From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives

Teacher Training ◽

English Language ◽

Language Teaching ◽

Corrective Feedback ◽

Teaching Experience ◽

Language Teachers ◽

Teacher Training Programs ◽

Based Instruction ◽

Task Based Instruction

This study investigated the relationship between task-based teacher training and novice English language teachers’ cognitions and implementations of tasks in Honduran bilingual schools. After participating in a four-week training program on task-based language teaching, teachers with little or no prior teaching experience designed task-based lessons and were video-recorded implementing those lessons with English language learners ages 5 to 12. Following the classroom observation, teachers participated in a stimulated recall interview. A rubric aligned with 10 key principles of task-based language teaching (TBLT) as outlined by Long (2015) was used to rate teachers’ performance and code stimulated recalls. Ratings of video observations showed varied success in TBLT implementation after training, with some teachers’ lessons clearly aligned with key TBLT principles, and others relying on focus on forms strategies. Analysed data also uncovered a link between previous training and teaching experiences and the success of teachers’ implementations. Stimulated recalls showed that teachers focused primarily on maintaining a cooperative learning environment, and less on reactive aspects of TBLT such as providing corrective feedback. Results are discussed in terms of their implications for teachers and teacher training programs seeking to implement TBLT as an approach to language teaching.

Innowacyjność w edukacji językowej a profesjonalizm nauczyciela

Neofilolog ◽

10.14746/n.2018.51.1.3 ◽

2019 ◽

pp. 28-41

Author(s):

Krystyna Droździał-Szelest

Keyword(s):

Language Learning ◽

Language Teaching ◽

Language Education ◽

Teaching Profession ◽

Language Teachers ◽

Computer Assisted ◽

Computer Assisted Language Learning ◽

Based Instruction ◽

Task Based Instruction ◽

Learning Language

Innovation in language education, just as in any other discipline, is connected with changes whose primary goal is to make the process of language learning/language teaching more efficient. Examples of such innovations include, for instance, task based instruction, computer assisted language learning or the use of portfolio as a means of assessment.Innovation implies a new, qualitatively different perception of the language learning/ language teaching process, roles of teachers and learners, use of materials etc., hence it is believed to constitute a challenge for language teachers and their professionalism. The present article is an attempt to answer the question whether and to what extent the language teaching profession is actually prepared to deal with innovation.

Language attention in content-based instruction

Journal of Immersion and Content-Based Language Education ◽

10.1075/jicb.3.2.02ari ◽

2015 ◽

Vol 3 (2) ◽

pp. 194-217 ◽

Cited By ~ 1

Author(s):

Andrés Arias de la Cruz ◽

Jesús Izquierdo

Keyword(s):

Foreign Language ◽

Subject Matter ◽

Language Teaching ◽

Teaching Experience ◽

Foreign Language Teaching ◽

Language Teachers ◽

Teaching Content ◽

Instructional Roles ◽

Based Instruction ◽

Communication Breakdowns

Subject-matter specialists teaching content via a foreign/second language in higher education often exhibit a meaning-based pedagogy, unsystematically attending to inaccurate language. This observational study examined whether two foreign-language-teaching-trained instructors teaching content in English in a Mexican undergraduate program would emulate these instructional patterns, or would attend to language favouring language-and-content-integrated pedagogy. In the study, over 400 instructional episodes, video-recorded during 18 hours of regular-classroom teaching, were analyzed using the COLT observation scheme (Spada & Fröhlich, 1995). Results showed that the foreign-language educators favoured content, erratically attending to inaccurate language during communication breakdowns. Language attention occurred reactively through word translations, lexical-gap scaffolding, and isolated explanations for non-target phonological forms. These instructional patterns may result from the language teachers’ newly assumed content-based instructional roles. To favour language attention during subject-matter teaching, language instructors need training and curricular support that helps them draw on their foreign language teaching experience as they deliver content.

The Role of Counselling in English Language Teaching

Journal of English Language and Literature ◽

10.17722/jell.v1i2.15 ◽

2014 ◽

Vol 1 (2) ◽

pp. 48-55

Author(s):

M. John Britto

Keyword(s):

Language Learners ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Language Teachers ◽

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.

Environmental Aspects of Successful English Language Teaching Practices in Rural Sabah Low Enrolment Schools

International Journal of Modern Languages And Applied Linguistics ◽

10.24191/ijmal.v4i1.9497 ◽

2020 ◽

Vol 4 (1) ◽

pp. 44

Author(s):

Norazrina Ag-Ahmad ◽

Bernadette Peter Lidadun

Keyword(s):

Second Language Acquisition ◽

Teaching Practices ◽

English Language ◽

Language Teaching ◽

Teaching Experience ◽

Structured Interview ◽

Language Teachers ◽

Target Language ◽

Environmental Aspects

This study explores the environmental aspects or concepts underlying successful English Language Teaching (ELT) as well as the support needed and the challenges that are faced by a group of primary school teachers in the context of a low enrolment school in a rural area in Sabah, Malaysia. This study adopted an exploratory qualitative approach which involved seven English language teachers who have had more than five years of teaching experience. A set of semi-structured interview questions were formulated to elicit data on the concepts and the conditions that could either help or hinder the incorporation of those concepts in ELT. Qualitative analysis of participants’ interview data indicated that exposure to the target language, motivation and goals were the environmental aspects of language teaching practices that affect students’ success in second language acquisition. Support from parents, teachers and school authorities were essential in assimilating these aspects in the teaching practices. It was found that the participants expressed tension between what they believed to be good practices and what they were restricted to do due to contextual barriers. Among the main barriers identified in this study were changes in education policy, insufficient financial support and infrastructure as well as lack of monitoring of the execution of activities in schools. Findings in this study have important implications to policy makers and curriculum developers.

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

International Journal of English Linguistics ◽

10.5539/ijel.v8n5p10 ◽

2018 ◽

Vol 8 (5) ◽

pp. 10 ◽

Cited By ~ 1

Author(s):

Muhammad Farooq ◽

Abdul Soormro

Keyword(s):

Classroom Management ◽

Learning Process ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Language Teachers ◽

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.

Actualizing Reader-Response Theory on L2 Teacher Training Programs

TESL Canada Journal ◽

10.18806/tesl.v29i1.1091 ◽

2012 ◽

Vol 29 (1) ◽

pp. 93

Author(s):

Gary Harfitt ◽

Blanche Chu

Keyword(s):

Teacher Training ◽

Language Learners ◽

English Language ◽

Second Language Learners ◽

Teaching Strategy ◽

Esl Teachers ◽

Reader Response Theory ◽

Tertiary Institutions ◽

Teacher Training Programs

In this article we share our experiences of using poems in teacher-training courses where the students are predominantly second-language learners. We describe how we tried to help learners engage with a creative text through its language and meaning. We share our experiences of helping to facilitate the open expression of opinions and feelings in L2 teachers (both inservice and preservice) on creative texts, specifically the poem “My Papa’s Waltz” by Theodore Roethke. The use of this poem and others like it in teacher education courses in three of Hong Kong’s tertiary institutions has produced consistently impressive outcomes in terms of teachers’ responses to poetry in general. We aim to illustrate a teaching strategy that emphasizes the reader as expert and to show how this process leads EFL/ESL teachers as well as English-language learners (ELLs) to experience more lived, esthetic responses as part of their coursework.

University teachers’ perspectives on the use of mother tongue in ELT

Scholars' Journal ◽

10.3126/scholars.v3i0.37131 ◽

2020 ◽

Vol 3 ◽

pp. 80-93

Author(s):

Trilok Datt Tiwari

Keyword(s):

English Language ◽

Phenomenological Study ◽

Mother Tongue ◽

Language Teaching ◽

Teaching Experience ◽

Structured Interview ◽

Language Teachers ◽

University Teachers ◽

L1 Use

The use of mother tongue (L1) in teaching English has always been a debatable issue as there are multiple opinions of the teachers regarding it. They are not sure to either use mother tongue in English language teaching or avoid it for effective teaching. The primary purpose of this phenomenological study of qualitative research was to find out the university teachers' perception on the use of mother tongue along with their effectiveness of L1 use at undergraduate level of Far Western University in Nepal. The participants of this study were four English language teachers teaching in the same university having more than ten years of teaching experience. The researcher used semi-structured interview and classroom observation for collecting data. The findings demonstrated that most of the teachers supported the judicious use of mother tongue in English language teaching classes based on their own experiences. The study also showed that overuse of L1 in second language (L2) classes might have some harm. It concludes that judicious use of L1 is a better way to deal with the students having poor proficiency in English language and enhance students' participation. The study recommends that teachers can make use of the students’ mother tongue purposefully whenever they think it is necessary to do in their classes.

Reconsidering Language Assessment Courses in Teacher Training Programs During and After the COVID-19 Pandemic

Lublin Studies in Modern Languages and Literature ◽

10.17951/lsmll.2021.45.3.45-55 ◽

2021 ◽

Vol 45 (3) ◽

pp. 45-55

Author(s):

Ferit Kılıçkaya

Keyword(s):

Teacher Training ◽

Online Teaching ◽

Training Programs ◽

Teaching Experience ◽

Language Assessment ◽

Language Teachers ◽

Assessment Literacy ◽

Structured Interviews ◽

Face To Face ◽

Teacher Training Programs

Assessing learners’ performance is crucial as it informs about learners’ achievement levels in addition to their strengths and weaknesses, not only in face-to-face but also in online teaching. The study aimed at investigating the challenges faced by language teachers in assessing learners during online teaching and to offer some suggestions regarding language assessment courses in teacher training programs. The study adopted a qualitative approach to data collection and analysis. The participants included 22 language teachers whose age was between 24 to 48. Of these teachers, 8 were male, while the rest were female. Their teaching experience varied from 2 to 25 years, with an average of 11.8 years. The data was based on the responses of the participants during semi-structured interviews. The participants were asked to attend ZOOM meetings to be held, considering their availability. The interviews lasted 10 to 25 minutes. The results of the study indicated that the challenges faced by the participants included five major themes: Assessment type, assessment item formats, support, previous training (assessment literacy), and academic integrity. Several suggestions were offered considering online testing and assessment literacy and language assessment courses in teacher training programs.

Grammar Learning At Tertiary Level In Indonesia: A Curriculum Development Of Genre-Task Based Approach

International Journal for Educational and Vocational Studies ◽

10.29103/ijevs.v2i1.1945 ◽

2020 ◽

Vol 1 (8) ◽

pp. 41

Author(s):

Wuwuh Asrining Surasmi ◽

Suparti Suparti ◽

Eka Fadilah

Keyword(s):

Language Learning ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Tertiary Level ◽

Grammar Teaching ◽

Grammar Learning ◽

Based Instruction ◽

Task Based Instruction

This article explores the grammar learning in two influential English language teaching (ELT) curriculum approaches to tertiary level and the potential approach to interweave them. The two prominent approaches shaping language learning in Indonesia are communicative language teaching (CLT) specified in Task-based Instruction and Genre approaches rooted in Systemic Functional Language (SFL). Given the various curriculum which comes and goes, bringing together with miscellaneous methods or approaches, it is urgently needed to adapt rather than adopt the wholesale methods or approaches by making the nexus between those two aproaches to fit the context. This article aims at revisiting creative and innovative grammar teaching and learning at tertiary educational level. We elucidate how those approaches foster English as a Foreign Language (EFL), notably, how grammar should be learnt and assessed through them.

Incorporating Visual Arts into English Language Teaching

Shanlax International Journal of English ◽

10.34293/english.v8i4.3320 ◽

2020 ◽

Vol 8 (4) ◽

pp. 52-56

Author(s):

U Thulasivanthana

Keyword(s):

Experimental Study ◽

Language Learning ◽

Visual Arts ◽

English Language ◽

Language Teaching ◽

Language Teachers ◽

English Language Teachers ◽

Learning English

Most English language learners in SVIAS consider learning English as a complex, tiresome, and uninteresting endeavor. They face unprecedented trials and tribulations in learning English as an additional language. Therefore, finding ways to stimulate learner involvement and motivation has become important for English language teachers. Current teaching methods, materials, and resources seem inadequate to fulfill the students’ attitudes, skills, interests, and needs. This experimental study examines whether integrating visual arts activities contributes to positive results for the students who would like to improve their English language skills. In addition to the experimental study, classroom observations were conducted. Arts can make learning exciting,unforgettable, and interesting. The advantages of incorporating arts in education have been extensively delineated in recent studies. Using arts in English language teaching helps to make learning exciting and unforgettable, decrease language learning anxiety, improve classroom atmosphere, increase memory and motivation, and build rapport with learners. This study aims to show the impacts of using contents visual arts in the English language classroom. The findings can assist English language teachers in promoting the use of contents related to visual arts in English class to cater to a range of preferences, strengths, and learning styles.