scholarly journals TEACHER EDUCATOR’S PERCEPTIONS OF THE ELT METHODOLOGY COURSE CONTENT SUFFICIENCY: ACTION RESEARCH

2020 ◽  
Vol 50 (1) ◽  
pp. 102-110
Author(s):  
Ігор РОМАНИШИН
Keyword(s):  
Action Research ◽  
English Language ◽  
Core Curriculum ◽  
Teacher Educators ◽  
Language Teaching ◽  
School Teacher ◽  
Teacher Educator ◽  
Educational Process ◽  
Teaching Methodology ◽  
Joint Project

In the article, the author describes the procedures and results of the implementation of the pedagogical technology – the design and delivery of the three-hour session ‘Introduction to Communicative Language Teaching and the History of Method’ to the second-year pre-service English teachers at Vasyl Stefanyk Precarpathian National University, Ukraine aimed at enhancing students’ understanding of basic ELT concepts and becoming prepared for the new methodology content to be covered in the spring term of the academic year of 2019/2020. The study is based on the material of the experimental Core Curriculum “English Language  Teaching Methodology. Bachelor’s Level” implemented within the framework of the joint project of the British Council Ukraine and the Ministry of Science and Education of Ukraine “New Generation School Teacher”. The author applied the research methods of comparison, generalisation, synthesis, induction and deduction, as well as carried out the classroom action research using such instruments for qualitative and quantitative data collection as teacher classroom observations, student surveys, and student self-assessment checklists. The analysis of the obtained results demonstrates that the suggested pedagogical technology (materials, activities, methods/techniques, interaction of the subjects of educational process, etc.) helped the teacher educator and students to reach the objectives of the experimental study. The results of the study might be useful for the wider community of pre-service English language teacher educators in Ukraine and beyond.

scholarly journals Implementing Poetry in the Language Class: A Poetry-Teaching Framework for Prospective English Language Teachers

2018 ◽  
Vol 9 (5) ◽  
pp. 28 ◽  
Author(s):  
Safiye İpek Kuru Gönen
Keyword(s):  
Student Teachers ◽  
Prospective Teachers ◽  
English Language ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Material Selection ◽  
Language Teaching ◽  
Teaching Methodology ◽  
Structured Interviews ◽  
Language Class

Poetry has often been neglected as a favorable tool for language teaching. What is more, its role to expand human experience and create language awareness has not been fully realized. As a reaction to often-underestimated value of including literature in the language class, this article proposes a poetry-teaching (POT) framework for language practitioners to bridge the gap between literature and language teaching methodology. Step-by-step procedure followed in the framework aimed at helping prospective teachers incorporate poetry into language teaching, while at the same time offering various materials and activities to be used in their future teaching practices. The proposed framework was presented to 21 student teachers at an English Language Teaching (ELT) department of a state university in Turkey to help them integrate the ideas of using poetry in a micro-teaching context. Prospective teachers acted both as learners and teachers while following the steps of the suggested framework, and reflected on this experience through reflective diaries and stimulated recalls of their teaching performances. They also took part in semi-structured interviews at the end of the study. Qualitative analyses revealed that poetry can have a place in language teaching by using a systematic and guided framework tailored to the features of a language classroom. With the help of the proposed framework, implementing poetry in the language class helped to promote motivation, creativity and self-expression along with multi-skill development and interaction among learners. However, incorporating poetry into the language class was challenging in terms of time and effort required and difficulties in material selection and design. This study suggests that poetry can become part of language teacher education. In this regard, this article proposes implications for teachers and teacher educators for the implementation of poetry in language teaching practice.

scholarly journals IMPROVING THE METHODOLOGY OF TEACHING ENGLISH USING ELEMENTS OF DISTANCE LEARNING

2021 ◽  
Vol 7 (3(37)) ◽  
pp. 30-34
Author(s):  
Fariza Nurkasheva ◽  
Murat Kakishev
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
English Language ◽  
Language Teaching ◽  
Educational Process ◽  
English Language Teaching ◽  
Foreign Languages ◽  
Teaching Methodology ◽  
Teaching English ◽  
Main Components

The importance of using distance learning for developing knowledge, skills and competences in English Language teaching in contemporary educational process is justified in the article. In this connection the great attention is focused on radical changes in English Language teaching methodology. With the advent of online education the relationships between the lecturers or the tutors and the students alter and become more open and cooperating, because the students get more involved, interested and motivated in learning foreign languages. Apart from this, the main components of distance education are briefly considered.

scholarly journals Teacher education

2007 ◽  
Vol 40 (1) ◽  
pp. 64-68
Keyword(s):  
Teacher Education ◽  
Action Research ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Teacher Educators ◽  
School Teacher ◽  
South Florida ◽  
Computer Assisted ◽  
Computer Assisted Language Learning

07–76Banister, Savilla, Rachel A. Vannatta & Cynthia Ross (Bowling Green State U, USA), Testing electronic portfolio systems in teacher education: Finding the right fit. Action in Teacher Education (Association of Teacher Educators), 27.4 (2005), 81–90.07–77Carroll, David M. (Western Washington U, USA), Developing joint accountability in university–school teacher education partnerships. Action in Teacher Education (Association of Teacher Educators), 27.4 (2005), 3–11.07–78Clarke, Marie & Sheelagh Drudy (U College Dublin, Ireland), Teaching for diversity, social justice and global awareness. European Journal of Teacher Education (Routledge/Taylor & Francis) 29.3 (2006), 371–386.07–79Farrell, Thomas (Brock U, Canada; [email protected]), ‘The teacher is an octopus’: Uncovering pre-service English language teachers’ prior beliefs through metaphor analysis problems. RELC Journal (Sage) 37.2 (2006), 236–248.07–80Fox, Rebecca K. (George Mason U, USA) & Rosario Diaz-Greenberg, Culture, multiculturalism, and foreign/world language standards in U.S. teacher preparation programs: Toward a discourse of dissonance. European Journal of Teacher Education (Routledge/Taylor & Francis) 29.3 (2006), 401–422.07–81Hampel, Regine & Ursula Stickler (The Open U, UK), New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 311–326.07–82Harrison, Judy, Hal McAffee, Gary Smithey & Charles Weiner (Henderson State U, USA), Assessing candidate disposition for admission into teacher education: Can just anyone teach?Action in Teacher Education (Association of Teacher Educators), 27.4 (2005), 72–80.07–83Hubbard, Philip (Stanford U, USA), A review of subject characteristics in CALL research. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 351–368.07–84Humphrey, Neil (U Manchester, UK), Paul Bartolo, Peter Ale, Colin Calleja, Thomas Hofsaess, Vera Janikova, Annemieke Mol Lous, Vida Vilkiene & Gun-Marie Wetso, Understanding and responding to diversity in the primary classroom: An international study. European Journal of Teacher Education (Routledge/Taylor & Francis) 29.3 (2006), 305–318.07–85Jones, Phyllis (U South Florida, USA; [email protected]),Elizabeth West & Dana Stevens, Nurturing moments of transformation in teachers – Comparative perspectives on the challenges of professional development. British Journal of Special Education (Blackwell) 33.2 (2006), 82–90.07–86Kyriakides, Leonidas, Demetris Demetriou & Charalambos Charalambous (U Cyprus, Cyprus), Generating criteria for evaluating teachers through teacher effectiveness research. Educational Research (Routledge/Taylor & Francis) 48.1 (2006), 1–20.07–87O'Donnell, James & Robert Gallegos (New Mexico State U, USA), Project MOVEMOS: A university–public school collaboration. Action in Teacher Education (Association of Teacher Educators), 27.4 (2005), 12–22.07–88Singh, Gurmit ([email protected]) & Jack Richards, Teaching and learning in the language teacher education course room: A critical sociocultural perspective. RELC Journal (Sage) 37.2 (2006), 149–175.07–89Varghese, Manka M. (U Washington, Seattle, USA), Bilingual teachers-in-the-making in Urbantown. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.3 (2006), 211–224.07–90Wolyie Hussein, Jeylan(Haramaya U, Ethiopia), Hopes and challenges in using action research: The outcome of attempting to help in-service teachers learn how to design, evaluate and use reading comprehension questions collaboratively. Educational Action Research (Routledge/Taylor & Francis) 14.3 (2006), 377–393.

scholarly journals ONLINE LANGUAGE TEACHING EFFICIENCY IN COVID-19 ENVIRONMENT

2021 ◽  
pp. 220-225
Author(s):  
Iryna Navrotska ◽  
Alla Pavliuk ◽  
Iryna Kalynovska ◽  
Iryna Kuzhel
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Educational Institution ◽  
Educational Process ◽  
Learning Needs ◽  
Distant Learning ◽  
National University ◽  
Learning Platforms

The article represents the results of the survey conducted among the group of university and high school teachers to establish the specific tendencies in online language teaching and learning within the COVID 19-affected environment. The study hypothesis presupposed verification of the thesis that language learning needs adjustment to new circumstances. During 2020-2021, the major platform adopted by Lesya Ukrainka Volyn National University has been MS Office. It provided the participants of learning process with necessary tools such as calendar planning, lecture and seminar moderation, data submission and storage as well as assessment options and statistics. Incorporating the platform required tutorials for teachers since there were certain issues with registration and running the MS Office programme on various gadgets. At the initial stages alternatives were allowed to be used for online classes. The survey was conducted and analysed by means of quantitative and descriptive methods and on the basis of continuous academic discussions. It was concluded that the teachers treated the challenges of new learning environment differently. Namely, the respondents were invited to rate the general effectiveness of constant online language or language related subject learning, characterise institutional support, specify the prioritised digital platform and share feedback regarding their satisfaction with the educational process within late 2020 – first half of 2021. The majority of the respondents denoted the satisfactory effectiveness of online English language system. The educational institution was reported to provide sufficient support on distant learning platforms. Roughly one third of the answers pointed at the use of several distant learning platforms. Zoom has been defined as the main teachers’ preference probably due to simplicity of installation and running flexibility on various gadgets for both sides. The most burning issues of online learning during the COVID-19 period were associated with internet connection and access.

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 Primary school inclusive foreign language teaching features

2021 ◽  
pp. 44-50
Author(s):  
Olha Datskiv ◽  
Sofia Datskiv
Keyword(s):  
Secondary Education ◽  
Learning Environment ◽  
Foreign Language ◽  
Primary School ◽  
Language Teaching ◽  
English Teachers ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Teaching Methodology ◽  
Peer Evaluation

An integral part of the formation of the New Ukrainian School is an inclusive component, which forms a new philosophy of society based on the understanding of diversity and equality for all. Involvement in education and constant support of children with special educational needs should take place at all stages of receiving complete secondary education, especially in primary school. The paper discusses the features of inclusive foreign language teaching in primary school. Based on the research analysis, pedagogical observation of the educational process in English lessons in inclusive classes, the conclusion is made that it is important for primary school English teachers to use clear and comprehensive instructions before doing exercises and tasks, introduce and maintain the learning routine (greeting, a permanent place for writing homework, questions at the beginning and at the end of the lesson, etc.), change the types of tasks frequently, adapt previously used exercises to the new learning conditions, use scaffolding strategies. The article presents a set of exercises and tasks to use in English lessons when studying the topic “My home” in an inclusive 3rd grade of a general secondary education institution, as well as checklists for self-and peer evaluation of the inclusiveness of the learning environment for English teachers. The exercises and tasks of the set were tested in the 3rd-B grade of Ternopil schools No. 16 and No. 7. The final assessment of the educational achievements of students in English in the second semester of the 2020 / 2021 academic year confirmed the effectiveness and appropriateness of using these exercises and tasks in the English lessons. Checklists for self-and peer evaluation of the inclusiveness of the learning environment were tested and approved by English teachers and recommended for use in the educational process by foreign languages teaching methodology groups.

scholarly journals Challenges and possibilities in educating EFL reading teachers

2018 ◽  
Vol 12 (2) ◽  
pp. 6
Author(s):  
Juliet Hilary Munden
Keyword(s):  
Student Teachers ◽  
Short Story ◽  
Reading Strategies ◽  
English Language ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Reading Teachers ◽  
Learning Sequence ◽  
Making Sense ◽  
Core Practices

AbstractExperiencing literature is part of the English as a foreign language (EFL) subject in Norway. It is both challenging and possible to educate competent reading teachers who can foster this experience. The present article is a thematic exploration of some of these challenges and possibilities. The challenges are discussed under four headings: the profession of the teacher educator; the complaint that student teachers do not read enough; the role of national tests in forming how reading in English is taught in school; and the challenge of making sense of the concept of reading strategies. The second part of the article considers possibilities. These are grounded in the principle that teacher educators should not primarily lecture. Instead, they should alternate systematically between enactment and metacognition. The article describes scenarios in which students try out a sequence of pre-, during- and post-reading activities related to the short story “The Demon Lover” by Elizabeth Bowen. After engaging with each activity, the students take part in a reflection led by the teacher educator on their experience as readers, the learning potential of the activity, and questions related to its adaptation and organisation in a diverse school classroom. This operationalisation of a pedagogy of enactment (Grossman et al., 2009) allows student teachers to gain experience of and reflect on core practices. In the present case, the core practice is the planning and teaching of coherent and motivating learning sequences that promote increased reading motivation and proficiency in the English language classroom.Keywords: teacher education, subject English, reading strategies, learning sequence, metacognitionUtfordringer og muligheter i utdanningen av leselærere i engelskfagetSammendragLitteraturopplevelser hører til i engelskfaget i norsk skole. Det er både ut-fordrende og mulig å utdanne kompetente leselærere som kan fremme slike opplevelser. Denne artikkelen er en tematisk utforskning av noen av disse utfordringene og mulighetene. Utfordringene diskuteres under fire overskrifter: lærerutdanneren som profesjonsutøver; misnøyen med at studenter ikke leser nok; betydningen av nasjonale prøver for hvordan lesing i engelsk er undervist i skolen; og utfordringen med å forstå lesestrategier som konsept. Den andre delen av artikkelen tar for seg mulighetene som ligger i prinsippet om at lærer-utdannere ikke primært skal forelese. Isteden bør de veksle systematisk mellom utøvelse og metakognisjon. Artikkelen beskriver en sekvens hvor studenter prøver ut før-, under- og etter-lesningsaktiviteter tilknyttet Elizabeth Bowens novelle “The Demon Lover”. Etter å ha engasjert seg i hver aktivitet, deltar studentene i en refleksjon ledet av lærerutdanneren, hvor de drøfter sine opplevelser som lesere, aktivitetens læringspotensial, og spørsmål om tilpasning og organisering av aktiviteten i et mangfoldig klasserom. Denne operasjonaliseringen av en enactment-pedagogikk (Grossman et al., 2009) gir lærerstudenter anledning til å skaffe seg erfaring med og reflektere over kjerne-praksiser. I dette tilfellet er kjernepraksisen det å planlegge koherente og moti-verende læringssekvenser som fører til økt lesemotivasjon og kompetanse i det engelske klasserommet.Nøkkelord: lærerutdanning, engelskfaget, lesestrategier, læringsøkt, metakogni¬sjon

STEM for English Language Teaching

2020 ◽  
pp. 99-117
Author(s):  
Bilge Akıncı
Keyword(s):  
Action Research ◽  
21St Century ◽  
Research Method ◽  
Teacher Research ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Descriptive Study ◽  
English Language Teaching ◽  
Teaching Process

This chapter presents an example of STEM and English language teaching integration. In this study, it was aimed to improve students' English language skills and increase their engagement with the appliance of STEM. In this descriptive study, a way of integrating STEM into the language teaching process was explained with an applied example. The research is of qualitative design with the implementation of action research method. As a result, the implementation improved students' language skills and gave students the chance of using knowledge of other disciplines in English courses while increasing their engagement. Additively, the implementation developed students' 21st century skills. It is thought this study can be an inspiration for English teachers to apply various approaches in their teaching processes. In addition, the study can be accepted as an example of the contribution of STEM to English language teaching process. Moreover, the study is a representation of teacher research, and this research can be assessed as an inspiration for teachers to turn their practices into research.

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