scholarly journals Teacher to Researcher: Reflections on a New Action Research Program for University EFL Teachers

2018 ◽  
Vol 20 (1) ◽  
pp. 15-23 ◽  
Author(s):  
Anne Burns ◽  
Anne Westmacott
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Research Programme ◽  
Language Teachers ◽  
First Year ◽  
Foreign Language Teachers ◽  
Research Publication ◽  
Efl Teachers ◽  
The University ◽  
Relevant Factors

One of the current challenges facing many universities is how to support teachers in becoming researchers. This article discusses the experiences at a small private Chilean university of a new action research programme that was developed as a vehicle for helping teachers to become involved in research and write a research publication for peer-reviewed journals. We present findings from research into similar programmes about relevant factors for their success, describe the programme developed at the university with five English as a Foreign Language teachers in 2016, and discuss some reflections on this first year of the programme.

scholarly journals Towards Understanding EFL Teachers’ Conceptions of Research: Findings From Argentina

2018 ◽  
Vol 20 (1) ◽  
pp. 57-72
Author(s):  
Darío Luis Banegas
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Teacher Development ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Online Questionnaire ◽  
Efl Teachers ◽  
Research Findings

This paper investigates the conceptions of research held by English as a foreign language teachers in Argentina. Quantitative data from 622 participants from an online questionnaire were followed by qualitative data from online interviews with 40 of those participants. Results show that the teachers conceptualised research through conventional notions closer to a quantitative paradigm. They felt research was not part of their job, and a lack of time was the main reason for not engaging in/with research. Teacher development, agency, empowerment, and autonomy could be sought by engaging teachers with forms of research which are meaningful to them, such as action research.

FEATURES OF COMMUNICATIVE QUALITIES OF FIRST-YEAR STUDENTS SOCIONOMIC PROFESSIONS

2020 ◽  
Author(s):  
Галина Николаевна Травинова
Keyword(s):  
Empirical Study ◽  
Foreign Language ◽  
Language Teachers ◽  
First Year ◽  
Foreign Language Teachers ◽  
First Year Students ◽  
Study Results ◽  
The Future ◽  
The University ◽  
Counseling Psychologists

В статье рассматриваются особенности коммуникативных качеств студентов-первокурсников, обучающихся на психологическом и филологическом факультетах вуза. На основе анализа результатов проведенного эмпирического исследования выявлены общие и специфические коммуникативные качества, присущие студентам как будущим психологам-консультантам и преподавателям иностранного языка. The article explores the peculiarities of the communicative qualities of first-year students at the psychological and philological faculties of the university. Based on the results of empirical study results, revealed are the general and specific communicative qualities of the future counseling psychologists and foreign language teachers.

scholarly journals Computer Assisted Language Learning Integration Challenges in Saudi Arabian English as a Foreign Language Classes: The Case of EFL Teachers at Tabuk University

2020 ◽  
Vol 11 (4) ◽  
pp. 474-489
Author(s):  
Manssour Habbash
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teachers ◽  
Computer Assisted ◽  
Teaching Methodology ◽  
Computer Assisted Language Learning ◽  
Foreign Language Teachers ◽  
Language Classes ◽  
Efl Teachers ◽  
The University

Recent decades have witnessed unprecedented growth in the educational technology industry. Such significant developments have made Computer Assisted Language Learning an indispensable constituent of the teaching methodology in English as a Foreign Language classes. Meanwhile, several studies report that English as a Foreign Language teachers in many parts of the world is in shortage of skills required for Computer Assisted Language Learning integration in their classes and teaching methods. In view of the variances in different parts of the world as to the status of Computer Assisted Language Learning integration, the current study aims at exploring challenges that English as a Foreign Language teachers, at the University of Tabuk, Saudi Arabia, are assumed to confront in employing Computer Assisted Language Learning as an integral constituent in their classroom teaching methodology. With this end, the study is carried out in light of the question ‘Are the EFL teachers able to integrate CALL applications effectively in their classroom teaching methodology?’ The study employs a mixed-methods research design in which quantitative and qualitative approaches are used in both data collection and analysis. The required data for analysis was collected by using a questionnaire of Likert items that were distributed to a convenient random sample of EFL teachers working at the English language Institute (ELI) at the University of Tabuk. Quantitative data were analyzed statistically with the support of excel and SPSS whereas qualitative data were analyzed in light of invitational theory proposed by Purkey and Novak (1992). The results of the analysis are significant in drawing inferences that help in making valid conclusions and decisions for designing and developing suitable teacher professional development programs for successful integration of CALL in their EFL classrooms.

scholarly journals Computer Assisted Language Learning Integration Challenges in Saudi Arabian English as a Foreign Language Classes: The Case of EFL Teachers at Tabuk University

2021 ◽  
Author(s):  
Manssour Habbash
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teachers ◽  
Computer Assisted ◽  
Teaching Methodology ◽  
Computer Assisted Language Learning ◽  
Foreign Language Teachers ◽  
Language Classes ◽  
Efl Teachers ◽  
The University

Recent decades have witnessed unprecedented growth in the educational technology industry. Such significant developments have made Computer Assisted Language Learning an indispensable constituent of the teaching methodology in English as a Foreign Language classes. Meanwhile, several studies report that English as a Foreign Language teachers in many parts of the world is in shortage of skills required for Computer Assisted Language Learning integration in their classes and teaching methods. In view of the variances in different parts of the world as to the status of Computer Assisted Language Learning integration, the current study aims at exploring challenges that English as a Foreign Language teachers, at the University of Tabuk, Saudi Arabia, are assumed to confront in employing Computer Assisted Language Learning as an integral constituent in their classroom teaching methodology. With this end, the study is carried out in light of the question ‘Are the EFL teachers able to integrate CALL applications effectively in their classroom teaching methodology?’ The study employs a mixed-methods research design in which quantitative and qualitative approaches are used in both data collection and analysis. The required data for analysis was collected by using a questionnaire of Likert items that were distributed to a convenient random sample of EFL teachers working at the English language Institute (ELI) at the University of Tabuk. Quantitative data were analyzed statistically with the support of excel and SPSS whereas qualitative data were analyzed in light of invitational theory proposed by Purkey and Novak (1992). The results of the analysis are significant in drawing inferences that help in making valid conclusions and decisions for designing and developing suitable teacher professional development programs for successful integration of CALL in their EFL classrooms.

scholarly journals A Study of Self-development of EFL Teachers in the Universities of Sichuan Province in China

2018 ◽  
Vol 8 (7) ◽  
pp. 766
Author(s):  
Lina Guan
Keyword(s):  
Foreign Language ◽  
English Teachers ◽  
Sichuan Province ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
College English ◽  
Self Development ◽  
Efl Teachers ◽  
Service Training

The quality of foreign language college English teachers will affect the quality of college English teaching. This article investigated 80 college foreign language teachers of SiChuan Province and writer found college English teachers had great pressures. They were eager to get the in-service training and they should be taught how to have self-development. Teachers should co-operate each other and break the isolation among them.

scholarly journals My Teaching Philosophy with Particular Reference to Teaching of English as a Foreign Language (TOEFL) in the Kingdom of Saudi Arabia

2017 ◽  
Vol 1 (1) ◽  
pp. 50
Author(s):  
Nehal Ahmad
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Real Life ◽  
Language Teachers ◽  
Teaching Philosophy ◽  
Foreign Language Teachers ◽  
Self Development ◽  
Real Life Situation ◽  
Teaching Learning ◽  
The University

<p><em>It has been due on my part to share my own teaching philosophy with my colleagues in the University in general and other language instructors engaged in this noble profession. Needless to say, creating our own teaching philosophy is an innovative practice and it should be a meaningful part of us as second/foreign language teachers since it states our teaching/learning vision and wisdom, observations, experiences, goals, beliefs, level of professionalism and self-development among many other things. However, in real life situation, we do not often implement all our innovative ideas that we possess in our teaching philosophy. The main objective of the present study is to share my decades of experiences as a language instructor as a student of linguistics as well as an English language instructor. </em></p>

scholarly journals OCENIANIE KOMPETENCJI STUDENTÓW – PRZYSZŁYCH NAUCZYCIELI JĘZYKA OBCEGO PRZEZ NAUCZYCIELI – OPIEKUNÓW PRAKTYK, NA PRZYKŁADZIE JĘZYKA FRANCUSKIEGO

Neofilolog ◽  
2019 ◽  
pp. 195-211
Author(s):  
Monika Grabowska
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Language Teachers ◽  
Evaluation Tool ◽  
Foreign Language Teachers ◽  
School Teachers ◽  
Self Evaluation ◽  
Key Competences ◽  
Didactic Skills ◽  
The University

The aim of this paper is to analyse how French teachers evaluate the didactic skills of students of the Institute of Romance Studies after their three-week teaching practice in a Polish middle or high school. We will be interested primarily in the descriptive evaluation written by the supervising school teachers, which affords an overview of the key competences of foreign language teachers in their own opinion (i.e. their personal theory of teaching) as well as of the terminology used to describe them and reflecting modern or more traditional conceptions of teaching. Our analysis will be carried out with reference to the competences highlighted in a self-evaluation tool, the European Portfolio for Students Teachers of Languages. Conclusions are drawn regarding not only the need to strengthen cooperation between the university and the school teachers to instil a reflective attitude, but also to strengthen the correlation between the tutors’ evaluation and the self-evaluation of thetrainees – not only to develop their autonomy, but also for formative assessment of both the student and the teacher.

scholarly journals Investigation of the Life Satisfaction Levels of Turkish EFL Teachers in Terms of Several Variables

2021 ◽  
Vol 11 (3) ◽  
pp. 11
Author(s):  
Selma Deneme
Keyword(s):  
Life Satisfaction ◽  
Foreign Language ◽  
Language Teachers ◽  
Survey Method ◽  
Foreign Language Teachers ◽  
Satisfaction Scale ◽  
Female Teachers ◽  
Several Variables ◽  
Efl Teachers ◽  
Life Satisfaction Scale

In the present study, the purpose was to investigate the life satisfaction levels of Turkish EFL (English as a foreign language) teachers in terms of several variables. The general survey method was used in the study. The life satisfaction scale, which was developed by Diener, Emmons, Larsen, and Griffin (1985), adapted into Turkish by Dağlı and Baysal (2016), was used to collect the data in the study. The data were collected through the internet from the teachers who taught English as a foreign language between January and March 2021. The software SPSS 24 version was used for the data analyses along with Spearman Correlation Coefficient, Kruskal-Wallis Test, and Mann Whitney U-Test. According to the results of the study, it was found that the life satisfaction levels increased in favor of female teachers in terms of the gender variable and in favor of married teachers according to the marital status variable; additionally, was found to increase in favor of those who received support from administrators and colleagues when it comes to the support received from administrators and colleagues. In the same way, life satisfaction levels were found to increase as age increased and in favor of those who considered themselves at upper-income level economically.

scholarly journals Teacher Socialization of EFL Teachers at Public School Levels in Central Mexico

2017 ◽  
Vol 19 (1) ◽  
pp. 41 ◽  
Author(s):  
M. Martha Lengeling ◽  
Irasema Mora Pablo ◽  
Blanca Lucía Barrios Gasca
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
Identity Formation ◽  
Basic Education ◽  
Language Teachers ◽  
Central Mexico ◽  
Teacher Socialization ◽  
Foreign Language Teachers ◽  
Efl Teachers ◽  
English Program

This study aimed at exploring the processes of teacher socialization and identity formation of nine English as a foreign language teachers at public schools in central Mexico. These teachers began their careers in the National English Program in Basic Education. Qualitative research and narrative inquiry were used as a basis for this research. The data revealed that the teachers’ socialization was somewhat informal in that little was required from them to gain entrance into the program. Once teaching, the participants dealt with challenges in their teaching contexts and the program. From these challenges, the teachers were able to make decisions concerning their future as teachers, forming and imagining their identity.

Sign in / Sign up

Export Citation Format

Share Document