scholarly journals Listening and Speaking for Real-World Communication: What Teachers Do and What Students Learn From Classroom Assessments

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110091
Author(s):  
Melissa H. Yu ◽  
Barry Lee Reynolds ◽  
Chen Ding
Keyword(s):  
Real World ◽  
Qualitative Inquiry ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
English As Foreign Language ◽  
Classroom Assessments ◽  
World Communication ◽  
World English ◽  
Listening And Speaking ◽  
Post Assessment

Even though standardized international communication tests have been frequently studied, very little research has explored how teachers planned listening and speaking classroom assessments or which classroom-based tests were more beneficial for teaching real-world English communication. A qualitative inquiry was undertaken to investigate these assessment issues among five English as foreign language teachers and 24 of their students through the collection and analysis of classroom observation and post assessment interview data. While teachers tended to draw on textbook listening and speaking activities to assess those skills, how they graded students focused heavily on the students’ communicative competence as listeners and speakers of English rather than on their ability to answer comprehension questions correctly in the classroom assessments. Students identified a mismatch between classroom instruction and assessments and also a mismatch between the English used in assessments and the English used in real-world communication.

scholarly journals Using social networking technologies to promote language socialisation: English as foreign language teachers' perceptions in Saudi Arabia

2019 ◽  
Vol 9 (3) ◽  
pp. 122-136
Author(s):  
Khatmah Alanazi ◽  
Celia Thompson
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Social Networking ◽  
Language Learning ◽  
Language Teachers ◽  
Learning Context ◽  
Foreign Language Teachers ◽  
English As Foreign Language ◽  
Efl Teachers ◽  
Networking Technologies

Teachers’ beliefs play a key role in their selection of language teaching methodologies; they affect teachers’ pedagogical practices and behaviours and are consequently integral in shaping the language learning classroom environment. This study investigated the beliefs of teachers of English as a foreign language (EFL) in relation to the concept of ‘language socialisation’ (LS) and its pedagogical application through the use of social networking technologies (SNTs) in a Saudi university language learning context. Data comprised a survey, which was administered to a total of 28 EFL teachers, of whom five male instructors were interviewed. Findings showed that the majority of teachers reported positive associations with LS as a teaching method, as well as positive responses towards the use of SNTs in the EFL classroom despite the fact that most participants had never used SNTs in their teaching. It can be concluded that, while the EFL teachers in this study acknowledged the potentially important role that SNTs could play in enhancing students’ language learning and socialisation, their lack of first-hand classroom experience with SNTs reflected the fact that there was little access to and training in the use of these technologies. This lack of provision needs to be addressed as a matter of urgency to ensure that Saudi EFL teachers and their students are given an opportunity to engage critically with innovative technologies that may enhance the quality of their pedagogical experiences. Keywords: English as foreign language teachers in higher education in Saudi Arabia, English as a foreign language, language socialisation, social networking technologies

scholarly journals ENGLISH AS A FOREIGN LANGUAGE TEACHERS' BELIEFS ABOUT GRAMMAR TEACHING IN CLASSROOM

2020 ◽  
Vol 1 (1) ◽  
pp. 12-24
Author(s):  
Ananda Fitriyani ◽  
Silih Warni ◽  
Nita Kaniadewi
Keyword(s):  
Foreign Language ◽  
Classroom Practice ◽  
Structured Interview ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Implicit Instruction ◽  
English As Foreign Language ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
Teaching Grammar

This study investigated English as a Foreign Language teachers’ beliefs toward grammar teaching in the classroom. This research paper aimed to explore EFL teachers’ belief about grammar teaching and the factors influencing teachers in shaping their beliefs on grammar teaching. A qualitative study using a semi-structured interview with eight English as foreign language teachers of secondary schools in East Jakarta has been conducted. The result revealed that most teachers believed that grammar was essential. Explicit grammar teaching was also believed to be more effective to be implemented in teaching grammar, yet teachers still used both explicit and implicit instructions. Nonetheless, some teachers believed that implicit instruction that was suggested in the 2013 Curriculum was less effective due to the limited time of English learning in classroom practice. The factors shaping the teachers’ beliefs involved the student factor and the teacher factors which included teachers’ prior education and personal experiences. This research was expected to improve the teaching of grammar practices and suggest an effective approach to be implemented in teaching grammar in EFL context for teachers in classroom.

scholarly journals Understanding EFL students’ learning through classroom research: Experiences of teacher-researchers

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Experience ◽  
Language Teachers ◽  
Target Language ◽  
Foreign Language Teachers ◽  
Research Experiences ◽  
English As Foreign Language ◽  
Teacher Researchers ◽  
Academic Events

What should foreign language teachers do to help their students improve their linguistic skills? Many are the ways how teachers can support their students´ learning process. There are a variety of methods, strategies, techniques, as well as materials and resources we can rely on in order for our students to succeed in the development of their skills. Teachers can get ideas on what to do from published research, presentations at academic events, informal conversations with colleagues, online resources, and their own language learning experience. It is just a matter trying these ideas out and evaluate the extent to which they favor the enhancement of students´ linguistic competences in the target language. In line with these ideas, this book is intended to inform pre-service and in-service EFL teachers about the result of investigations conducted by English as foreign language teachers. The book is composed of five chapters which demonstrate how these teachers have taken a step further by taking the role of teacher-researchers to understand and boost their students´ performance.

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