriptive, research study aimed at discovering the perceptions of 54 pre-service teachers about the impact of a problem-based learning activity in the development of key competencies, including higher order thinking skills and reflective, research, knowledge transfer/integration, social, and self-management skills. Groups of participants chose a made-up, ill-structured problem which combined language teaching and socio-cultural issues, and devised holistic solutions. Findings suggest a comprehensive impact on the first four skills, but a limited impact on social and self-management skills.

scholarly journals The AJE Summit 2020 Report: The Past, Present and Future of Japanese Language Education in Europe

2021 ◽  
Author(s):  
Takuya Kojima ◽  
Marcella Mariotti
Keyword(s):  
Language Education ◽  
Reference Points ◽  
Language Teachers ◽  
Japanese Language ◽  
Postgraduate Students ◽  
Future Studies ◽  
The Past ◽  
The Impact ◽  
Current Report

Associations of teachers of Japanese play an indispensable role in assisting not only teachers but also learners and impacting society by offering resources and opportunities for the growth of in-service teachers and pre-service teachers such as postgraduate students. Enhancing the quality of the resources and opportunities is expected to become effective when they know each other, learn from each other and work together. For this purpose, the Association of Japanese Language Teachers in Europe hosted a summit where the representatives of 22 European countries gathered to discuss the current and the future of Japanese language education in Europe. The aim of the current report is to present general but up-to-date information about the teachers, learners, institutions, associations, and features and challenges of each country. Furthermore, this report will illustrate the key discussions of the summit on the challenges and the possible actions for the viable future of Japanese language education in Europe. The Authors hope to contribute to creating the reference points for larger future studies on such associations while reflecting on the impact the summit possibly had.

scholarly journals CLASSROOM MANAGEMENT: LEARNERS’ MOTIVATION AND ORGANIZE THE LEARNING ENVIRONMENT OF PAI

2018 ◽  
Vol 4 (2) ◽  
pp. 273
Author(s):  
Sulaiman Sulaiman
Keyword(s):  
Learning Environment ◽  
Classroom Management ◽  
Learning Process ◽  
Learning Motivation ◽  
Management Skills

<p><em>Classroom management is the key to success and improves the quality of PAI learning in the classroom. Learners are potential classes who can be utilized through effective classroom management. Teachers are required to have classroom management skills to optimize the PAI learning process in the classroom effectively. Conducive, challenging and inspiring classroom situations can develop PAI learning motivation. This is the positive implication of effective classroom management on PAI learning.</em><em></em></p>

scholarly journals NATIVE ENGLISH SPEAKERS VERSUS NON-NATIVE ENGLISH SPEAKERS: THE IMPACT OF LANGUAGE TEACHERS ON EFL LEARNER'S ENGLISH PROFICIENCY

2019 ◽  
Vol 7 (2) ◽  
pp. 27
Author(s):  
Tariq Elyas ◽  
Noor Motlaq Alghofaili
Keyword(s):  
Language Proficiency ◽  
Native English Speakers ◽  
Language Teachers ◽  
English Speakers ◽  
Efl Learners ◽  
Ex Post ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
The Impact

In the field of TESOL, the perception that Native English Speaking Teachers (NESTs) are better than Non-Native English Speaking Teachers (NNESTs) has influenced language schools, recruitment policies and institutional leadership practices. The tendency to recruit more NESTs and achieve improved learning outcomes can be seen in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts. This paper aims to investigate whether NESTs or NNESTs have any impact on the EFL learners� language proficiency in Saudi EFL context. This quantitative study adopts pretest-posttest experimental and ex post facto designs to determine students� achievement in two language skills, namely speaking and listening. The two groups of participants are EFL students in a foundation year program at a Saudi Arabian University. One group was taught by a NEST and the other by a NNEST. The quantitative data were analyzed by using SPSS. The findings indicated that teachers� nativeness and backgrounds have no significant effects on the Saudi EFL learners� speaking and listening skills. Here, Saudi EFL learners can equally perform in classes taught by NESTs or NNESTs. In the light of the findings, the study suggests that recruitment policy should not be influenced by the employers� belief that NESTs possess better teaching skills than NNESTs.��

Between Tradition and Innovation

2020 ◽  
pp. 1-33
Author(s):  
Madalina Armie
Keyword(s):  
Short Stories ◽  
Personal Growth ◽  
Cultural Awareness ◽  
Language Teachers ◽  
General Knowledge ◽  
Teaching English ◽  
Foreign Language Teachers ◽  
Visual Support ◽  
The Impact

Numerous publications try to encompass the rhythm of change in classroom and attempt to guide foreign language teachers. This chapter describes how using the methodology of short stories and storytelling to teach ESL/ELT to children opens new ways of renewal, enhances the quality of teaching, breaks routine, and brings novelty to the monotony of lessons. A second purpose of the following pages is to present the advantages of teaching English to children using storytelling while trying to build a bridge between theory and the applications of stories in the classroom. To accomplish this goal, the chapter explores some instruments that offer visual support, and which maximize the impact of short stories' narration. These elements transform the act itself into a multilayered and multimodal experience with numerous benefits, such as the improvement of literacy, enhancement of imagination, the development of children's cultural awareness, the broadening of their general knowledge, the fostering of personal growth, the fomentation of group interaction and collaboration.

scholarly journals Lesson Study as an Intervention to Develop Prospective English Language Teachers' Classroom Management Skills

2021 ◽  
Vol 2 (3) ◽  
pp. 398-414
Author(s):  
Ertan Altınsoy
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Lesson Study ◽  
English Language ◽  
Management Strategies ◽  
Language Teachers ◽  
Management Skills ◽  
Methodological Foundation ◽  
Classroom Management Strategies ◽  
Study Experience

This study investigated six pre-service ELT teachers' engagement of collaborative Lesson Study, Japanese professional development model, and intended to explore its impact on their classroom management skills. The qualitative research design was used as the methodological foundation of the study since the Lesson Study experience of the participants was thoroughly observed in its natural context through research lesson applications. The large volume of data collected using a variety of data collection tools was analyzed using Atlas. Ti qualitative software. The study revealed that Lesson Study intervention impacted the participants' classroom management skills in various dimensions at varying degrees, especially in increasing awareness about the observation of student learning, giving instructions, and lesson planning aspects. The study further presented that Lesson Study provides a reformist professional development opportunity for pre-service teachers to practice various classroom management strategies in various actual classroom settings.

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