scholarly journals University students’ preferences on English teachers’ nationality and teaching style

EduLingua ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 1-21
Author(s):  
Flora Komlosi-Ferdinand
Keyword(s):  
University Students ◽  
English Language ◽  
Practical Knowledge ◽  
Teaching Style ◽  
Well Being ◽  
English Teachers ◽  
English Language Teaching ◽  
Self Confidence ◽  
Gender Based ◽  
Local Students

Inspiration dynamics between students and teachers have great impact on learners’ perceptions, attitudes and psychological well-being in the ESL classroom. Gender-based differences in opinions about foreign-language acquisition often shape students’ approaches and learning structures. Nowadays, great emphasis is placed on the presence of native English-speaker teachers in English language teaching institutions. However, such teachers may struggle to understand local students’ attitudes. Seventy-four university students were asked about their perceptions and preferences on English teachers’ nationality and teaching-style in Blagoevgrad, Bulgaria. The data were analysed according to gender-based differences in opinions. The findings reveal that, in general, students have no preference for native or non-native teachers, yet prefer educators who teach exclusively through the medium of English. Female students expressed less self-confidence, more need for continuous reinforcement and social interaction in the classroom, while male students displayed more self-confidence, more autonomy and the need for practical knowledge-focused learning content and strategies.

scholarly journals The peace tree in ELT: A problematizing exploration

2021 ◽  
Vol 14 (1) ◽  
pp. 44-57
Author(s):  
Yeraldine Aldana Gutiérrez
Keyword(s):  
Exploratory Study ◽  
Knowledge Construction ◽  
Critical Reflection ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
Situated Knowledge ◽  
Structured Interviews ◽  
Alternative Reading

The English language teaching (ELT) field has undergone transformations regarding its views on knowledge and language. Although instrumental perspectives situate English teachers in a passive, receptive and technical position, their research and pedagogical work displays an interest in extracurricular phenomena about Peace Construction (PC) in ELT. This qualitative exploratory study aimed at unveiling possible connections between PC and ELT in Colombia. Documental revision and semi-structured interviews were applied with 4 English teachers. Findings discuss an organic metaphor as facilitating “teachers’ situated knowledge construction” (Serna, 2018, p. 585). Thus, a critical reflection is developed on how ELT and PC may articulate one another towards an alternative reading on their possible relationality or the reduction of the canonical distance imagined between these two fields, in order to acknowledge their interconnection. Conclusions around the multifaceted transdisciplinary ELT field are presented.

scholarly journals “How Is My English?”: Chinese University Students’ Attitudes Toward China English and Their Identity Construction

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110382
Author(s):  
Haiying Pan ◽  
Chang Liu ◽  
Fan Fang ◽  
Tariq Elyas
Keyword(s):  
University Students ◽  
Language Learning ◽  
Identity Construction ◽  
English Language ◽  
Second Language Learners ◽  
Standard Form ◽  
English Language Teaching ◽  
Chinese University ◽  
China English ◽  
Chinese University Students

Due to the spread of the English language in various domains and the fact that English is used as a global language, researchers and educators have started to rethink the models and aims of English language teaching in different settings. From the World Englishes (WE) perspective, this study investigated the attitudes of Chinese university students toward the localized variety of “China English,” as well as the students’ identity construction and negotiation during their English language learning journey. Data were collected through a questionnaire completed by 190 respondents and interviews conducted with 20 participants. The findings revealed the students’ positive attitudes toward China English and non-conformity to English as a native language (ENL). This further reflected the communicative function of English and the students’ interest in forming a Chinese cultural identity. However, the students also showed self-contradictory attitudes toward China English, as most did not want to be clearly identified as Chinese when using English. The data revealed some important reasons for this attitudinal conflict, including the belief that ENL is the standard form of English, as well as the students’ desire to develop an identity as competent second language learners of English. The findings suggest the importance of increasing awareness of the global spread of English and reforming English curricula and assessment in contexts where local varieties of English are emerging.

scholarly journals An Empirical Evaluation of Two College English Textbooks in China Based on the China Standards English Framework

2021 ◽  
Vol 12 (3) ◽  
pp. 323-337
Author(s):  
Xinying Li ◽  
Marilyn Fernandez Deocampo
Keyword(s):  
English Language ◽  
Language Skills ◽  
Empirical Evaluation ◽  
Language Teachers ◽  
English Language Teaching ◽  
Comparable Data ◽  
College English ◽  
Textbook Evaluation ◽  
English Textbooks ◽  
Local Students

It is generally known that textbook is the first and the most vital tool for teachers to proceed with successful English language teaching activities. Hence, it is indispensable for all language teachers to evaluate books critically and choose a suitable textbook. This article aimed to explore the different features of two famous college English textbooks utilized in the researcher’s school of Wenshan University, Yunnan, China, in alignment with the China Standards English framework, and whether the two books satisfied local students’ needs and proficiency. It is hoped to provide an empirical example of textbook evaluation from a Chinese context and inspire local teachers to make possible improvements during evaluating and selecting a textbook. To achieve the objective, a checklist aligned with the framework and a questionnaire was utilized for the collection of comparable data. Moreover, content analysis and percentage were used during the analysis of the two textbooks and students’ perception about the textbooks, respectively. Results of the evaluation indicated that the two books are not aligned with the China Standards English framework suggested levels. Both textbook levels tend to be lower than the framework demanded levels, namely level five and six. Students also implied that the textbooks are accessible and seem not to help their language skills improvement. The recommendation is that these textbooks need to be adapted and modified for the English educational practices to suit local students’ needs and English proficiency to achieve the China Standards English suggested levels.

scholarly journals Mediating the Effect of Cognitive Flexibility in the Relationship between Psychological Well-Being and Self-Confidence: A Study on Turkish University Students

2019 ◽  
Vol 8 (6) ◽  
pp. 278 ◽  
Author(s):  
Asude Malkoç ◽  
Aynur Kesen Mutlu
Keyword(s):  
University Students ◽  
Cognitive Flexibility ◽  
Private University ◽  
Well Being ◽  
Psychological Well Being ◽  
Self Confidence ◽  
Turkish University Students ◽  
Faculty Of Education ◽  
The Relationship

This study examined the role of self-confidence and cognitive flexibility in psychological well-being. The study looked into whether cognitive flexibility mediates the relationship between self-confidence and psychological well-being. The study involved the participation of 284 university students (192 female and 92 male) enrolled in the Faculty of Education at a private university in Istanbul, Turkey. Data was collected via the Self- Confidence Scale, Flourishing Scale and Cognitive Flexibility Scale. The results of our multiple regression analysis revealed that self-confidence and cognitive flexibility statistically predict psychological well-being. Self-confidence and cognitive flexibility were found to explain 38% of the variance in psychological well-being. Furthermore, cognitive flexibility served as a mediator in the relationship between self-confidence and psychological well-being.

scholarly journals English in Brazil: Insights from the Analysis of Language Policies, Internationalization Programs and the CLIL Approach

2016 ◽  
Vol 2 (1) ◽  
pp. 54 ◽  
Author(s):  
Kyria Finardi ◽  
Roberta Leao ◽  
Livia Melina Pinheiro
Keyword(s):  
English Language ◽  
Integrated Approach ◽  
English Teachers ◽  
English Language Teaching ◽  
Language Policies ◽  
Teachers Beliefs ◽  
Teaching Learning ◽  
Globalized World

<p class="Normal1">The paper proposes a reflection on the role of English in the globalized world and its teaching/learning in Brazil. With that aim, the study reviews language policies and internationalization programs in Brazil regarding the role of foreign languages in general and of English in particular. The theoretical framework includes a review of an English language teaching (ELT) approach used mainly in Europe, as a result of globalization and internationalization, the Content and Language Integrated Approach (CLIL). In order to support this reflection, a case study was carried out to examine pre-service English teachers’ beliefs on the use of CLIL in Brazil. The results of study show that pre-service English teachers understand the importance of the CLIL approach though they are aware of the various obstacles to its implementation in that context. The study suggests a review of language policies in Brazil so as to ensure a convergence between them and internationalization policies and approaches, at all levels of education. Regarding the ELT approach analyzed, the study concludes that despite the difficulties associated with the implementation of CLIL in Brazil, it represents a relevant alternative in that context.</p>

scholarly journals Smart Teacher Smart Class Portal in Enhancing Secondary School English Teachers’ English Language Teaching Knowledge in Bangladesh

2015 ◽  
Vol 19 (1-2) ◽  
pp. 147-157
Author(s):  
SM Kamruddin Ropum ◽  
Md Yasin Arafat
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
English Teachers ◽  
English Language Teaching ◽  
Teaching Knowledge ◽  
Post Test ◽  
Teaching Learning

Smart teacher smart class (STSC) is a portal developed by Dnet which contains curriculum, teachers’ guide, education policy, textbook, lesson plan, multimedia contents, and teaching-learning strategies on different subjects aiming to provide content and pedagogical support to the secondary school teachers in Bangladesh. Making an offline CD, the STSC portal is provided to the respective teachers of secondary schools Dnet works with. The regular use of the STSC portal helps the teachers to improve their knowledge about effective teaching-learning techniques. The study was designed as one group pre-test post-test quasi-experimental method to find the effect of STSC portal on secondary school English teachers’ English language teaching knowledge (ELTK). Twenty eight English teachers from 14 secondary schools were selected purposively to form the group and the tests were administered on them considering 6 months intervention (STSC portal) period. The test was adapted from Cambridge language teaching knowledge (TKT) test focusing on different ELT aspects. The tests scores of the teachers were categorized in 4 knowledge levels: limited, basic, deep and extensive. The findings of the study show that the STSC portal induces a significant improvement of the teachers’ ELTK. Most of the teachers showed better performances in the post-test than the pre-test. Moreover, significance (0.001) and effect size score (0.91) also depict a clear and large effect in enhancing teachers’ ELTK. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12087 Journal of NELTA, Vol 19 No. 1-2, December 2014: 147-157

scholarly journals DESIGNING AFFECTIVE INSTRUMENT BASED ON SCIENTIFIC APPROACH FOR ENGLISH LANGUAGE LEARNING

2018 ◽  
Vol 42 ◽  
pp. 00068
Author(s):  
Ira Maisarah ◽  
M. Zaim ◽  
Hermawati Syarif ◽  
Alwen Bentri
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Self Confidence ◽  
Scientific Approach ◽  
Affective Assessment ◽  
Addie Model ◽  
Affective Taxonomy

This research was describing the designing of instrument for affective assessment in English language teaching. The focus of the designing was only for observation sheet that will be used by English teachers during the teaching and learning process. The instrument was designed based on scientific approach that has five stages namely observing, questioning, experimenting, associating, and communicating. In the designing process, ADDIE Model was used as the method of research. The designing of instrument was considering the gap between the reality and the teachers’ need. The result showed that the designing was also notice to the affective taxonomy such as receiving, responding, valuing, organization, and characterization. Then, three key words were used as the indicator to show the five levels of affective taxonomy such as seriously, volunteer, and without asked by teacher. Furthermore, eighteen types of affective such as religious, honesty, responsible, discipline, hard work, self confidence, logical thinking, critical thinking, creative, innovative, independent, curiosity, love knowledge, respect, polite, democracy, emotional intelligence, and pluralist were put on each stage of scientific approach. So, it is hoped that can be implemented in all of context of English language teaching at schools and can assess the students’ affective comprehensively.

scholarly journals A Gender-based Investigation of the Perception of English Language Teachers at Saudi Universities Regarding the Factors Influencing Learner Autonomy

2019 ◽  
Author(s):  
Eidah Abdullah Al-malki
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
Learner Autonomy ◽  
Language Teachers ◽  
Theory And Practice ◽  
English Language Teaching ◽  
Empirical Survey ◽  
Positive Attitudes ◽  
English Language Teachers ◽  
Gender Based

Learner autonomy has been a focus of attention in the realm of English Language Teaching (ELT) research nowadays and the study in hand is an attempt to investigate learner autonomy in theory and practice from the perspective of English language teachers. It aims to identify gender-based perceptions of English language teachers from a Saudi university regarding the role of the textbooks, study material, support of English language teachers, the students’ learning strategies, students’ motivation and self-evaluation in enhancing learner autonomy. This empirical survey has involved 30 male and 30 female (n=60) English language teachers from English language center of Taif University, Saudi Arabia to record their insights and views about their perceptions and prospects of these pedagogical constructs in their teaching practices. The participants of the study responded to a 35-point Likert-scale modified questionnaire to generate data. Independent-samples T-test has been run to calculate percentages of their responses as well as to identify any statistically significant gender-based differences. The results revealed that only six items out of the total 35 have shown significant gender-based differences in the perceptions of the participants of the survey. The findings have revealed that the participants of this study bear extremely positive attitudes towards the pedagogical significance of learner autonomy and have exhibited encouraging trends about the implementation of this construct in the classrooms. Recommendations have been forwarded based on the results of this survey.

Sign in / Sign up

Export Citation Format

Share Document