scholarly journals Exploring Primary-School EFL Teacher Expertise in Scaffolding: A Comparative Study

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110615
Author(s):  
Weiying Li ◽  
Weicheng Zou
Keyword(s):  
Primary School ◽  
Teacher Expertise ◽  
Quantitative Aspect ◽  
Behavioral Characteristics ◽  
Expert Teachers ◽  
School Settings ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Efl Teacher Education ◽  
Scaffolding Strategies

While much attention has been focused—in the field of teacher expertise—on expert teachers’ cognitive and behavioral characteristics, little attention has been devoted to how expert teachers reciprocally interact with the learning process. To bridge this gap in knowledge, this study seeks to explore primary-school EFL (English as a Foreign Language)—teacher expertise in the area of scaffolding. A comparison has been made among 2 expert EFL teachers, 20 experienced non-expert teachers, and 2 novice teachers in Chinese primary-school settings. By adopting a qualitative method of inquiry using interviews, classroom observations, and stimulated recalls, (yet with a quantitative aspect incorporating data analysis), the study demonstrates that expert teachers show a tendency to use scaffolding strategies more frequently and appropriately. These findings suggest that more open-ended activities be conducted to allow for scaffolding in EFL classrooms and that ESL/EFL teacher education raise scaffolding awareness in pre-service and in-service teachers.

scholarly journals EFL Teachers' Competence in the Context of English Curriculum 2004: Implications for EFL Teacher Education

2015 ◽  
Vol 16 (1) ◽  
pp. 79
Author(s):  
Nenden Sri Lengkanawati
Keyword(s):  
Teacher Education ◽  
Reading Comprehension ◽  
English Teachers ◽  
West Java ◽  
English Curriculum ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Efl Teacher Education ◽  
Descriptive Method

This is a report of a study which was intended to respond to criticism of the English curricula used in Indonesia which have been claimed by some as failure to make Indonesian students ready in competing with those from other nations. The study tried to portray EFL teachers' competence in West Java and the implications for teacher education. Using a descriptive method, the study investigated proficiency of English teachers in West Java as a tool to assess their readiness in facing the challenge of the implementation of the 2004 English Curriculum and its implication for teacher education. The data concerning teachers' proficiency in Listening, Structure, and Reading Comprehension were collected using a TOEFL-eq

Media Literacy in EFL Teacher Education

2019 ◽  
pp. 65-89
Author(s):  
Walaa M. El-Henawy
Keyword(s):  
Teacher Education ◽  
Media Literacy ◽  
21St Century ◽  
Literacy Skills ◽  
Development Programs ◽  
Teaching English ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Information And Communication ◽  
Efl Teacher Education

As one of the 21st century skills, media literacy refers to the ability of individuals to critically evaluate and creatively produce representations in a variety of media. A rapid changing world of media, information and communication, which is reshaping the future of work trends, changes literacy demands and requires more complex literacy skills. Thus, it is necessary for students to build the 21st century literacy skills through technology-integrated instructions and classroom practices. In particular, this chapter aims to raise awareness of the relevance of media literacy in teaching English as a Foreign Language (EFL) and EFL teacher education. This chapter provides an evolution of media literacy with its origin, explores the competencies of media literacy, analyzes various frameworks for media literacy education, and elaborates on different teaching approaches. Based on this review, a conceptual framework for media literacy competencies in teacher education is proposed. Additionally, this chapter offers recommendations for best practices of media literacy in EFL classrooms as well as in EFL teachers' preparation and professional development programs.

scholarly journals Upgrading EFL teachers’ Quality through An Online Mentoring System, An Innovative In-Service Training Model: The Case of Indonesia

2018 ◽  
Vol 30 (2) ◽  
pp. 158
Author(s):  
Zifirdaus Adnan
Keyword(s):  
Foreign Language ◽  
Ad Hoc ◽  
Training Model ◽  
Online Mentoring ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Service Training ◽  
The Government ◽  
Efl Teacher Education ◽  
Mentoring System

Many studies have been conducted in English as a Foreign Language (EFL) teacher education to improve teachers’ quality, some of these have been on mentoring teachers, with the purpose of improving teaching of English as a Foreign Language (TEFL). However, TEFL teaching is still problematic worldwide including Indonesia. Indonesian TEFL is seriously problematic because the expected levels of competencies are not adequately achieved. A major factor, teacher quality, is at issue. Even though the Government has provided models of training for its teachers, they have not been effective. This paper addresses this issue and proposes an innovative but cheaper mentoring system. This system also overcomes the shortcomings of the existing models of in-service training including its ad hoc nature, lack of practice and feedback, lack of the opportunity to upgrade poor English skills. The paper argues that the system can overcome these issues, and Indonesia is capable of running the system with its existing resources. The model could be adapted to address similar TEFL issues found elsewhere.

scholarly journals Unpacking EFL textbook content: A focus on teachers’ role in the textbook-based classroom

2020 ◽  
Vol 83 ◽  
pp. 243-250
Author(s):  
Zhang Xiaodong
Keyword(s):  
Foreign Language ◽  
Pedagogical Strategies ◽  
Language Form ◽  
Dynamic Relationship ◽  
Efl Teacher ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Theoretical Paper ◽  
Efl Teacher Education ◽  
Pedagogical Relationship

This theoretical paper first explores how English-as-a-foreign-language (EFL) teachers’ beliefs impact their delivery of textbook content. In response to this important pedagogical relationship, as well as the trend of de-contextualized teaching in EFL settings, this paper argues for the compatibility of systemic functional linguistics (SFL) as an intervention tool to shape teachers’ beliefs and facilitate their deconstruction of textbook content in terms of the co-play between language form (i.e., grammar/vocabulary) and meaning representations. The paper ends with pedagogical strategies for pre-service and in-service EFL teacher education, enabling teachers to conceptualize the dynamic relationship between language form and meaning embedded in textbook content and to enact contextualized instruction in textbook-based classrooms.

scholarly journals An exploration of EFL teaching practices in light of teachers’ language proficiency.

Elia ◽  
2021 ◽  
pp. 10-13
Author(s):  
Mónica Abad ◽  
Juanita Argudo ◽  
Tammy Fajardo-Dack ◽  
Patricio Cabrera
Keyword(s):  
Classroom Management ◽  
Language Proficiency ◽  
Teaching Practices ◽  
Target Language ◽  
Proficiency Level ◽  
Sequential Mixed Methods ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Spearman Correlation Test ◽  
Efl Teacher Education

The influence of target language proficiency on language teaching practices is not a new area of research; nevertheless, there is still lack of knowledge since some research results have yield weak and inconclusive findings in different contexts. This research examines the relationship between EFL teachers' language proficiency and their teaching practices. An explanatory sequential mixed-methods design was followed and two data collection instruments were used: an English proficiency test, to determine the EFL teachers' proficiency level and a class observation scheme, to record instructional practices of seventeen EFL teachers systematically. The percentage of time spent on the different categories of the first part of the scheme and proportions of each category of the second part of the scheme were calculated to perform a Spearman correlation test. After that, a qualitative analysis of the teaching practices was conducted in order to get a deeper understanding of the quantitative data. The results indicate that higher proficient teachers provide better quality of input and feedback and are better models for learners; however, a direct influence on classroom management was not found. An equal focus on pedagogy and methodology instruction as well as on target language improvement is suggested for EFL teacher education programs.

scholarly journals Novice EFL Teacher Perceptions on their Past Mentoring Experience

2019 ◽  
Vol 43 (2) ◽  
pp. 28
Author(s):  
Maritza Rosas-Maldonado ◽  
Claudio Vásquez Carrosa ◽  
Annjeanette Martin
Keyword(s):  
Teacher Perceptions ◽  
Factor Model ◽  
Qualitative Case Study ◽  
Five Factor Model ◽  
Personal Attributes ◽  
Structured Interviews ◽  
School Settings ◽  
Efl Teacher ◽  
Efl Teachers

This qualitative case study examines the perceptions of three novice EFL teachers regarding their past mentoring experiences in school settings. Semi-structured interviews were conducted to elicit their overall  views as well as obtain insight to specific aspects of this process according to the Five Factor Model on Mentoring (Hudson, 2007). Findings indicate that the personal attributes of mentors were perceived as being most relevant. However, based on the perception of the teachers, aspects such as school requirements and feedback are not widely considered by their mentors despite the fact that these elements impact the mentoring process. It is expected that by analyzing teacher perceptions, more knowledge will be gained about future EFL student teacher preparation so that programs will be able to better address the specific needs of mentees during their practicum period.

DESIGNING A FRAMEWORK FOR CLASSROOM OBSERVATION FOR EFL TEACHERS IN ARAB CONTEXT

2018 ◽  
Vol 7 (1) ◽  
pp. 18-27
Author(s):  
Hanan Kutubkhanah
Keyword(s):  
Foreign Language ◽  
Professional Growth ◽  
Research Study ◽  
Main Idea ◽  
Classroom Observations ◽  
Interpersonal Conflicts ◽  
Value Contribution ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Efl Teacher Education

This study outlines a framework for Foreign Language (EFL) teachers in Arab context helping them to implement classroom observations in English as education. The research study reflects on designing a wide-ranging multistep framework that helps EFL learner teachers (LT) in execution of classroom observations self-sufficiently. At the same time, it focuses on reducing the likely issue of interpersonal conflicts with other involved stakeholders. The main idea of this paper is to offer LT and instructors in EFL teacher education a practical framework in order toimplement an independent range of classroom observations, facilitating the process of classroom observations in order to add value contribution to overall professional growth of the teachers.

scholarly journals EFL Teachers’ Cultural Identity Development through Participating in Cultural Negotiation: Probing EFL Students’ Perspectives

2019 ◽  
Vol 9 (1) ◽  
pp. 115-127
Author(s):  
Hussein Meihami ◽  
Ilga Salīte
Keyword(s):  
Identity Development ◽  
Cultural Identity ◽  
Cultural Issues ◽  
Positive Effects ◽  
Cultural Negotiation ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Efl Students ◽  
Cultural Identity Development ◽  
Efl Teacher Education

Abstract This study was an attempt to probe the perceptions of the EFL students about the cultural identity development of the EFL teachers who participated in cultural negotiation programs. To that end, the interactionally oriented narratives of four EFL students were collected. The narratives were about the cultural performance of the EFL teachers who participated in the cultural negotiation programs in the EFL classes. The narratives were codified based on the principles of Strauss and Corbin (1998) systematic approach. the findings indicated that the EFL students had positive opinions about how their teachers dealt with cultural issues in the classrooms after participating in cultural negotiation programs. The findings also indicated that the EFL students perceived that the EFL teachers engaged more in cultural discussions, they used more interaction types, they were more motivated to address cultural issues in the classes, and they took into account the emotions of their students in cultural discussions in the classrooms. Moreover, it can be concluded from the findings that cultural negotiation programs have positive effects on the EFL teachers’ cultural identity development if the principles of identity-as-practice and identity-in-discourse will be followed in the EFL teacher education programs.

scholarly journals Framing the Identity of an Ideal Primary School Teacher of English

2020 ◽  
Vol 6 (1) ◽  
pp. 95-110
Author(s):  
Oleksandr Kapranov
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
School Teacher ◽  
Primary School Teacher ◽  
Framing Analysis ◽  
School Teachers ◽  
Primary School Teachers ◽  
School Contexts ◽  
Efl Teacher ◽  
Efl Teachers

The article presents a study that aimed to examine how primary school teachers of English as a Foreign Language (EFL) framed the identity of an ideal EFL teacher. The specific research aim was to identify and classify frames associated with the identity of an EFL primary school teacher in the corpus of reflective essays of approximately 1000 words about an ideal EFL teacher in Norwegian primary school contexts written by 32 Norwegian in-service primary school EFL teachers. It was hypothesised that the participants’ framing would be reflective of the identity of an ideal EFL teacher in Norway. The corpus of the participants’ essays was analysed in accordance with the framing methodology developed by Entman (1993) and Dahl (2015). The results of the framing analysis indicated that the participants in the study framed the identity of an ideal EFL teacher via frames associated with future ideal selves, ought-to selves, the identity of their former EFL teachers, and the identity of an ideal EFL teacher as a fictional character. The study implications would be beneficial to pre-service and current in-service EFL teachers and teacher-trainers alike, who could treat the results as a collective “portrait” of an ideal EFL teacher.

scholarly journals Phonetic Portrait of a Ukrainian EFL Teacher: Prosodic Parameters in Academic Discourse

2020 ◽  
Author(s):  
Olga Valigura ◽  
Valentyna Parashchuk ◽  
Liubov Kozub
Keyword(s):  
Foreign Language ◽  
Speech Intelligibility ◽  
Speech Rate ◽  
First Language ◽  
Teacher Education Programs ◽  
Accented Speech ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Range Interval ◽  
Efl Teacher Education

Particular durable second language (L2) pronunciation distinctions of speakers who belong to the same first language (L1) community serve as their instant audio-identification markers, creating their typical phonetic portrait. Deviations in non-native English as a foreign language (EFL) teacher pronunciation remain a vibrant area of research due to their impact on speech intelligibility and comprehensibility, their pragmatic and emotional potential in oral verbal communication. The purpose of this contribution was to establish standard pronunciation deviations in academic speech of Ukrainian EFL teachers, thus depicting their phonetic portrait. A research methodology included acoustic and auditory analyses of pronunciation of British and Ukrainian speakers of English. The findings showed that Ukrainian EFL teachers display a set of common pronunciation distinctions: on the tonal level of the beginning and the end of the intonation group, tonal range, interval, rate and tone movement change in different parts of the intonation group, volume realization, speech rate; lack of qualitative and quantitative differences in the pronunciation of long and short monophthongs in stressed and unstressed syllables, full pronunciation of unstressed vowels. The results will find their application in EFL teacher education programs and further research of the accented speech nature.

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