A Neglected Practice in Iran: EFL Teachers’ Differentiation for Gifted Students in Rural Schools

2020 ◽  
Vol 43 (3) ◽  
pp. 270-290
Author(s):  
Mohammad Sajedifard ◽  
Narminolsadat Shahgoli
Keyword(s):  
Middle School ◽  
Qualitative Study ◽  
Foreign Language ◽  
Rural Schools ◽  
Gifted Students ◽  
Data Sources ◽  
Teachers Perceptions ◽  
Differentiating Instruction ◽  
Efl Teachers ◽  
Middle School English

This qualitative study delved into 15 Iranian middle school English as a Foreign Language (EFL) teachers’ perceptions, practices, and challenges of differentiation for gifted students. To this end, a set of data sources including interviews, observation notes, and documents were used. Results of interview transcriptions exhibited that the rural EFL teachers primarily held negative or indifferent views of differentiating instruction for gifted students, and that their actual differentiation practices for gifted students left far more to be desired. In addition, a host of barriers to differentiation practices were cited by the teachers, including time, energy, and class size as the most impactful.

Prospective EFL Teachers' Perceptions of Using CALL in the Classroom

2018 ◽  
pp. 1405-1418
Author(s):  
Anil Rakicioglu-Soylemez ◽  
Sedat Akayoglu
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Prospective Teachers ◽  
Teaching Practices ◽  
Teacher Education Program ◽  
Factors Affecting ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Efl Teacher Education

The study focuses on prospective English as a foreign language (EFL) teachers' perspectives on the use of Computer Assisted Language Learning (CALL) resources in teaching English as a foreign language context. In addition to examining prospective teachers' perceptions, the similarities and differences in their perceptions and factors affecting their beliefs about using CALL resources will be addressed. The study aimed to identify the prospective EFL teachers' perceptions of their existing skills to integrate CALL into their future professional practices. The perceived factors that will facilitate and inhibit their future teaching practices by using CALL resources and their expectations from the teacher education program in terms of providing the necessary training to use CALL resources in their teaching practices were examined. The perceived benefits and challenges of using CALL in EFL teaching contexts will be addressed from the participants' perspectives. Finally, the study provides implications for further research in addition to recommendations for EFL teacher education programs.

scholarly journals Exploring the Status and Teachers’ Perceptions of Technology Integration in EFL Classrooms at Chadli Bendjedid University, Algeria

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Ladaci Naima
Keyword(s):  
Foreign Language ◽  
Education Technology ◽  
Language Education ◽  
Teachers Perceptions ◽  
Learning Framework ◽  
Integration Of Technology ◽  
Efl Teachers ◽  
The Status ◽  
Teaching Learning ◽  
Number Of Classes

In the realm of language education, technology has reshaped the state of the teaching/learning framework in different ways and there is no surprise how a number of classes around the world have now turned from chalk and board classes to technology-based ones. However, whether teachers adopt or reject technology in their teaching depends primarily on the way they perceive it. Consequently, the current paper intends to capture the various perceptions of English as a foreign language (EFL) teachers from the department of English at Chadli Bendjedid University, El Tarf (Algeria) towards the use and the integration of technology in their teaching practices. It also aspires to answer the question: to what extent is technology used in their teaching? In order to collect data for this study; a questionnaire was administered to ten teachers from the above-cited department. Although the findings revealed that all the participants have a positive attitude towards technology; they all face different barriers that impede them from integrating it.

scholarly journals Teachers’ Perceptions on Using Smartphones in English as a Foreign Language Context

2019 ◽  
Vol 4 (1) ◽  
pp. 92-104
Author(s):  
Ali Abbas Alzubi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Learning Opportunities ◽  
Qr Codes ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Efl Teachers ◽  
Educational Applications ◽  
Language Context

This study explored the perceptions of English as a foreign language (EFL) teachers at a foundation year in a university in Saudi Arabia. 41 male (27) and female (14) teachers completed a survey using Google Forms. The results indicated that the majority of teachers (83%) supported the integration of smartphones in EFL context, as 71% believe that smartphones would enhance students’ EFL learning. 72% reported that they used smartphones for university-related work. Sending and receiving emails, accessing the internet, and using educational applications were the most reported beneficial features whereas scanning/creating QR codes, using calculator, playing games, and playing a podcast were the least reported. 79 % believed that smartphones would have instructional benefits for the learners such as access to technology, motivation, creativity English language learning opportunities, and variation in instruction whereas 58 % did not see any barriers in the use of smartphones in EFL context. That smartphones may distract students’ attention was the only reported barrier. Recommendations and impactions for further research and applications were suggested.

scholarly journals Foreign Language Teachers’ Perceptions of Error Correction in Speaking Classes: A Qualitative Study

2017 ◽  
Author(s):  
Nuriye Değirmenci Uysal ◽  
Selami Aydin
Keyword(s):  
Foreign Language ◽  
Error Correction ◽  
Vocabulary Knowledge ◽  
Language Teachers ◽  
Target Language ◽  
State University ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Teacher Training Programs ◽  
Correction Strategies

Limited studies have been conducted on the effects of error correction on acquiring oral proficiency and the teacher’s role as error corrector. Thus, the present study aims to investigate English as a foreign language (EFL) teachers’ perceptions of error correction in their speaking classes, reasons and types of errors they correct and their error correction strategies. The sample group in the study consisted of 15 English instructors working at a state university in Turkey. The data collection instruments consisted of a background questionnaire, reflections, interviews and essay papers. Results showed that EFL teachers seem to make corrections to improve learners’ accuracy during speaking, grammar and vocabulary knowledge and pronunciation skills and that EFL teachers believe that error correction may contribute to habit formation in terms of self-correction among students, pragmatic and appropriate use of the target language, learners’ accuracy and fluency. Another conclusion was concluded that teachers concentrate on pronunciation, grammar and vocabulary errors that directly distort meaning while speaking, and that they seem to use various strategies to correct errors. It was recommended that the curricula of teacher training programs should include topics to raise awareness of the issues such as reasons to make corrections, situations that require corrections, error types and correction strategies.

Prospective EFL Teachers' Perceptions of Using CALL in the Classroom

2019 ◽  
pp. 189-204
Author(s):  
Anıl Rakıcıoğlu-Söylemez ◽  
Sedat Akayoğlu
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Teacher Education Program ◽  
Computer Assisted ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Efl Teacher Education ◽  
Teachers Perspectives ◽  
Language Context

The study focuses on prospective English as a foreign language (EFL) teachers' perspectives on the use of computer-assisted language learning (CALL) resources in teaching English as a foreign language context. One hundred and six prospective EFL teachers enrolled in a teacher education program participated in the study, completed a survey on the perceived used of CALL in a classroom, and attended semi-structured face-to-face interviews with the researchers. Thus, the study aimed to identify the prospective EFL teachers' perceptions of their existing skills to integrate CALL into the future professional practices. The common perceptions and strategies of the prospective EFL teachers to use and integrate CALL into the language classes were examined and reported. In addition, pre-service teachers' perceived benefits and challenges of using CALL in EFL teaching contexts will be addressed from the participants' perspectives. Finally, the study provides implications for further research in addition to recommendations for EFL teacher education programs.

Task type completion in lower level EFL classes: A conversation analytic study

2021 ◽  
pp. 136216882098795
Author(s):  
Yujong Park
Keyword(s):  
Middle School ◽  
Foreign Language ◽  
Case Analysis ◽  
Task Type ◽  
Video Data ◽  
Task Completion ◽  
Efl Learners ◽  
Task Types ◽  
Middle School English ◽  
Deviant Case

This study assesses a range of task-based interaction (i.e. structured vs. unstructured tasks) between lower-English-proficiency middle school English as a foreign language (EFL) learners in a task-based learning (TBL) class employing conversation analytic methodology. From the video data, which allowed for an emic analysis of the students’ vocal and non-vocal actions when engaging in the different task types, it was found that in both the structured and unstructured task interactions, because the students were mainly focused on task completion, there were frequent minimal turns and sequences. A deviant case analysis revealed that the participants prioritized task completion as the focus of activities even when engaging in social talk by evoking various types of roles (e.g. students, friends). The study proposes several pedagogical suggestions for employing tasks in lower-level EFL contexts.

scholarly journals Sociocultural competence under the scope of 5th and 6th grade EFL Primary school teachers

2021 ◽  
Vol 14 (29) ◽  
Author(s):  
Andrés Canga Alonso ◽  
María Alonso Álvarez
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Teaching Practice ◽  
Daily Practice ◽  
Cultural Knowledge ◽  
Online Questionnaire ◽  
Teachers Perceptions ◽  
Language And Culture ◽  
Efl Teachers ◽  
La Rioja

English as a Foreign Language (EFL) educational curriculum in La Rioja (Decreto Nº24, 2014) fosters the introduction of sociocultural and linguistic competence in EFL teaching. This research focuses on the study of 5th and 6th grade Primary School Education EFL teachers’ views on the inclusion of the sociocultural competence in their teaching practice. The study is based on an online questionnaire sent to fifteen teachers from public funded schools in La Rioja. The study revealed that, according to EFL teachers’ views, students and teachers showed a positive attitude towards the foreign language and culture. However, teachers noticed a lack of cultural knowledge on their students. Teachers tried to bring culture closer, considering that language and culture are closely linked. The results also purported that teachers adopted a communicative approach in their daily practice, and they preferred to teach cultural topics related to festivities and customs. Further research could be conducted in different grades of primary or secondary education in the same region to provide a complete picture of teachers’ perceptions. Students’ views would be also worth exploring.

scholarly journals Pre-Service EFL Teachers’ Experiences in Teaching Practicum in Rural Schools in Indonesia

2018 ◽  
Author(s):  
Heri Mudra
Keyword(s):  
Foreign Language ◽  
Classroom Management ◽  
Rural Schools ◽  
Parental Support ◽  
Teaching Practicum ◽  
English As Foreign Language ◽  
Management Learning ◽  
Teaching Aids ◽  
Teachers Experiences ◽  
Efl Teachers

A teaching practicum is officially offered to pre-service English as Foreign Language (EFL) teachers, randomly selected for either urban or rural schools. The study aims to describe and disseminate the obstacles experienced by those teaching English in rural schools during their Teaching Practicum Program (TTP). Seventeen pre-service teachers participated in the qualitative study. Interviews and observations were the main methods of data collection. The results reveal that the obstacles faced by the pre-service EFL teachers were around classroom management, learning materials or resources, teaching aids or media, teaching methods, learners' English skills, choice of language use, slow internet connectivity, learners' motivation, evaluation technique and parental support. The discussion includes implication for need to reorganize future teaching practicum.

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