scholarly journals The Integration of Verbal Humor into EFL Classrooms: The Issues of Appropriateness and Relevance in Focus

2021 ◽  
pp. 14-27
Author(s):  
Minoo Alemi ◽  
Hessameddin Ghanbar ◽  
Atefeh Rezanejad
Keyword(s):  
Qualitative Study ◽  
Classroom Environment ◽  
English Language ◽  
Male Teachers ◽  
Male And Female ◽  
Female Teachers ◽  
Efl Teachers ◽  
Training Courses ◽  
Convenience Sampling ◽  
And Training

The present study examined the manifestations of Iranian male and female EFL teachers’ use of humor in the classroom environment. To this end, a qualitative study with 30 participants was implemented in two English language institutes in Iran. Equally, 15 male and female EFL teachers were selected by convenience sampling and their classes were audio-recorded and later transcribed for the examination of the types of humor they used and their frequency. Wanzer, Frymier, Wojtaszcyk, and Smith’s (2006) method of humor analysis and categorization of appropriateness was exploited for the analysis of the types of humor collected from the participants of the study. The results suggested that the use of humor by male teachers was more frequent than that of female teachers. It was revealed that 57% of the humor production was by male EFL teachers and 43% was produced by female EFL teachers. The results revealed that the most frequent humor type in male teachers’ classrooms was “funny comments” (27%), with “teasing students” (3%) being the least frequent one. In the case of appropriate humor use, similarly, female teachers used “funny comments” (52%) as the most frequent one, while there was no instance of “providing humorous examples”. Considering inappropriate humor use, both male and female teachers used “funny comments” (45%) as the most frequent type. The findings of the present study can be of use to EFL teachers and suggests the need for workshops and training courses on the integration of humor into EFL classes.

Male vs. Female Mindsets on the Principles of Postmethod Pedagogy: A Case of Iranian EFL Teachers

2020 ◽  
Vol 23 (2) ◽  
pp. 5-23
Author(s):  
Samad Mirza Suzani
Keyword(s):  
Higher Education ◽  
Descriptive Statistics ◽  
The Other ◽  
Teacher Role ◽  
Male And Female ◽  
Female Teachers ◽  
Item Questionnaire ◽  
Significant Difference ◽  
Efl Teachers ◽  
Convenience Sampling

This study aimed to investigate Iranian male and female EFL teachers’ mindsets on the post-method pedagogy and to discover if there was any statistically significant difference between their mindsets on the principles of post-method pedagogy. To this end, 118 Iranian EFL teachers (72 male and 46 female teachers) from four higher education establishments in Shiraz and Ahvaz were selected through convenience sampling. A 22-item questionnaire based on the 5-odd parameters of post-method pedagogy (i.e., particularity, practicality, possibility, teacher role, and learner role) was administered, and the descriptive statistics and the independent sample t-test were utilized to analyze the data. Findings revealed that despite both groups’ holding positive mindsets on the post-method pedagogy, a significant difference existed between their mindsets on the post-method pedagogy in general as well as the principles of practicality and learner role so that the female teachers had significantly more positive mindsets than the male teachers. However, the male and female teachers’ mindsets were not significantly different in terms of particularity, possibility, and teacher role as the other principles of post-method pedagogy.

scholarly journals Realization of preemptive focus on form in the English-language teaching context

2020 ◽  
Vol 6 (1) ◽  
pp. 094-108
Author(s):  
Leila Tajik ◽  
Khadijeh Karimi ◽  
Ameneh Ramezani
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Male Teachers ◽  
Focus On Form ◽  
Male And Female ◽  
Female Teachers ◽  
Teaching Context ◽  
English Language Teachers

AbstractWhile reactive focus on form (FonF) has been addressed extensively in the literature, preemptive FonF has not attracted the attention it deserves. To fill in part of this gap in the English-language teaching (ELT) context, the present study was conducted to examine the occurrence of preemptive focus on form episodes (FFEs) in the classes of two male and two female English-language teachers. Additionally, it aimed to explore the frequency of student-initiated and teacher-initiated FFEs as well as the uptake and no uptake moves in four classes. To address these issues, all cases of preemptive FFEs were identified in 6 h of instruction obtained from videotaping of four classes. Results confirmed that preemptive FonF does occur in the process of meaning-focused communication and that they are used by male and female teachers almost equally to deal with linguistic difficulties. The findings further showed that student-initiated and teacher-initiated FFEs occurred almost equally in four classes. As to the type of moves, no uptake move was recorded to occur more frequently in male teachers’ classes and to occur more frequently in student-initiated episodes in all classes. Results can raise the awareness of ELT teachers about the benefits of employing preemptive FonF in the context of meaning-focused communications.

Attitudes of Teachers of the State of Kuwait towards the effectiveness of using Distance Education in light of some Variables: اتجاهات مُعلِّمي ومُعلِّمات دولة الكويت نحو فاعلية استخدام التّعليم عن بُعد في ضوء بعض المتغيرات

2021 ◽  
Vol 5 (40) ◽  
pp. 128-106
Author(s):  
Ahmed Kayyad Hajhouj Alkhaldi Ahmed Kayyad Hajhouj Alkhaldi
Keyword(s):  
Distance Education ◽  
The State ◽  
Educational Process ◽  
Point Of View ◽  
Male And Female ◽  
Female Teachers ◽  
Training Courses ◽  
The State Of Kuwait ◽  
And Training ◽  
Modern Technologies

The aim of the research is to identify the trends of male and female teachers of the State of Kuwait towards the effectiveness of using distance education in light of some variables such as gender, specialization, and school stage, through the use of the descriptive and analytical approach, and the creation of a questionnaire consisting of two areas, and its validity and consistency was confirmed, and the research sample consisted of (400) male and female teachers, who were chosen by the stratified random method, and the research reached a set of results, the most important of which are: Attitudes of Kuwaiti teachers towards the effectiveness of using distance education from their point of view, it came with an average degree with an arithmetic mean (3.39), and the results showed the existence of There are statistically significant differences between the responses of the individuals of the research sample due to the variable of gender, and the differences came in favor of teachers in the field of the advantages of using distance education in the educational process, and the tool as a whole, and the absence of differences attributed to the gender variable in the field of disadvantages of using distance education in the educational process, Statistically significant differences between the responses of the individuals of the research sample due to the variable of specialization, and the presence of statistically significant differences between male and female teachers attributed to the stage variable Scientific, and the differences came in favor of male and female teachers who teach in the middle stage, and based on the findings of the research, the researcher recommends holding training courses for male and female teachers in the use of modern programs related to distance education, reducing the teacher's academic burdens and saving time to apply computer technologies in teaching And setting up motivational, counseling and training programs for teachers, female teachers, and learners in order to accept the use of modern technologies in the educational process.

scholarly journals Work pressures among teachers of learning disabilities in English language from their point of view

2021 ◽  
Vol 2 (2) ◽  
pp. 15-23
Author(s):  
Mohamad Ahmad Saleem Khasawneh Khasawneh
Keyword(s):  
Learning Disabilities ◽  
English Language ◽  
Technological Development ◽  
Educational Process ◽  
Point Of View ◽  
Male And Female ◽  
Female Teachers ◽  
Study Population ◽  
Training Courses ◽  
Scientific And Technological Development

This study aimed at identifying the work pressures among teachers of learning disabilities in English language in Irbid governorate from their point of view. The total number of the study population was (60) male and female teachers, while the study sample included (30) male and female teachers. To collect the study information, the researcher developed a questionnaire to reveal the level of work stress among male and female teachers, and it included (40) items. The study found that there are pressures at work for teachers of LDs in English language. These pressures are the poor achievement of some students, large financial obligations for teachers, poor standards used to promote teachers, the large number of lessons taught by the teacher per week, daily planning, and overcrowding of students in class. The study recommended holding training courses for teachers in the private sector, similar to their colleagues in other sectors, to improve the educational process, and so that teachers can keep pace with the rapid scientific and technological development that the world is witnessing around them

scholarly journals Using the interactive whiteboard for teaching from the viewpoint of physics teachers in the Sultanate of Oman

2020 ◽  
Vol 15 (5) ◽  
pp. 1394-1403
Author(s):  
Manal Hendawi ◽  
Manal Hendawi ◽  
Rashid Juma Almamari
Keyword(s):  
Interactive Whiteboards ◽  
Interactive Whiteboard ◽  
Physics Teachers ◽  
Male And Female ◽  
Female Teachers ◽  
Training Courses ◽  
Descriptive Approach ◽  
Teaching Physics ◽  
Academic Year ◽  
And Training

Interactive whiteboards are provided in most schools in Oman, including those in the Al-Batinah North Governorate of the Sultanate, but many are not activated. Some teachers abandon them despite their presence and prefer to use the traditional blackboard or whiteboard for teaching. This study reveals the views of physics teachers in the Al Batinah North Governorate about the use of the interactive whiteboard for teaching physics. This study adopts a descriptive approach to collecting data from 377 male and female physics teachers, undertaken in the second semester of the 2017-2018 academic year. Statistical analysis shows that the teachers’ responses to the tool were positive and profound, and there were no significant differences in their views about the effectiveness of using interactive whiteboards for teaching due to the variables of gender, educational qualification, or years of experience. This result is satisfactory because of the similarity of the job environment for all members of the sample, which leads to the absence of a difference in the viewpoints of male and female teachers. In light of the results, the study recommends holding workshops and training courses for teachers to develop their skills in using the interactive whiteboard in teaching and conducting similar studies in other provinces with larger samples to generalize the results. Keywords: interactive whiteboard; teaching; physics teachers; Oman

scholarly journals Teachers' Error Treatment Practices and Perceptions in Teaching English to Adult EFL Learners in Saudi Arabia: A Gender-Based Qualitative Study

2020 ◽  
Vol V (I) ◽  
pp. 290-299
Author(s):  
Muhammad Sabboor Hussain ◽  
Khaled B. Albesher ◽  
Aisha Farid
Keyword(s):  
English Language Learners ◽  
Qualitative Study ◽  
English Language ◽  
Teaching English ◽  
Treatment Practices ◽  
Female Teachers ◽  
Significant Difference ◽  
Error Treatment ◽  
Gender Based ◽  
Esl Learners

This paper explores error treatment practices in teaching English to Saudi adult English Language learners. In this genderbased qualitative study, thirty-six male and twenty-four female teachers were interviewed, using Hendrickson's (1978) theoretical framework to analyze learners' error treatment practices by EFL teachers. No significant difference in the male and female teachers was found in their perception of the students' errors, reasons and ways to correct students' errors and their perceptions of the backwash effect of the error correction. However, female teachers find a lack of student motivation as a major cause of errors. The study has also explored some unreflective and unprofessional error treatment practices that urge the need for regular training for the teachers to make them aware of the psychological dimensions of error treatment practices. The study recommends the transformation of the traditional style of teaching into coaching to give professional, reflective, and effective treatment to adult EFL/ESL learners' errors.

scholarly journals The Status of Teaching Gifted Students in King Abdullah II Schools for Excellence

2020 ◽  
Vol 10 (1) ◽  
pp. 69
Author(s):  
Yahya Al-Dhaimat ◽  
Raed Omar Salah ◽  
Khaled Asheq Abutayeh
Keyword(s):  
Classroom Environment ◽  
Physical Environment ◽  
Gifted Students ◽  
Years Of Experience ◽  
Female Teachers ◽  
Teaching Aids ◽  
Academic Qualification ◽  
The Status ◽  
Assessment Techniques ◽  
Training Courses

The present study aimed to identify the reality of teaching gifted students in King Abdullah II schools for excellence in southern Jordan. The study sample consisted of (98) primary, middle and high school teachers. The results of the study indicated that the level of teaching related to (teaching strategies, physical environment, classroom environment, teacher-specific competencies, and assessment techniques) was high and that the level of teaching of gifted students related to the teaching aids was average. The results of the study also showed that there were no statistically significant differences due to gender, age, academic qualification and specialization variables. Moreover, there were statistically significant differences in the level of teaching attributed to the years of experience variable in favor of those who have less than 5 years of experience. In addition, they showed that there were statistically significant differences in level of teaching among teachers of 20 years of experience and above in relation to the domain of assessment methods. This is attributed to the cumulative experience of teachers as a result of years of experience and the diversity of evaluation methods. As to the gender variable, the results showed no differences in the total dimensions except for the physical environment and the qualifications of the teacher. Thus, this indicated that there were statistically significant differences in the gender variable amongthe teachers of gifted students in favor of female teachers. Furthermore, the researchers recommended that all teachers of gifted students should be trained through holding training courses and workshops to enhance the knowledge and enrichment content of teachers. They also recommended that there is a need to continuously develop the physical environment surrounding gifted students in the schools for excellence in southern Jordan.

scholarly journals English in an EFL Context: Teachers’ and Learners’ Motivations for English Language Learning

2018 ◽  
Vol 11 (9) ◽  
pp. 17
Author(s):  
Fatemeh Zarrabi
Keyword(s):  
Language Learning ◽  
Public Discourse ◽  
English Language ◽  
English Language Learning ◽  
Highly Qualified ◽  
Male And Female ◽  
Efl Learners ◽  
Life Chances ◽  
Efl Context ◽  
Efl Teachers

The present study explores the ways in which English is used in public discourse in Tehran-Iran and the motivations of Iranian - English as a Foreign Language (EFL) learners and teachers towards English language learning. The paper begins with an overview of different places in which English is used in Iran, such as media, public signs, traffic signs, advertisements, products, people’s ordinary lives, and education. A cohort of 327 participants, including 168 Iranian EFL learners (male and female) and 159 experienced Iranian EFL teachers (male and female) responded to an English language motivation questionnaire. The results revealed that there is an active presence of English in Iran. In addition, the majority of Iranian EFL learners and teachers involved in the study regard English as an important part of their lives for many and various reasons such as being up-to-date, love, education, learning a new skill, being promoted, having a better and more highly qualified job and increased life chances.

Investigating the Iranian EFL Teachers and Learners’ Beliefs about Teacher Efficacy

2016 ◽  
Vol 7 (6) ◽  
pp. 1097
Author(s):  
Ahmad Yaghoubi ◽  
Mojgan Nosrati Kordkandi
Keyword(s):  
Teacher Efficacy ◽  
Teaching And Learning ◽  
Descriptive Statistics ◽  
Male And Female ◽  
Female Teachers ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Age Range

The present study was an attempt to investigate Iranian EFL teachers and learners’ beliefs about teacher efficacy. For the purpose of the study, 200male and female learners, between 20 and 34 years old (Mage = 27) and 50 male and female teachers, with the age range of 48 from Roudehen Islamic Azad University and Ershade Damavand University ,and Tehran Cental Branch participated in the study. The participants’ beliefs about teacher efficacy were measured using Bandura’s teacher efficacy (1997). The results showed that students’ belief about teacher efficacy was significantly better (t = 2.980, p = 0.001 < 0.01). Inspection of the both teachers and students’ answers to each question was done by descriptive statistics and also interview was made to find the underlying differences. The results of this study have implications for students, teachers, and all those involved in the area of teaching and learning.

scholarly journals A Qualitative Study on Speaking Anxiety among Pre-Service Teachers

2021 ◽  
Vol 1 (1) ◽  
pp. 34-39
Author(s):  
Abdu Rahim III Kenoh
Keyword(s):  
Qualitative Study ◽  
English Language ◽  
Public Speaking ◽  
Sampling Technique ◽  
State University ◽  
Speaking Anxiety ◽  
High Expectations ◽  
Self Confidence ◽  
Actual Speech ◽  
Convenience Sampling

Despite being competent in the English language, pre-service teachers struggle a lot when it comes to public speaking. Their ability to deliver and speak competently is hindered by speaking anxiety. The purpose of this study is to determine the causes of speaking anxiety among pre-service teachers and identify how pre-service teachers cope up with speaking anxiety. This study was administered to 7 pre-service teachers using a convenience sampling technique from a reputable public state university in Southern Philippines. The findings showed that speaking anxiety among pre-service teachers is caused by the fear of committing mistakes, having high expectations from the audience, nervousness, and lack of preparation. Additionally, the techniques used by pre-service teachers to cope up with speaking anxiety include preparing an outline, practicing before the actual speech, and boosting one’s self-confidence. Research revealed that speaking anxiety can be eased by employing techniques such as exposure to speaking engagements, preparation, and believing in oneself.

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