scholarly journals The Relationship between Transitive and Intransitive Verbs in English Language

2019 ◽  
Vol 1 (2) ◽  
pp. 62
Author(s):  
Teddy Fiktorius
Keyword(s):  
English Language ◽  
Theoretical Framework ◽  
Language Teachers ◽  
Library Research ◽  
English Language Teachers ◽  
Intransitive Verbs ◽  
The Relationship ◽  
Descriptive Method

In the current research, the researcher employs descriptive method (library research) to elaborate on the relationship and differentiation between the English language transitive and intransitive verbs. The first parts explore the theoretical framework of the relationship and differentiation equipped with various sentences samples. The next part discusses the implications for English language teachers in coping with some grammatical confusion. Finally, some solutions as well as recommendations are proposed.

scholarly journals Phonetics Transcription in English Language Teaching (ELT): Implications for English Language Teachers

2020 ◽  
Vol 2 (2) ◽  
pp. 58
Author(s):  
Teddy Fiktorius
Keyword(s):  
Foreign Language ◽  
Literacy Instruction ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
International Phonetic Alphabet ◽  
Phonetic Transcription ◽  
Library Research ◽  
English Language Teachers ◽  
Descriptive Method

This paper is written through descriptive method or library research to discuss the use of phonetic transcription in the teaching of English as a foreign language (EFL) using the International Phonetic Alphabet (IPA). The first part describes the theoretical framework of the transcription basics. Then, the next part discusses the advantages of the phonetic transcription. This is followed by an illustration of understanding basic speech sounds. Some ideas of preparing classroom materials using the IPA are addressed in the next section. Finally, some solutions as well as recommendations are proposed and justification of the researcher’s position toward the use of phonics as an EFL literacy instruction in ELT is presented.Keywordsphonetic transcriptionInternational Phonetic AlphabetEFL literacy instruction

scholarly journals The Relationship between Self-Regulated Strategies and Burnout: A Teacher Analysis in the EFL Context of Iran

2017 ◽  
Vol 1 (2) ◽  
pp. 186
Author(s):  
Mojgan Karamooz ◽  
Mehry Haddad Narafshan
Keyword(s):  
English Language ◽  
Self Regulation ◽  
Negative Relationship ◽  
Predictor Variable ◽  
Research Participant ◽  
Language Teachers ◽  
Efl Teachers ◽  
English Language Teachers ◽  
Related Stress ◽  
The Relationship

<p><em>The deleterious effects of teacher burnout (academic-related stress) on academic outcomes have been previously established. However, teacher burnout’s relationship with self</em><em>-</em><em>regulated strategies as well as underlying factors contributing to their potential relationship </em><em>is</em><em> less understood. Consequently,</em><em> the present study examined the link between Iranian EFL teachers’ self-regulation and burnout at Kerman English language institutes. For this aim, a total of 101 English language teachers teaching in fifteen language institutes in Kerman took part in this study. The research participant selection was according to the convenience sampling. They completed two questionnaires: Teachers’ Self-Regulation Questionnaire (TSRQ) designed by Yesim et al. (2009), based on the model proposed by Zimmerman’s self-regulation (2000), and Teachers’ Burnout Questionnaire (TBQ) extracted from Pines et al. (1981) Burnout Scale. This study was a quantitative correlation survey of issue in which the relationship between predictor variable (self-regulation) and criterion variable (burnout) was analyzed. The findings yielded via correlation analysis documented that there was a significant negative relationship between applying self-regulated strategies and burnout. Subsequent data analyses showed that among the components of self-regulated strategies, goal setting was the best predictor of burnout. </em><em>It means that EFL teachers who establish goals for their teaching and attempt to accomplish them will be rarely at the risk of burnout.</em><em> </em><em></em></p><em></em>

scholarly journals An Anthropocentric Approach to Evaluate English Language Teaching Course Books

2020 ◽  
Vol 8 (3) ◽  
pp. 24-29
Author(s):  
Ahmet Erdost Yastibas
Keyword(s):  
Qualitative Study ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Thick Description ◽  
The World ◽  
Teachers And Students ◽  
English Language Teachers ◽  
The Relationship

The new geological epoch Anthropocene poses a significant problem to people because it shows how human activities have started to change and shape the world negatively to a big extent. One way to deal with this problem is education, including English language teaching. In English language teaching, course books can be used to deal with the Anthropocene. When the literature was reviewed, it was seen that English language course books were evaluated according to English language teachers’ and students’ perspectives, but not with an Anthropocentric perspective. Therefore, the present study aimed to evaluate an English language course book used in Turkey with an Anthropocentric approach. It was designed as a qualitative study. The data collected were documented analyzed. Qualifications of the researcher and thick description were used for the trustworthiness of the research. The findings have indicated that the course book has units and parts of units related to nature. They have also shown that students can understand the relationship between people and nature by studying this course book. The results were discussed, and suggestions for further research were made.

scholarly journals The The Relationship between Writing Anxiety and Writing Achievement: A Case of One Islamic University in Palembang

Ta dib ◽  
2020 ◽  
Vol 25 (1) ◽  
pp. 21-31
Author(s):  
Nur Aprilliani Rehelmi
Keyword(s):  
Quantitative Research ◽  
English Language ◽  
Language Teachers ◽  
Writing Achievement ◽  
Text Book ◽  
Writing Anxiety ◽  
Essay Writing ◽  
Language Writing ◽  
English Language Teachers ◽  
The Relationship

This study investigated the relationship between writing anxiety and writing achievement, and investigated the influence of writing anxiety on writing achievement of the students of the English department of one Islamic university in Palembang. The research was a quantitative research. The sample of this study was all of the sixth semester students. The total number of the students was 114 students. Since twelve students were absent, the sample of this study was 102 students. The data were collected by using the second language writing anxiety inventory (SLWAI) and writing test. Descriptive statistics, Pearson Product Moment correlation and regression analysis were used to find out the correlation and the influence between variables. The result of the analysis showed that there was a significant correlation between students’ writing anxiety and essay writing achievement with r-obtained (.276) which was higher than the r-table (.194). Besides, there was also a significant influence of writing anxiety on essay writing achievement with 7,6 %. This study could have implications for English language teachers or lecturers, learners, and text book writers.

scholarly journals Understanding Pragmatics and Pragmatic Competence in ELT Materials

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Nurdiana Nurdiana
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Pragmatic Competence ◽  
Language Functions ◽  
Pragmatic Information ◽  
Library Research ◽  
English Language Teachers ◽  
Pragmatic Aspects

<p>Pragmatics is a branch of linguistics concerned with utterance and speaker meaning. With regard to English language teaching (ELT) materials, pragmatics may deal with function in English or language functions—that is what or which language expression commonly used in particular situations. Speaking about function, there are some pragmatic aspects which we should be knowledgeable of. The present  paper attempts to  discuss what the pragmatic aspects are and their significance in the teaching of language functions through ELT materials. To discuss these pragmatic aspects, a library research was deployed by referring to previous studies on pragmatics and pragmatic competence in language teaching, including the author’s investigation on pragmatics in ELT materials. The results indicate that it is imperative for English language teachers to understand pragmatics in ELT materials as it helps them to teach language functions which are pragmatically effective or functional.</p><p><strong>Keywords: </strong>language functions, sociopragmatics, pragmalinguistics, meta-pragmatic information, ELT materials</p>

scholarly journals Using Educational Technology to Enhance Teaching and Learning EFL (A Case Study of English Language Teachers- KKU- Faculty of Sciences and Arts at Muhayle Assir)

2020 ◽  
Vol 11 (4) ◽  
pp. 561
Author(s):  
Abdul-Gayoum M. A. Al-Haj
Keyword(s):  
Educational Technology ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
English Department ◽  
Observational Method ◽  
Technology In Teaching ◽  
English Language Teachers ◽  
Descriptive Method

This paper aims at investigating the method of applying educational technology to enhance TEFL in the Faculty of Sciences and Arts at Muhayle Aassir. The researcher uses close-ended questions interview and direct observation as instruments for collecting the data, and then he uses the descriptive method to analyse them. He chooses these two instruments as most appropriate for exchanging and evaluating ideas about using educational technology to enhance teaching EFL in the prescribed faculty. He, also, uses the observational method to study classroom events. The interview was held with 20 teachers of the English Department in order to get valuable information for the study. Furthermore, the researcher uses the SPSS programme to compute the data. The following are the study findings: Firstly; the usage of mere traditional devices in instruction has a poor efficiency on LEFL at the above-mentioned faculty. Secondly; there is effectiveness in using educational technology in teaching. Thirdly; it seems that the Faculty of Sciences and Arts provides training for the English language teachers with regard to educational technology, but in vain. The researcher recommends that English language teachers, of Faculty of Sciences and Arts, should facilitate and enhance learning via using educational technology- in their teaching- in order to keep students more interested and more engaged with the topic which is presented.

scholarly journals Brain Dominance Quadrants and Reflective Teaching among ELT Teachers: A Relationship Study

2017 ◽  
Vol 7 (2) ◽  
pp. 63
Author(s):  
Hamid Ashraf ◽  
Aynaz Samir ◽  
Mona Tabatabaee Yazdi
Keyword(s):  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Reflective Teaching ◽  
Brain Dominance ◽  
Left Brain ◽  
English Language Teachers ◽  
Left And Right ◽  
The Relationship ◽  
The Brain

The present study investigated the relationship between Iranian English language teachers’ reflectivity and their brain dominant quadrants. To this end, 102 Iranian EFL teachers at several language institutes and universities (i.e., Bojnord, Ghochan, Gonabad, Kashmar, Shandiz, Neyshaboor, & Mashhad) in Iran participated in this study. The Brain Dominance Survey which was developed by Ashraf, Tabatabaee Yazdi, & Kafi was employed to categorize participants as right and left brain dominant, and English Language Teaching Reflection Inventory developed by Akbari, Behzadpoor, & Dadvand was administered to measure teacher reflectivity. Then the data was analyzed using hierarchical multiple regression analysis to investigate the extent to which teachers’ brain dominant quadrants might have predictive power in their reflective teaching practices. Results indicated a statistically positive significant correlation with teachers who used their A quadrant and teaching reflectiveness whilst teachers with C quadrant dominance had a negative significant correlation with being reflective. Moreover, regression analyses revealed that there is no significant relationship between reflectivity and teachers’ B and D brain quadrants dominance. To teach more reflectively, teachers need to better understand their brain differences and how it can affect the teaching strategies. All teachers should find ways to combine teaching activities that involve both left and right of their brain, and not only practice six underlying factors of reflection in their teaching but also employ reflective procedures in order to develop their reflective practices.

scholarly journals The Relationship between Teaching Styles and Autonomy among Iranian Female EFL Teachers, Teaching at Advanced Levels

2016 ◽  
Vol 9 (3) ◽  
pp. 223 ◽  
Author(s):  
Abdollah Baradaran
Keyword(s):  
Significant Relationship ◽  
English Language ◽  
Teaching Styles ◽  
Language Teachers ◽  
Efl Teachers ◽  
English Language Teachers ◽  
The Relationship ◽  
Non Parametric

<p class="Keywords">The current research aimed at inspecting the existence of a significant relationship between teachers’ teaching styles and their Autonomy. For this reason, two questionnaires with regard to the main variables were given to 175 female English language teachers, teaching at advanced levels. Moreover, non-parametric Mann Whitney and Kruskal Wallis tests were selected to compare the levels of each style in terms of Autonomy scores. The results showed no significant correlation between the two variables.</p>

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