scholarly journals Intercultural exchanges among pre-service teachers in Israel and Sweden as a path of introduction into the epistemology and practice of teaching

2021 ◽  
pp. 18-22
Author(s):  
Christopher Allen ◽  
Stella Hadjistassou ◽  
David Richardson ◽  
Tina Waldman
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
English Language ◽  
Student Mobility ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Experienced Teacher ◽  
Spoken English ◽  
Efl Teacher ◽  
Intercultural Exchange

This paper presents the outcomes of a short intercultural exchange project involving pre-service English as a Foreign Language (EFL) teacher training establishments in Sweden and Israel. The project comprised three online meetings recorded in Zoom in which student teachers gave feedback on each other’s project assignments involving lesson planning and the use of spoken English in the classroom. The sessions were moderated by a highly experienced teacher trainer with contributions from other teacher trainers in the institutions involved. With restrictions imposed on physical meetings and student mobility by the Covid-19 pandemic, the exchange helped to shed light on a number of perennial issues in English language teaching methodology and offers a feasible model for future sustainable virtual exchanges in EFL teacher training.

scholarly journals Students’ perception of Spoken English Anxiety at Higher Education Level

2019 ◽  
Vol 4 (3) ◽  
pp. 96-98
Author(s):  
Afsheen Salahuddin
Keyword(s):  
Private Sector ◽  
English Language ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Traditional Teaching ◽  
Ideal Model ◽  
Teaching Methodologies ◽  
The Public ◽  
Spoken English ◽  
Educational Institute

Developing countries like Pakistan are struggling for an Ideal model for English language teaching in their educational institute as English language is emerging as a powerful medium of communication. In Pakistan the public sector school still follows the same old traditional teaching methodology like grammar translation method while the private sector is trying to utilize modern teaching methodologies for enhancing confidence in spoken English but the private sector also needs a lot of effort. This study has tried to find out various factors which make students anxious when they speak in English language and to develop a model based on interactive activities to be incorporated in the curriculum of the institute where this research study took place.

scholarly journals Approaches and Activities Adopted by M. Ed. Student Teachers of English to Teach Reading: A Critical Assessment

2020 ◽  
Vol 11 (3) ◽  
pp. 364
Author(s):  
Bal Ram Adhikari ◽  
Kamal Kumar Poudel
Keyword(s):  
Student Teachers ◽  
English Language ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Teaching Reading ◽  
Classroom Performance ◽  
English Curriculum ◽  
Reading Pedagogy ◽  
Bachelor Of Education ◽  
Practice Teaching

Literature on second language reading suggests that the effectiveness of teaching reading depends largely on theoretically-guided and contextually-informed classroom methodology. In this study, we investigated the classroom methodology adopted by the students of Master of Education (M. Ed.) specializing in English from Mahendra Ratna Campus, Tahachal, who were teaching Bachelor of Education (B. Ed.) reading courses during their practice teachinghence defined as ‘student teachers’ (STs). Foregrounding the role of reading in the overall language development and academic achievement of English as a foreign language (EFL) students, the present B. Ed. English curriculum under Tribhuvan University has adopted a content-based approach to teaching reading. In order to understand how those reading courses were taught, we purposively selected ten M.Ed. STs and observed two classes of each, employing a semi-structured classroom observation scheme. In order to cross-compare STs' classroom performance with their theoretical knowledge about reading pedagogy and overall objectives of the reading courses, we also analyzed the English language teaching course the STs had studied in the M.Ed. program as well as B. Ed. reading courses and coursebooks they were teaching. The collected data were coded and analyzed thematically. The findings show that the teaching methodology adopted by the STs goes counter to the principles of ESL/EFL reading and expectations articulated in the reading courses. These findings illustrate the urgent need to reassess the methodology of teaching reading at the tertiary level and minimize the gap between the M. Ed. English students’ pedagogical knowledge and their classroom performance.

scholarly journals Lexical and semantic errors in the English language teaching in homogenious groups

2021 ◽  
Vol 102 (2) ◽  
pp. 141-149
Author(s):  
G. Akhmetova ◽  
◽  
A. Bizhkenova ◽  
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Word Choice ◽  
Homogeneous Groups ◽  
Efl Learners ◽  
Efl Teacher ◽  
Semantic Errors ◽  
Lexical Competence ◽  
Incorrect Usage

The present research paper discusses the issues of identifying common lexical and semantic mistakes in Kazakh pre-intermediate EFL learners studying in homogeneous groups at university. Words are viewed as powerful tools and when used correctly, words may evoke different feelings and emotions and cause various actions. It’s important to learn how to spot difficult words, correct them timely, and master lexical competence teaching to use the words correctly. The data of the study were collected by learner’s EFL teacher from their final essays. Thirty-one essays were used as the instrument of the study to obtain real language from the participants. The authors of the study hope that the results of the conducted research would contribute to the understanding of the phenomenon of lexical and semantic errors in English language teaching which will help teachers to elaborate the differentiated tasks and ways of explaining new vocabulary preventing students’ misunderstanding. Furthermore, the results of the presented research can serve as guidance and be used in compiling EFL textbooks for Kazakhstani students. As a result, researchers managed to classify lexical and semantic errors in English language teaching, identified frequent errors, and described their causes. The findings of the research illustrate that the participants of the study make errors of word choice and incorrect collocations the most. Moreover, incorrect usage of the preposition and literal translation from L1 are included in the frequent mistakes

scholarly journals Effects of Pop Culture for Improving Student-Teachers’ Writing Skill (A Case Study at Galuh University)

2018 ◽  
Vol 4 (1) ◽  
pp. 47
Author(s):  
Ratnawati Ratnawati
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
English Language ◽  
Pop Culture ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Authentic Materials ◽  
Descriptive Case Study ◽  
Writing Skill

Writing, one of the four skills which have to be taught by educators in language learning. Starting from classroom observation implied that students confronted the difficulties in writing involving generating ideas, organizing words, and making compositions. This study supposes to explore some effects of pop culture as authentic materials for English language teaching in improving students’ writing skill. Due to pop culture relates to students’ life and experience, it is considered to be a stimulus for gaining students’ ideas, information, motivation, and interest in teaching writing. The students of secondary school were involved in this study and descriptive case study was employed to observe the importance of pop culture in writing class. Also, questionnaires and students’ works are the instruments to measure its effects. Both students’ works and result of the questionnaires pointed out that significantly improvement obtained after applying pop culture. In line with findings, it can be said that pop cultures have significant effects toward students’ writing skill. So, educators need to apply pop culture as their choices in future planning lesson.

scholarly journals Arab English Language Teaching Candidates Climbing the IELTS Mountain: A Qualitatively Driven Hermeneutic Phenomenology Study

2016 ◽  
Author(s):  
Ali Al-Issa ◽  
Ali Al-Bulushi ◽  
Rima Al-Zadjali
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
Hermeneutic Phenomenology ◽  
Critical Discussion ◽  
English Language Teaching ◽  
Structured Interviews

As a high-stakes international language proficiency benchmark, the International English Language Testing System (IELTS) requires different and special Language Learning Strategies (LLS), which pose numerous challenges to its takers. Some Sultan Qaboos University (SQU) majoring in English Language Teaching (ELT), have therefore, failed to achieve an overall score of Band 6 on the IELTS as a language proficiency requirement and a condition mandated by the Ministry of Education for selecting English language teachers among. This qualitatively driven hermeneutic phenomenology study, hence, discusses this issue from an ideological perspective. The study triangulates data from semi-structured interviews made with six fourth-year ELT Student Teachers (STs) at SQU and the pertinent literature. The critical discussion revealed various ideologies about the powerful impact of the IELTS on the STs’ English language development. The findings have important implications for the practices of the teachers in the Omani ELT school system and elsewhere.

scholarly journals ELT Student Teacher Identity Construction: Exploring Teacher Roles and Domains of Expertise

2020 ◽  
Vol 4 (2) ◽  
pp. 113
Author(s):  
Nafiye Cigdem Aktekin ◽  
Hatice Celebi
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Identity Construction ◽  
Subject Matter ◽  
Teacher Identity ◽  
English Language ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
English Language Teaching ◽  
Teacher Roles

In this study, we direct our focus to identity construction in an English language teaching (ELT) teacher education program. We explore the teacher roles in which student teachers are struggling to position themselves comfortably and the teacher expertise domains (subject matter, didactics, and pedagogy) that they are dedicating themselves to improving. To address our research focus, we have collected reflections and survey responses from 18 student teachers in an ELT education department. Our findings indicate that ELT student teachers find it difficult to position themselves as experts in and about the English language and that they feel a need to be equipped with expertise first and foremost in the subject matter, and then in didactics, followed by pedagogy. These results imply that in ELT teacher education, certain language ideologies are still prevalent and need to be dealt with by teacher educators for transformative outcomes in education.

scholarly journals Effects of Digital Short Stories on the Development of Listening Skills: An Action Research

2020 ◽  
Vol 20 ◽  
pp. 65-84
Author(s):  
Zeynep Çetin Köroğlu
Keyword(s):  
Short Stories ◽  
Action Research ◽  
Student Teachers ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Structured Interview ◽  
English Language Teaching ◽  
Literary Texts ◽  
Listening Skills

Literary texts can be used to improve language learners' skills such as reading, writing, speaking and listening because these texts contain rich vocabulary, complex grammar structures, interesting plot and most importantly imagination of the author. However, using literature for language teaching purposes is a controversial issue among scholars. While some researchers think positively, others have negative views on the subject. Learners' needs and way of using literary texts are the main concerns of literature use in language pedagogy. In this context, the present research aimed to find out whether digital short stories can improve language learners' listening skills. The purpose of this study was to figure out student teachers' perceptions of digital short stories’ implementation into language classrooms. Specifically, the current research aimed to investigate whether digital short stories are useful to develop language learners' listening skills in English. The research is action research in design. The study used pre-test and post-test, a written structured interview to collect data and it included both quantitative and qualitative components. The interview consisted of six open-ended questions. Achievement tests and t-test were used to analyze quantitative data. On the other hand, content analysis was used to analyze qualitative data. The data were collected in 2016-2017 academic years, Bayburt University. Participants were prep class students of English language teaching department of Bayburt University. In the treatment process, digital short stories were used for eight weeks, which were written by various famous American authors and voice recorded by various American natives. Additionally, weekly worksheets and handouts were prepared by the researcher. Results showed that digital short stories provide satisfactory content, supports vocabulary learning, improves language learners’ listening skills, helps participants to gain familiarity with complex grammar structures and makes students more familiar with different cultures. Furthermore, participants are satisfied with digital short stories and they think these digital stories are useful to improve their listening skills.

scholarly journals DEVELOPING INTERCULTURAL COMMUNICATION AND INTERCULTURAL AWARENESS IN THE EFL CLASSROOM

2020 ◽  
Vol 1 (65) ◽  
pp. 30
Author(s):  
Lili Cavalheiro
Keyword(s):  
Student Teachers ◽  
Intercultural Communication ◽  
Cultural Awareness ◽  
English Language ◽  
English Language Teaching ◽  
Safe Place ◽  
Language And Culture ◽  
Intercultural Awareness ◽  
The World ◽  
International Role

<span lang="EN-US">Throughout multiples regions around the world, waves of migrants and refugees search for better and safer living conditions. As a result, classrooms are becoming increasingly multicultural and multilingual, with many teachers feeling challenged when faced with this ‘new’ reality. Being English the most commonly shared language around the world, the English as a Foreign Language (EFL) classroom can be a ‘safe’ place where dialogue and intercultural communication are fomented. Not only can it facilitate the integration of migrant/refugee students, but it can also contribute to expanding learners’ (inter)cultural awareness and knowledge of how English may be used by multiple speakers (native and non-native) in diverse settings. In light of this, it is imperative that educators develop more inclusive English-language lessons that help break down barriers and taboos, in terms of language and culture. In order to achieve this, however, it is vital that these issues be developed at the beginning of any teacher training. Bearing this in mind, this paper begins by presenting the concept of English as a Lingua Franca and intercultural communication and follows up by reflecting upon how the traditional EFL classroom should to be reconsidered in light of today’s international role of English. Taking into account the specific growing multicultural/multilingual Portuguese context, the last section of this paper presents how these issues are developed in two pre-service MA programs in English Language Teaching at the University of Lisbon, and also how student teachers have integrated ELF-related activities/resources in their practicum, along with a commentary on their learners’ reactions.</span>

iGeneration Methodology

2020 ◽  
pp. 108-114
Author(s):  
Aruldoss L. ◽  
Sujitra A. G. ◽  
Vijayalakshmi R.
Keyword(s):  
Second Language ◽  
Effective Teaching ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
New Method ◽  
Teaching Methodology ◽  
Visual Method ◽  
Learning English

This chapter aims at analyzing the effective teaching methodology for the iGeneration students who learn English as a second language. iGeneration students are the students who are born in between 1995 to 2012. As the iGeneration students are not interested in reading books, there has to be another method which can be used to teach them. This generation of students are using the technology effectively. The teachers who teach English for the students have to adopt a new method. To find out the best method for English language teaching, 150 students were taken for the research. They were divided into three sections namely A, B, and C sections. Each section was taught with different methods. At last, a test was conducted for all the students and marks were awarded for the test. Based on the marks scored by the students, it is found that audio-visual method was effective for learning English language.

The Impact of Pre-service Teachers' Reflection on their Instructional Practices

2016 ◽  
pp. 209-219 ◽  
Author(s):  
Yesim Kesli Dollar ◽  
Enisa Mede
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Instructional Practices ◽  
English Language ◽  
English Language Teaching ◽  
Self Awareness ◽  
Non Profit ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
The Impact

This chapter aims to investigate the impact of reflection on freshmen pre-service English teachers' classroom practices. Specifically, it explores how the participating student teachers' perceptions influenced their instructional practices as a result of participation in reflection activities. The participants of the study were ten freshmen student teachers enrolled in the English Language Teaching undergraduate program at a foundation (non-profit private) university in Turkey. Data came from the reflections of the participating student teachers about their recently-completed 15-hour field-based experience at the pre-school level. As a part of this class reflection activity, the participants were prompted to keep a diary in one of their undergraduate courses and respond to a series of statements or questions related to their classroom observation tasks. They were also engaged in class discussions and were required to write their overall feedback based on their field-based experience. The findings of the study revealed that reflective activities helped the prospective student teachers identify their strengths and weaknesses related to classroom activities, use of materials (use of technology and visuals) and classroom management, leading to self-awareness about their understanding and application of teaching skills and strategies.

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