scholarly journals Teachers’ Perceptions of the Standard-based English Language Curriculum in Malaysian Primary Schools

2017 ◽  
Vol 10 (3) ◽  
pp. 195-208
Author(s):  
Suriati Sulaiman ◽  
◽  
Tajularipin Sulaiman ◽  
Suzieleez Syrene Abdul Rahim ◽  
◽  
...  
Keyword(s):  
Primary Schools ◽  
English Language ◽  
Language Curriculum ◽  
Teachers Perceptions

Arab Israeli EFL teachers’ perceptions and practices vis-à-vis teaching higher-order thinking skills: A complicated relationship

2021 ◽  
pp. 136216882110324
Author(s):  
Ibtihal Assaly ◽  
Abdelnaser Jabarin
Keyword(s):  
English Language ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Successful Implementation ◽  
Structured Interviews ◽  
Higher Order Thinking Skills ◽  
Language Curriculum ◽  
Teachers Perceptions ◽  
Efl Teachers

Higher-order thinking skills (HOTS) have been an integral part of the English language curriculum in the Israeli school system since 2013, when questions that needed HOTS were added to the matriculation exams in all modules. Teachers subsequently have been responsible for integrating such questions into their teaching. The study aims to investigate the cognitive levels of questions posed by 13 Arab Israeli EFL teachers while teaching reading comprehension in heterogeneous tenth-grade classrooms. It also seeks to reveal the teachers’ perceptions with respect to teaching HOTS, and the challenges they face while doing so. Data were gathered by means of a classroom observation checklist and semi-structured interviews. The results show that the teachers tended to emphasize lower-order rather than higher-order questions. The findings of the thematic analysis of interviewees’ answers indicate that while the teachers have positive perceptions about teaching HOTS, they nevertheless face significant challenges. Factors hindering HOTS implementation include the teachers, the students, the system, and certain social norms. This implies the need for training courses to develop teachers’ knowledge about HOTS and to ensure successful implementation in the English language classroom.

scholarly journals The Purposes of Code-Switching and Teachers’ Perceptions toward Code-Switching in Malaysian Primary Schools

2019 ◽  
Vol 9 (1) ◽  
pp. 1532-1536
Keyword(s):  
Language Learning ◽  
Primary Schools ◽  
English Language ◽  
First Language ◽  
Code Switching ◽  
Language Teachers ◽  
Pedagogical Tool ◽  
Teachers Perceptions ◽  
Students First ◽  
English Language Teachers

This particular study is conducted to find out the purposes of teachers' codeswitching in the primary schools, the perceptions of teachers toward using students’ first language in the classrooms, and the amount of the usage of codeswitching in primary schools. A total number of 82 primary school English language teachers from the Johor Bahru state of Malaysia took part in this study. In order to collect comprehensive data from the participants, the researcher applied a mixed-method design. Quantitative data was collected through the Google Form questionnaire, which was sent to the teachers via WhatsApp, and Qualitative data was collected through interviews with five English language teachers of primary schools. The analysis of both types of data showed that the teachers use students’ L1 for three purposes, pedagogical, administrative, and interactional, but mainly students’ L1 was utilized as a pedagogical tool to facilitate language learning and as an administrative strategy to create a less threatening and learner-friendly environment. The results of the study also indicated that the majority of the teachers in the primary schools of Johor switch to students’ L1 to accommodate low proficiency learners and explain difficult concepts such as grammar and vocabulary to the learners. Eighty percent of the participant agreed to minimize the use of L1 in second language learning classrooms.

scholarly journals Teachers’ Perceptions of the Use and Effectiveness of Children’s Literature in the EFL Classrooms of the Primary Schools of Kuwait

2019 ◽  
Vol 12 (7) ◽  
pp. 87
Author(s):  
Khaled Shuqair ◽  
Abdulmuhsin Dashti
Keyword(s):  
Public Schools ◽  
Primary Schools ◽  
English Language ◽  
School Administration ◽  
Learning Experience ◽  
English Teachers ◽  
Teachers Perceptions ◽  
Efl Students ◽  
Efl Classrooms ◽  
The State Of Kuwait

The research examines the teachers’ perceptions of the use and effectiveness of children’s literature in their EFL classrooms in the primary public schools of the State of Kuwait. The research was conducted towards the beginning of the second semester of the academic year 2017/2018. It poses three main and interchangeable questions: 1) To what extent do teachers use children’s literature in their EFL classrooms? 2) Does the school administration help towards the integration of children’s literature in the EFL curriculum for the primary graders? 3) How effective is the teachers’ use of children’s literature in enhancing the students’ proficiency in the skills of the English language? The population of the study is the English teachers in the primary public schools in the six educational districts in Kuwait. The sample consisted of 66 English teachers selected from the 18 schools representing the six educational districts. The participants were asked to respond to a 15-statement survey and six open-ended questions. For the first question, results showed that most of the teachers frequently use children’s books in their EFL classrooms and are very much acquainted with the techniques of employing children’s books in their classes and with the various genres of children’s literature. For the second question, most of the participants agreed that the school administration is responsible for providing children’s books. However, the results also indicated that most school administrations do not consult teachers on the books to be purchased, and, as such, these books are sometimes not suitable for use in an EFL classroom. For the third question, results showed that teachers successfully use children’s books in enhancing the English skills of their EFL students, and, hence, they enrich the students’ learning experience.

scholarly journals The Effects of Needs- Based Continuous Professional Development Practice on Teachers ‟ Perception of CPD: Primary Schools English Language Teachers in Focus

2021 ◽  
Vol 5 (8) ◽  
pp. 20-39
Author(s):  
Endelibu Goa
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
English Language Teachers

This study was an attempt to examine the effects of needs- based Continuous Professional Development (CPD) practices on English language teachers’ perceptions. More specifically, the study addressed the following research questions: (1) What CPD activities do ELT teachers need to practice currently? (2)Is there a significant change in EFL teachers’ perceptions following in an intervention design to increase their perceptions about CPD practices? This research work was mainly experimental in design. The purpose of the experiment was to examine the effects of needsbased CPD practices on English language teachers’ perceptions. Pre-test and post-test measures were analyzed using a t-test statistical procedure. In addition, questionnaire, interviews, and FGDs were employed in order to obtain data required for the study. The data gathered through different instruments were subjected to both quantitative and qualitative analysis. The study involved five primary schools in Arba Minch. Fifty-two, randomly selected teachers were filled the pre-test and post-test questionnaire. Moreover, 10 teachers from each primary school were randomly selected for interview. Besides, 12 teachers from each primary school were involved in the FGDs in order to gather the necessary data for this study. Different sources were referred for the preparation of the training materials. The effects of need-based CPD practices on teachers’ perception were examined through the pre-test and the post-test. The results of the pre-test showed that there was no significant difference in the teachers’ perception before and after the experiment. The results of the post-test showed that there was a significant difference before and after the experiment in teachers’ perception (P<0.05). On the basis of the findings of the study, it was concluded that need-based CPD practice could have a great value in improving perception. Based on this, conclusions and recommendations were made.

scholarly journals The Use of Local Literary Texts as Reading Materials in English Language Classrooms: An Analysis of Teachers’ Perspectives

2020 ◽  
Vol 19 (11) ◽  
pp. 127-144
Author(s):  
Muhammad Shahril Haja Mohaideen ◽  
Hanita Hanim Ismail ◽  
Radzuwan Ab Rashid
Keyword(s):  
Primary Schools ◽  
English Language ◽  
Literary Texts ◽  
Ministry Of Education ◽  
Online Questionnaire ◽  
English As Second Language ◽  
Teachers Perceptions ◽  
Teaching Community ◽  
Text Selection ◽  
Language Classrooms

. It is common for Malaysian primary school pupils to have difficulties in reading English texts. One of its factors concerns text selection. Hence, a careful selection of the text is needed to ease their reading experience in ESL (English as Second Language) classrooms. This study explored teachers’ perceptions on literary text selection for Malaysian primary schools. An online questionnaire was distributed to gauge teachers’ perceptions on the current materials in terms of its impact on the students and lesson effectiveness. Respondents were 34 teachers of Years 4 to 6 in primary schools in Terengganu, the east coast Malaysia. Data analysis revealed that the teachers perceive local materials as more relatable to pupils in comparison to the foreign texts. The local texts are also perceived to have greater impacts on the students and lessons despite doubts remaining within the autonomy of this selection. This study is hoped to be helpful to the Ministry of Education and the teaching community in improving text selection in the future.

scholarly journals English teachers’ perceptions of the middle school English language curriculum

2020 ◽  
Vol 10 (1) ◽  
pp. 119-148
Author(s):  
Suat KAYA ◽  
Ahmet OK
Keyword(s):  
Middle School ◽  
English Language ◽  
Sampling Method ◽  
Implementation Process ◽  
Target Population ◽  
Language Curriculum ◽  
Teachers Perceptions ◽  
Data Collection Instrument ◽  
Listening And Speaking ◽  
Middle School English

In this study, which utilized survey as the research design, it was aimed to find out the teachers’ perceptions of the middle school English language curriculum which was developed in 2012 and revised in 2016. Target population of this study included all teachers working in Turkish public middle schools in Ankara, while the sample was composed of 349 teachers selected through clustered sampling method. A questionnaire developed by the researchers was used as data collection instrument. Findings revealed that many problems with respect to the components of the curriculum developed in 2012 have been solved, while only a few but most crucial problems still exist. It was concluded that this curriculum cannot develop students’ autonomy, communicative competence, and their writing, listening, and speaking skills. More research was suggested to be conducted to find out whether this failure resulted from the design itself or implementation process.

ESL Teachers’ Perceptions on the Implementation of CEFR in Malaysian Primary Schools: Issues and Challenges

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Aina Hartini Mohamad Khair ◽  
◽  
Parilah Mohd Mohd Shah ◽  
Keyword(s):  
Primary Schools ◽  
English Language ◽  
Language Education ◽  
Pedagogical Practices ◽  
Esl Teachers ◽  
English Language Education ◽  
Policy Makers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Survey Questionnaires

This study aims to investigate the English teachers’ views on the CEFR-aligned curriculum adoption in Malaysian primary ESL classroom. This paper intends to investigate the challenges surrounding teachers’ pedagogical practices on CEFR-based incorporated lesson. The study employs a quantitative approach where data were collected via survey questionnaires which is adapted and distributed to ESL primary school teachers in Malaysia via random purposive sampling. A descriptive statistic was used to analyse the quantitative data. The findings revealed that most of the teachers admitted having limited knowledge and minimum exposure on the CEFR implementation. Yet, they perceived positive perceptions on the revised CEFR-aligned curriculum adoption despite facing some difficulties and challenges. Teachers’ perceptions are vital for the authorities and policy makers to review and provide measures to ensure that stakeholders are fully prepared and capable to incorporate CEFR successfully and effectively in English language education.

scholarly journals The second grade English language curriculum: Theory-practice congruence

2016 ◽  
Vol 6 (4) ◽  
pp. 491-512 ◽  
Author(s):  
Suat Kaya ◽  
Ahmet Ok
Keyword(s):  
Primary Schools ◽  
English Language ◽  
Evaluation Model ◽  
Deep Understanding ◽  
Language Education ◽  
Second Grade ◽  
Cluster Sampling ◽  
English Language Education ◽  
Language Curriculum ◽  
Visual Materials

This study aims to provide a deep understanding about English Language Education Program to English teachers, students, curriculum designers and decision makers in Turkey. Recently, the Turkish educational system has gone through a transition from the 8+4 educational model to the new 4+4+4 model, which has led to an immediate need for the redesign of current English Language curriculum. Regarding English language education, in particular, this new system mandated that English instruction should be implemented from the 2nd grade onward. In line with this, the purpose of this study is to conduct a survey research to find out whether the new program has been implemented as planned in terms of materials, activities, and teachers' expected roles using process part of Stufflebeam's CIPP evaluation model. A questionnaire including the standards of the curriculum has been administered to a group of teachers who have been teaching English at the primary schools. Through cluster sampling method, 62 teachers have been selected as the sample. The data have been analyzed through descriptive statistics. The findings revealed that some of the teachers' roles were not congruent with standards of the curriculum, audio-visual materials were not utilized adequately and communicative activities were not applied in accordance with curriculum standards.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

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