The Level of Using Alternative Assessment Strategies among English Language Teachers in the Preparatory Stage in Government Schools in Gaza = درجة استخدام معلمي اللغة الإنجليزية لإستراتيجيات التقويم البديل في المرحلة الإعدادية في المدارس الحكومية في غزة

2018 ◽  
Vol 8 (24) ◽  
pp. 1-18
Author(s):  
Khalil Abdullah Khalil Abu Rezeq ◽  
Mustafa Ahmad Shaker Abu Taha
Keyword(s):  
Alternative Assessment ◽  
English Language ◽  
Language Teachers ◽  
Government Schools ◽  
Preparatory Stage ◽  
English Language Teachers ◽  
Assessment Strategies

WhatsApp for Educational Purposes: Exploring Omani English Language Teachers` WhatsApp Use and Corresponding Beliefs

2021 ◽  
pp. 1-17
Author(s):  
Nabhan Al Mamari ◽  
Jarek Dydowicz ◽  
Chahrazed Mirza
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Instant Messaging ◽  
Virtual Community ◽  
Language Teachers ◽  
English Language Teaching ◽  
Government Schools ◽  
Virtual Community Of Practice ◽  
Social Media Platforms ◽  
English Language Teachers

A growing body of research accentuates the potential of adopting social media platforms, including instant messaging applications in formal learning. This study aims to explore Omani English language teachers' use of WhatsApp in their teaching as well as their perspectives regarding its use. Twelve Omani English language teachers from various government schools were interviewed and a number of WhatsApp artifacts were collected. The data was analyzed using Thematic Content Analysis and focused on both the teachers’ beliefs and their use of the software. The study revealed that teachers’ employed WhatsApp for a number of educational purposes such as managing their classes, communicating with parents, improving particular language skills and providing ongoing assistance to support in-home learning. In addition, WhatsApp emerged as a means of developing and maintaining a Virtual Community of Practice (VCoP) in the participants' professional contexts which allowed for sustained continuous professional development of the participants. The research uncovered largely positive views regarding WhatsApp use to facilitate both English language teaching and promote out-of-class learning. The participants confirmed the user-friendly and practical aspects of the application which facilitates both teaching and learning processes. The practical implications of these findings are to support teachers in their agentive role and allow for the bottom-up mobile technology-reliant initiatives that support achieving educational results.

scholarly journals Critical Thinking as Reflected in the Sudanese and Jordanian Secondary School Certificate English Language Examinations

2017 ◽  
Vol 10 (5) ◽  
pp. 37
Author(s):  
Khalid Sharif Mohammed Sharif ◽  
Ahmed Gumaa Siddiek
Keyword(s):  
Critical Thinking ◽  
English Language ◽  
Arab World ◽  
Language Teachers ◽  
Learning Performance ◽  
Listening Skills ◽  
Educational Objectives ◽  
Educational Environments ◽  
English Language Teachers ◽  
Assessment Strategies

This study emerges from the need of English Language Teachers in Sudan and Jordan to lay appropriate assessment strategies to meet the anticipated educational objectives among the learners of English. It is also hoped to improve language assessment in similar educational environments in the Arab world. We intended to find out the level of consistency between the educational objectives of the English language syllabus and the English language examinations in these two countries. These examinations are expected to have some beneficial washback on English pedagogy in general and on reading and writing skills in particular. These tests can be used as benchmark for the effectiveness of the teaching and the learning performance in the classroom. We found that most of the reading questions in EL examination focus on testing the low order of thinking such as knowledge and comprehension; which negatively affect the critical thinking abilities among these young learners. The study yielded many other findings but the most important is the negligence of testing speaking and listening skills which renders the standardized English language examinations in Sudan and Jordan to be incomprehensive, but on the other hand the study revealed that these examinations had some content validity.

scholarly journals Sources of Work Stress of English Language Teachers in Secondary Government Schools in Saudi Arabia

2021 ◽  
Vol 2 (4) ◽  
pp. 1-5
Author(s):  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
Saudi Arabia ◽  
Secondary School ◽  
Work Stress ◽  
English Language ◽  
Teaching Experience ◽  
Language Teachers ◽  
Government Schools ◽  
English Language Teachers ◽  
High Level ◽  
The Impact

The study aimed to reveal the level of work stress among secondary school English language teachers in government schools affiliated with the education directorates in Abha, Saudi Arabia, and knowing the impact of both gender, and experience on their estimates. The study population consisted of (105) male and female teachers. A questionnaire was prepared to measure the level of work stress among teachers, and it consisted of (31) items. The results showed that the work pressures facing secondary school English language teachers were at a high level on the dimensions as a whole. The results also showed that there were no statistically significant differences due to the variable of gender and teaching experience.

scholarly journals Retention of English language tension in multilingual communities of Nepal: A review of teachers’ narratives

2018 ◽  
Vol 23 (1-2) ◽  
pp. 40-53
Author(s):  
Karna Rana
Keyword(s):  
English Language ◽  
Community Schools ◽  
Language Teachers ◽  
English Language Teaching ◽  
Medium Of Instruction ◽  
Government Schools ◽  
Teachers Perceptions ◽  
The Past ◽  
English Language Teachers ◽  
Teaching Pedagogies

This article discusses the voices of teachers about shifting from Nepali to English medium in community schools in Nepal and suggests ways to solve some of the problems of the English language in schools of multilingual communities. The article is based on previously published teachers’ narratives in several issues of ELT Choutari web magazine in the past ten years. The teachers’ narratives, which are discussed in this article, focused on English language teaching pedagogies in Nepali government schools. The article analyses the problems, which several teachers raised in their narrative articles, and offers some suggestions to overcome them. The article begins with a discussion about the multilingual context of Nepal, language policy and the English language in schools. Moreover, the article discusses community schools’ interest in the English language, teachers’ perceptions of English as a medium of instruction and schools’ expectations of improving educational quality.

Native-speakerism and ‘hidden curricula’ in ELT training

2018 ◽  
Vol 2 (2) ◽  
pp. 162-187 ◽  
Author(s):  
Robert J. Lowe ◽  
Luke Lawrence
Keyword(s):  
English Language ◽  
Hidden Curriculum ◽  
Native Speaker ◽  
Language Teachers ◽  
Diverse Range ◽  
Beliefs And Practices ◽  
Research Perspectives ◽  
Norms And Values ◽  
English Language Teachers ◽  
Individual Training

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

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