Jordanian English Language Teachers' Attitudes towards Using Facebook in Their Teaching

2018 ◽  
pp. 9-26
Author(s):  
Rami Ali Abdel Karim Abu Saalik
Keyword(s):  
English Language ◽  
Language Teachers ◽  
English Language Teachers ◽  
Teachers Attitudes

scholarly journals Teachers’ Attitudes towards Critical Pedagogy and its Practice in ELT Classrooms

2015 ◽  
Vol 19 (1-2) ◽  
pp. 132-146
Author(s):  
Jagqadish Paudel
Keyword(s):  
Critical Pedagogy ◽  
English Language ◽  
Teaching Practice ◽  
Language Teachers ◽  
Survey Questionnaire ◽  
Qualitative And Quantitative ◽  
English Language Teachers ◽  
Teachers Attitudes ◽  
Observation Results

Critical Pedagogy (CP), a mode of pedagogy, aims to empower learners and provide justice by offering preferential options and deconstructing authoritative and logo centric tendency in education. The current study, by using a mixed methodological design (qualitative and quantitative), illustrates a group of Nepali English language teachers’ attitudes regarding CP in ELT, focusing on how they employ CP in their classrooms. For this research, a sample of 10 teachers was purposively selected from Baitadi and Dadeldhura districts. Five teachers’ classes were observed. Analyzing the data collected through a survey questionnaire, it was found that all the teachers are in favour of CP in most cases in ELT. Even if all the teachers were notionally appeared in favor of practicing CP in most of the aspects that were asked to them, quite contrary to it, observation results of the teachers’ classes revealed that they did not, in any real sense, embrace CP in their teaching practice. Hence, this study invoked the ELT teachers to embrace CP practically in the classrooms. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12086 Journal of NELTA, Vol 19 No. 1-2, December 2014: 132-146

scholarly journals English Language Teachers’ Attitudes Towards Critical Thinking within Moroccan High Schools

2021 ◽  
Vol 2 (2) ◽  
pp. 55-67
Author(s):  
Youssouf Laabidi
Keyword(s):  
Critical Thinking ◽  
High Schools ◽  
High School Teachers ◽  
English Language ◽  
Language Teachers ◽  
Analysis Of Means ◽  
Level Of Use ◽  
English Language Teachers ◽  
Teachers Attitudes ◽  
Descriptive Statistical Analysis

This study addresses the restricted attention of critical thinking in the Teaching of English as a Foreign Language (TEFL) in Moroccan high schools, which is one of the new issues investigated in recent times. Many students could not think critically since their instructors could not implement critical thinking into their instructional practices every day. The primary bjective of this inquiry is to examine teachers’ attitude towards the use of critical thinking in the classroom. In this paper, the questionnaire was used to address only English language high school teachers. Descriptive statistical analysis of means, standard deviations, and percentages were used. The results showed that teachers held a positive attitude towards the use of critical thinking in the classroom. Therefore, they need not hesitate to introduce it in their teaching. Our findings strongly indicate that having an understanding of what really happened in the classroom will surely help shape the development of critical thinking in education. This suggests that further study could be carried to determine teachers’ level of use of critical thinking in Moroccan high schools.

Teachers' Attitudes Toward ELF (English as Lingua Franca) in the UAE and Georgia

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Tamar MIKELADZE ◽  
Khalid AL-HARIRI
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Survey Method ◽  
Standard English ◽  
Online Questionnaire ◽  
Lingua Franca ◽  
Language Courses ◽  
The Status ◽  
English Language Teachers ◽  
Teachers Attitudes

The paper introduces a preliminary study of teachers’ awareness and attitudes toward ELF in two different language contexts, where English has the status of English as a Lingua Franca (ELF) and English as a Foreign Language (EFL). The exploratory study was based on the survey method and an online questionnaire was completed by 20 teachers from each region in July-August, 2016. Participants reported on their attitudes toward ELF, beliefs on Standard English, opinions on widespread of English, etc. The data obtained on Standard English within this research are broadly consistent with the trend of the inner circle. The results have indicated that ELF is a crucial topic for both regions and it is noteworthy to provide future English language teachers with expertise on ELF and the ways of its incorporation in language courses. 

scholarly journals ESL Teachers and Diagnostic Assessment: Perceptions and Practices

2019 ◽  
Vol 16 (2) ◽  
pp. 33-48
Author(s):  
Folasade Esther Jimola ◽  
Graceful Onovughe Ofodu
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Diagnostic Assessment ◽  
Assessment Practices ◽  
Esl Teachers ◽  
Teachers Perceptions ◽  
Factors Influencing ◽  
Assessment Techniques ◽  
English Language Teachers ◽  
Teachers Attitudes

Diagnostic assessment is an indispensable aspect of pedagogy. Past research has shown that teachers’ perceptions and attitudes to diagnostic assessment could influence their classroom practices. This article discusses teachers’ perceptions of diagnostic assessment, reiterates the essence of diagnostic assessment in English language classrooms, explores teachers’ attitudes and utilization of diagnostic assessment techniques, and also investigates the factors influencing teachers’ knowledge of assessment practices. To achieve these objectives, an empirical study on English language teachers’ perceptions of diagnostic assessment, teachers’ attitudes and utilization of diagnostic assessment techniques and factors influencing teachers’ knowledge of assessment practices was conducted. The results show that the majority of English language teachers in the sample have inaccurate perceptions of the purpose of diagnostic assessment and also have negative attitudes to diagnostic assessment in classrooms. The results of the survey indicate that schooling, professional coursework and context are factors that influence ESL teachers’ classroom assessment practices.

scholarly journals Demotivational Factors among Secondary School EFL Teachers in Iran

2015 ◽  
Vol 6 (2) ◽  
pp. 932-942
Author(s):  
Abolhassan Nazari ◽  
Saeed Taki
Keyword(s):  
Secondary School ◽  
High School Teachers ◽  
English Language ◽  
Language Teachers ◽  
School Teachers ◽  
Attitudes And Behaviors ◽  
South West ◽  
Efl Teachers ◽  
English Language Teachers ◽  
Teachers Attitudes

Demotivating factors negatively influence teachers attitudes and behaviors and hence lead to undesired teaching outcomes. The endeavor of this thesis was to scrutinize some sources of demotivational factors among Iranian English language teachers junior and senior high schools. To begin with, 100 junior and senior high school teachers in Chaharmahal Va Bakhtiari province, South West of Iran participated in this study. Two instruments (questionnaire and interview) were used for collecting data. Descriptive and inferential statistics for all questions and categories were generated and reported. The overall results showed that five out of six top items are related to working conditions and class facilities. The lowest number of demotivating factors related to lack of communication among teachers, lack of expression of straight opinion by colleagues, heterogeneity of learners in one class, students' forgetting to do homework, students' forgetting to bring textbook. The results also showed that recognizing and eradicating such impeding factors serve promising attention to learning, teaching and attainment.

scholarly journals TEACHERS’ ATTITUDES AND BELIEFS TOWARDS THE USE OF STUDENT-CENTRED LEARNING IN ENGLISH LANGUAGE CLASSES

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Suriati Salleh ◽  
Nurahimah Mohd. Yusoff
Keyword(s):  
Primary School ◽  
English Language ◽  
Language Teachers ◽  
Attitudes And Beliefs ◽  
Learning Practices ◽  
Language Classes ◽  
English Language Teachers ◽  
Teachers Attitudes ◽  
Student Centred Learning ◽  
The Relationship

This study was conducted to examine teachers’ attitudes and beliefs towards the use of Student-Centred Learning in English language classes. In addition, it also sought to examine the extent of student-centred learning practices amongst primary school teachers have on their students’ performance in the English language. A survey was carried out to collect data from 147 primary school English language teachers in Perlis. The questionnaires were used to determine the teachers’ beliefsand attitudes towards student-centred learning and to measure the extent teachers practice or attempt to practice student-centred learning in their classrooms. The results for March Test and mid-term examinations were also collected from 346 respondents of Year Five students to determine the relationship between student-centred learning practices and the students’ achievement. The findings of this research showed that there were positive attitudes of the English language teachers towards student-centred learning. However, the teachers employ both student-centred and teacher-centred learning strategies in teaching English language for the primary school. Apart from that, the findings also revealed that there was a positive relationship between student-centred learning practices and students’ achievement in the English language subject but the relationship was a weak relationship.As such, recommendations were proposed in terms of improving teacher training and future research to investigate further on student-centred learning practices in Malaysia.

scholarly journals Appraising English Language Teachers’ Self-Reports of Readiness to Manage Large Reading Comprehension Classes in Selected Secondary Schools in Ibadan, Nigeria

2017 ◽  
Vol 12 (2) ◽  
Author(s):  
Samson Olusola Olatunji
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Sampling Procedure ◽  
Language Teachers ◽  
Southwestern Nigeria ◽  
Large Classes ◽  
Multi Stage ◽  
Teaching Of Reading ◽  
English Language Teachers ◽  
Teachers Attitudes

This survey was carried out to find statistically valid picture of English Language teachers’ attitudes to the teaching of reading comprehension to large ESL classes in Ibadan metropolis of southwestern Nigeria. The pedagogic practices of the teachers in such a challenging but potentially rewarding situation were also investigated. The far-reaching importance of reading comprehension to the overall success or otherwise of students against their perpetual failure in major examinations justify the study. A total of ninety-eight teachers got through a multi-stage sampling procedure responded to a fourteen-item self-constructed and validate questionnaire. The findings of the data analysis reveal that most of the teachers consider any class of thirty-one students and above is large, the teachers are ill-disposed to large classes, and they do not bother to employ any unusual strategy to make teaching reading comprehension both interesting and highly rewarding to either teacher or students.

scholarly journals The Effect of Teachers’ Attitudes Towards Collaborative Instruction on Students’ Writing and Speaking Skills

2021 ◽  
Vol 12 (3) ◽  
pp. 343-351
Author(s):  
Tareq Murad ◽  
Yusra Ghadeer, Sakhnin ◽  
Jamal Assadi
Keyword(s):  
English Language ◽  
Teaching Method ◽  
Language Skills ◽  
English Teachers ◽  
Language Teachers ◽  
Learning Tools ◽  
High School English ◽  
English Language Teachers ◽  
Teachers Attitudes ◽  
Speaking Skills

The current study seeks to examine English teachers’ attitudes towards using the collaborative teaching method to improve students’ skills at writing and speaking English. The purpose is to test the main following hypotheses: first, English language teachers are mostly unfamiliar with collaborative learning. Second, these techniques are not regularly used in English lessons. Third, most students enjoy practicing them. Fourth, these techniques lead to better performance in the students` language skills. The study was conducted among 15 high school English teachers. A questionnaire was used as a practical part. Data were collected and the results were: English teachers know and support learning techniques; they agree on the importance of these methods in the teaching process especially in improving students` language skills. Students enjoy practicing them. Common suggestions were proposed by the teachers for improving writing and speaking skills such as involvement of students in planning the learning process and setting goals and allowing for self-expression and teamwork. The importance of using various learning tools in combination with the collaborative methods was also emphasized. Finally, the research recommends that this kind of learning should be part of the teachers' training program.

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