Implementation of the Moodle System Into EFL Classes

This study aims to examine students’ perception on using the Moodle system in secondary school in English as a foreign language lessons. A mixed method approach was used in this study with qualitative and quantitative research models. The study group consisted of 333 students and 12 English language teachers. The quantitative data were collected by a survey and qualitative data were collected by five open-ended questions. The results showed that students in general perceive themselves as sufficient in terms of the Moodle system and teachers thought that the system was contemporary and beneficial in the long run but at the time of the study it was not functioning well.

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RESEARCH METHODS FOR ENGLISH LANGUAGE TEACHERS.Jo McDonough and Steven McDonough. London: Arnold, 1997. Pp. vii + 262. $19.95 paper.

Studies in Second Language Acquisition ◽

10.1017/s027226310121105x ◽

2001 ◽

Vol 23 (1) ◽

pp. 125-126

Author(s):

John Hedgcock

Keyword(s):

Action Research ◽

Data Collection ◽

Language Learning ◽

Research Methods ◽

Quantitative Research ◽

English Language ◽

Language Teachers ◽

Learning And Teaching ◽

Qualitative And Quantitative ◽

English Language Teachers

Aimed at pre- and in-service ELT professionals, Research methods for English language teachers introduces basic premises of research in language learning and teaching. The authors approach qualitative and quantitative research from a reflective perspective, emphasizing techniques that guide and shape action research. The book presents an effective, reader-friendly survey of theoretical principles, data collection processes, and analytic procedures.

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Evaluating the Use of Kurdish in Efl Classes at Secondary Schools in Duhok City: A Teacher’s Perspective

Academic Journal of Nawroz University ◽

10.25007/ajnu.v9n2a822 ◽

2020 ◽

Vol 9 (2) ◽

pp. 284

Author(s):

Asma A. Hussein ◽

Hamza Zeebaree

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Foreign Language ◽

Language Learning ◽

English Language ◽

First Language ◽

Language Teachers ◽

Ongoing Debate ◽

English Language Teachers ◽

Teacher's Perspective

This study examines the use of first language (L1) in secondary school EFL classes in Duhok city in the Kurdistan Region - Iraq. The use of L1 in EFL classes has been an ongoing debate among researchers and practitioners across the globe especially as regards its role as a facilitator of, or a hinderance/barrier to the teaching of English. Hence, the researcher aims to discover whether or not the use of Kurdish facilitates the teaching of English, in secondary schools in Duhok city. In addition, the researcher aims at finding out on what basis do teachers decide to use L1 and for what purposes do they use it. In this study, among the participants were 50 English language teachers from different secondary schools in Duhok city. The data were collected through interviews. The results indicated that the use of L1 (Kurdish) facilitates teaching of foreign language (FL) and that a balanced and judicious use of L1 in the EFL classroom by teachers can be useful in the language learning process especially with regard to grammar and vocabulary instruction.

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Measuring Digital Competence and ICT Literacy: An Exploratory Study of In-Service English Language Teachers in the Context of Saudi Arabia

International Education Studies ◽

10.5539/ies.v10n12p38 ◽

2017 ◽

Vol 10 (12) ◽

pp. 38 ◽

Cited By ~ 4

Author(s):

Ahmed Abdulteeef M. Al Khateeb

Keyword(s):

Saudi Arabia ◽

Foreign Language ◽

English Language ◽

Research Question ◽

Language Teachers ◽

Future Research ◽

Ict Literacy ◽

Digital Competence ◽

Diverse Range ◽

English Language Teachers

The purpose of this research is to measure in-service English language teachers' digital competence, particularly for the enhancement of teaching English as a second/foreign language in schools in Saudi Arabia. Information and communication technology (ICT) knowledge is currently considered as a vital skill for foreign language teachers in addition to their linguistic competence. Recently, there has been a focus on digital competence, since it can be regarded as a gateway for enriching knowledge, economies, societies and individuals. There is also a massive need for teachers to assess their own digital competence according to non-conventional norms (i.e., having the ability to share content and manage information). In light of this rationale, this paper investigates the following research question: to what extent are English language teachers in Saudi Arabia digitally competent and in what aspects? This study used a standardized questionnaire that was constructed using a validated comprehensive framework. This instrument was designed to assess the professional capability of English language teachers in terms of their willingness and readiness to use ICTs along with their current digital competence used throughout their teaching and educational practices. The research included a diverse range of participants who come from various backgrounds, genders and experiences. The study was concluded with a presentation of useful recommendations and key research questions for future research.

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Pronunciation Errors of Letter “G” in English Language Made by Saudi Undergraduate Students

English Language and Literature Studies ◽

10.5539/ells.v6n4p104 ◽

2016 ◽

Vol 6 (4) ◽

pp. 104 ◽

Cited By ~ 1

Author(s):

Huda Alqunayeer

Keyword(s):

Foreign Language ◽

Undergraduate Students ◽

English Language ◽

Female Students ◽

Language Teachers ◽

Test Results ◽

Loan Words ◽

Teachers And Students ◽

English Language Teachers ◽

Academic Year

The primary goal of the present study is to identify the problematic areas in the pronunciation of the letter “g” in English written words made by Saudi female learners of English as a foreign language, and the reasons for the weakness associated with mispronunciation of English written words which contain this letter. The population of the study was the female students (90 students) and their English language teachers (12 teachers) at the Qassim University during the academic year (2014-2015). There were two types of instruments used in this study. The first was a pronunciation test for the student participants in order to investigate the problematic areas of pronouncing “g” in different environments in different words; and the second a questionnaire for the teacher participants to provide comprehensive data about the causes of these errors of pronouncing “g” committed by EFL female students at Qassim University. Ninety female students were included for the pronunciation test and 12 teachers were asked to answer the questionnaire. Simple percentage was used for analyzing the data of recording words (pronunciation test). Results of the students’ recording words revealed that the participants mispronounced “g” before nasals (68%). According to the results of the teachers’ responses to the questionnaire suggested many factors that can cause difficulties for students in terms of pronouncing “g” in English written words. According to them, these difficulties are concerned with reading difficulties, nonstandard spellings, letters that follow “g” (many of them may become combinations), loan words, orthography (no correspondence between the English alphabets and their sounds). The researcher offers recommendations that might help teachers and students to overcome and reduce these mispronunciations of this letter in English written words.

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Teaching English as a Foreign Language in Iraq

Iraqi Administrative Sciences Journal ◽

10.33013/iqasj.v2n4y2018.pp409-446 ◽

2018 ◽

Vol 2 (4) ◽

pp. 409-446

Author(s):

Bushra Saadoon Al - Noori

Keyword(s):

Foreign Language ◽

English Language ◽

College Of Education ◽

Language Teachers ◽

First Year ◽

Staff Members ◽

Ibn Rushd ◽

English Language Teachers ◽

The Government ◽

Daily Plan

Baghdad University is located in Baghdad; the Capital of Iraq, consists of many colleges via Sciences and Humanities , for example: College of languages, College of Arts, College of Education for Women and College of Education /Ibn Rushd and others. Each one of these Colleges consists of various departments. Our department is the English Department for four academic years. In the First year, we have four sections of more than fifty students each. Our students are boys and girls and all of them are going to be English Language Teachers because all these four academic years will make them qualified to be so. The government helps them to find jobs immediately after graduation. In these four years, our students spend 45 days in schools as a student - teacher and the staff members are visiting those two or three times to evaluate them in relation to the method of teaching and daily plan. Staff members will evaluate the way of treating the pupils in the secondary school, their way of teaching, their confidence inside the classrooms and many other points.

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Autonomy Perceptions from Teachers of English as a Foreign Language in Diverse Colombian Public Teaching Settings

Studies in English Language Teaching ◽

10.22158/selt.v7n2p148 ◽

2019 ◽

Vol 7 (2) ◽

pp. 148

Author(s):

Dr. David Wealthy Guerrero

Keyword(s):

Public Schools ◽

Foreign Language ◽

English Language ◽

Research Question ◽

General Purpose ◽

Language Teachers ◽

Structured Interviews ◽

Teachers Perceptions ◽

Research Production ◽

English Language Teachers

This qualitative descriptive case study reports the features in autonomy dynamics of three Colombian English language teachers in public schools in the District in Bogota Colombia. Three semi-structured interviews and reflective journals were used for data collection. The research question that guided this study was: What perceptions about autonomy do the three Colombian English language teachers have? The general purpose of this investigation was to identify the main features in teachers’ perceptions related to Autonomy. The specific objective was to identify the strategies that promoted autonomy in Teachers of English as a Foreign Language -TEFL- in different public schools in Bogota, Colombia. The study is, therefore, particularly significant as it can play a role in encouraging Colombian English as a Foreign Language -EFL- teachers to relate the factors needed to get a high quality in Education dynamics. Data indicated that the process heightened the teachers’ awareness of ‘self’ and practice. Autonomy also activated both the teachers’ ability to critically reflect on their context as well as focus on positive aspects of their practice through the willingness to improve their academic abilities and research production. Taken together, the findings serve as baseline data to further professional development in language assessment.

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Spelling Pronunciation versus Relaxed Pronunciation in Foreign Language Teacher Education

Education Reform Journal ◽

10.22596/erj2021.06.01.31.46 ◽

2021 ◽

Vol 6 (1) ◽

pp. 31-46

Author(s):

Mehmet DEMİREZEN

Keyword(s):

Teacher Education ◽

Foreign Language ◽

English Language ◽

English Teachers ◽

Language Teachers ◽

Native Students ◽

Language Teacher Education ◽

Language Teacher ◽

English Language Teachers ◽

The Creation

Accurate pronunciation is an important part of learning any language, and especially when non-native students are trained to be English language teachers. Good pronunciation is more than just mastering individual sounds since it also requires understanding intonation, stress, pitch and junctures. In this respect, first things first, two functional issues come to the stage: Spelling pronunciation versus relaxed pronunciation. Spelling pronunciation depends on the use of a pronunciation that is based on spelling that includes common pronunciation of the silent vowel and consonant letters. The converse of spelling pronunciation is pronunciation spelling which produces the creation of a new spelling form on the basis of pronunciation. In this study, the contrastive positioning of spelling pronunciation versus pronunciation spelling in English words, phrases, clauses, and sentences will be analyzed to train the English teachers.

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Teachers’ Attitudes towards Critical Pedagogy and its Practice in ELT Classrooms

Journal of NELTA ◽

10.3126/nelta.v19i1-2.12086 ◽

2015 ◽

Vol 19 (1-2) ◽

pp. 132-146

Author(s):

Jagqadish Paudel

Keyword(s):

Critical Pedagogy ◽

English Language ◽

Teaching Practice ◽

Language Teachers ◽

Survey Questionnaire ◽

Qualitative And Quantitative ◽

English Language Teachers ◽

Teachers Attitudes ◽

Observation Results

Critical Pedagogy (CP), a mode of pedagogy, aims to empower learners and provide justice by offering preferential options and deconstructing authoritative and logo centric tendency in education. The current study, by using a mixed methodological design (qualitative and quantitative), illustrates a group of Nepali English language teachers’ attitudes regarding CP in ELT, focusing on how they employ CP in their classrooms. For this research, a sample of 10 teachers was purposively selected from Baitadi and Dadeldhura districts. Five teachers’ classes were observed. Analyzing the data collected through a survey questionnaire, it was found that all the teachers are in favour of CP in most cases in ELT. Even if all the teachers were notionally appeared in favor of practicing CP in most of the aspects that were asked to them, quite contrary to it, observation results of the teachers’ classes revealed that they did not, in any real sense, embrace CP in their teaching practice. Hence, this study invoked the ELT teachers to embrace CP practically in the classrooms. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12086 Journal of NELTA, Vol 19 No. 1-2, December 2014: 132-146

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Should teachers use L1 in EFL classroom?

Journal of NELTA ◽

10.3126/nelta.v23i1-2.23346 ◽

2018 ◽

Vol 23 (1-2) ◽

pp. 25-39

Author(s):

Shahnaz Mahmud

Keyword(s):

English Language ◽

Mother Tongue ◽

Language Teachers ◽

Teaching English ◽

University Teachers ◽

Teachers And Students ◽

English Language Teachers ◽

English Classroom ◽

Method Approach ◽

Rule Out

English language teachers customarily rule out the use of mother tongue for teaching English. Reflecting on the theoretical underpinnings and empirical research on the use of mother tongue (L1) in English classroom and its ongoing debate the present study aims to explore teachers’ and students’ perceptions of it. A mixed method approach using questionnaire and interview is employed to analyze Bangladeshi university teachers’ and students’ belief and perceptions of teaching English with the help of L1. The study also attempts to discuss the strengths and weaknesses of using L1. Results indicate that both teachers and students perceive the necessity of judicious use of L1 to facilitate learning and acquisition of English as a foreign language (EFL).

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