scholarly journals Chinese EFL Teachers’ Perception and Practice of Phonics Instruction

2021 ◽  
Vol 12 (6) ◽  
pp. 990-999
Author(s):  
Baoning Zhong ◽  
Yeqin Kang
Keyword(s):  
Educational Background ◽  
Chinese Mainland ◽  
Effective Teacher ◽  
Phonics Instruction ◽  
Word Attack ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Efl Students ◽  
Insight Into ◽  
Empirical Insight

Phonics was introduced to Chinese mainland two decades ago. To gain an empirical insight into teachers’ perception in teaching phonics to EFL students, this study draws upon data from a survey among 213 primary school EFL teachers in two Chinese provinces. The findings indicate that most teachers hold positive attitudes towards phonics, regarding it more as a word-attack skill. The improvement of teachers’ educational background predicts better phonics teaching effect, yet they need systematic phonics knowledge. Besides, teaching material and teaching strategies are greatly correlated with the teaching effect. It concludes that phonics should be integrated into regular textbooks and effective teacher training is significant for better improvement of phonics instruction.

scholarly journals Communication Styles used by Effective EFL Teachers in Classroom Interaction

2018 ◽  
Vol 5 (2) ◽  
pp. 97
Author(s):  
Suharni Sudirman ◽  
Haryanto Atmowardoyo ◽  
Kisman Salija
Keyword(s):  
Effective Teachers ◽  
Classroom Interaction ◽  
English Teachers ◽  
Communication Styles ◽  
Effective Teacher ◽  
Mixed Method Research ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
English Classroom

This research was conducted to find out; (1) the characteristics of the effective teachers based on the students’ perception; (2) to describe the communication styles used by EFL teachers in classroom interaction; (3) to find out when and why the teacher used the aggressive, assertive and passive style. This research applied mixed method research. The instruments of this research were questionnaire, observation, and interview. The sample of this research consisted of 265 students at SMA Ummul Mukminin boarding school Makassar, in academic 2017/2018. The subjects of the research were three experienced English teachers. The research finding based on students’ perception to the EFL English teachers in each class showed that Mrs. Wal got 73.5% categorized as very effective teacher, Ms. WN got 76.9% categorized as very effective teacher, Mr. As got 65.2% categorized as  effective teacher. The teacher was very effective described by students who had 20 positive attitudes that have to be done and 24 negative attitudes for ineffective teachers that must be avoided. Furthermore, the research revealed three findings in communication styles used by teachers. The first was aggressive style, the second was assertive style, and the third was passive style. The teachers used those styles based on the context and situation during English classroom process. The most dominant communication style used by the teacher was aggressive.

scholarly journals AN INVESTIGATION OF THE USE OF THE FIRST LANGUAGE IN LIBYAN EFL CLASSROOMS

2018 ◽  
Vol 29 (2) ◽  
pp. 155
Author(s):  
Safia Mujtaba Alsied
Keyword(s):  
Undergraduate Students ◽  
First Language ◽  
Study Data ◽  
Structured Interviews ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Efl Students ◽  
Efl Classrooms ◽  
Students Attitudes

This article attempts to explore the use of first language (Arabic) in the Libyan EFL classrooms as well as teachers' and students' attitudes towards using it. To this end, 5 Libyan EFL teachers and 143 Libyan EFL undergraduate students from the English department of Sebha University took part in the study. Data were gathered through questionnaires and semi-structured interviews. The findings of the study indicated that the Libyan EFL students had positive attitudes towards using Arabic in the classroom to some degree; however, they were in favor of using English more than Arabic. It was also found that the students employed Arabic frequently to translate words from English into Arabic. The results also reported that the Libyan EFL teachers used Arabic in their classrooms to accomplish many purposes such as helping students to understand, giving instructions, emphasizing information and giving the meaning of new and unfamiliar words. Additionally, teachers held positive attitudes towards the use of Arabic inside the classroom, but they were of the opinion that Arabic can be only used in certain cases and it should not be overused.

scholarly journals University Students’ Preferable Types of Teacher Humor in English Classes

2021 ◽  
Vol 10 (1) ◽  
pp. 53-68
Author(s):  
Pham Trut Thuy ◽  
Le Thanh Thao
Keyword(s):  
University Students ◽  
Demographic Information ◽  
Structured Interviews ◽  
Language Play ◽  
English Classes ◽  
Positive Attitudes ◽  
Study Results ◽  
Efl Teachers ◽  
Efl Students ◽  
Method Approach

The current study aimed to explore what types of teacher humor EFL students prefer in their classes. The study was designed as a mixed-method approach, using questionnaires and semi-structured interviews to collect data in two different Vietnamese universities. One hundred fifty-eight university students responded to the survey, and eight out of them were recruited as the participants for the interviews. The study results revealed that the types of jokes (M=4.41), riddles (M=4.08), and language play (M=4.15) were most favored. Besides, the participants' demographic information, including their gender and majors, affected their preferable types of teacher humor. Specifically, males showed more positive attitudes towards teacher humor than their counterparts. In terms of students’ majors, there were differences between non-English majors and English-majored students’ perceptions of irony, teasing, language play, visual and physical humor. Regarding the students’ positive attitudes towards teacher humor, EFL teachers should learn more about valuable strategies for using teacher humor in their classes due to the fact that they do not need to have a sense of humor to use it effectively.

Examination of Chinese Teachers' Attitudes Towards Inclusive Education

2022 ◽  
Author(s):  
Jun (AJ) Ai ◽  
Jihong Zhang ◽  
Eva Horn ◽  
Hao Liu ◽  
Jingjing Huang ◽  
...  
Keyword(s):  
Inclusive Education ◽  
Preschool Teachers ◽  
Educational Background ◽  
Influential Factors ◽  
Internal Reliability ◽  
Positive Attitudes ◽  
The Status ◽  
Teachers Attitudes ◽  
Teacher Age ◽  
Attitudes Towards Inclusion

Abstract The purpose of this study was to understand the status and influential factors of preschool teachers' attitudes towards inclusive education, given the evidence that attitudes predict successful inclusion for young children with or at risk for developmental delays or disabilities. We translated the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES, Mahat, 2008) to Simplified Chinese (MATIES-C). We then administered the MATIE-C to a representative sample of in-service preschool teachers (N = 481) in Beijing, China. The confirmative factor analysis and reliability tests suggested an acceptable construct validity and internal reliability of the MATIES-C. We also found preschool teachers in Beijing held positive attitudes towards inclusion across cognitive, affective, and behavioral dimensions of attitudes. The ANOVA results indicate teachers' experience and knowledge about children with disabilities had statistically positive associations with favorable attitudes. Preschool area, teacher age, and educational background were also found to have a statistically significant impact on teacher attitudes.

scholarly journals A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners

2019 ◽  
Vol 12 (6) ◽  
pp. 94
Author(s):  
Aziza M. Ali ◽  
Abu Bakar Razali
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Efl Learners ◽  
Written Information ◽  
Efl Teachers ◽  
Correct Reading ◽  
Efl Students ◽  
Metacognitive Reading Strategies

Being able to read well is important for English language learners. Through the process of reading, the learner becomes an active participant in producing an interaction with the writer of the text through predicting, analyzing, summarizing and using other types of reading strategies. However, building such a connection between the reader and the written information of the text is complex and for English as a second language (ESL) and English as a foreign language (EFL) students, it can be quite difficult for them to apply different types of reading strategies. This article provides a review of literature on 27 studies on the teaching of reading strategies (particularly cognitive and metacognitive reading strategies) for ESL/EFL learners, which reveals that ESL/EFL teachers need to keep updating their teaching methods to meet the ESL/EFL students’ needs, particularly in the use of correct reading strategies. The authors also highlight some of the main issues that prevent ESL/EFL students from improving and developing their reading comprehension. Furthermore, the authors discuss and conclude the article by suggesting to ESL/EFL teachers some teaching strategies to be applied in the reading lesson to improve the ESL/EFL students’ use of reading strategies.

scholarly journals An Attempt at Promoting Undergraduate Sudanese EFL Students’ Performance in Academic Writing Skills

2019 ◽  
Author(s):  
Ammar Mohammed Ahmed Mudawy
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Skills ◽  
Extensive Reading ◽  
Reading And Writing ◽  
Efl Teachers ◽  
Holy Quran ◽  
Post Test ◽  
Efl Students ◽  
University Level

The study aims at suggesting effective methods and techniques that could improve English as a foreign language EFL students’ performance in writing skills. The researcher uses the descriptive, analytical method. Four tools were adopted pretest, post-test, supporting program, and a questionnaire for teachers for collecting data. Twenty-five students in Holy Quran University, Sudan, were chosen purposively, and thirty EFL teachers at a university level were randomly selected as a sample for the study. Ninty percent of the teachers agree on the suggested program and techniques. The findings of the study indicate that: using varied techniques and activities in pre-writing stage promotes students’ performances in writing, integration of reading and writing skills in the classroom improves students’ writing skills, as well as encouraging extensive reading outside the classroom promotes students’ performance in writing skills. Accordingly, the researcher recommends that: teachers should focus on the prewriting stage through different activities as well as reading and writing should be used in an integrated way in-class writing to guide the writing process.

scholarly journals The Role of the Portal to English Syllabuses in Developing the Language Skills of Preparatory School Students

2021 ◽  
Vol 2 (2) ◽  
pp. 44-48
Author(s):  
Telal Mirghani Khalid
Keyword(s):  
Group Work ◽  
Language Skills ◽  
School Students ◽  
Preparatory School ◽  
Preparatory Schools ◽  
Efl Teachers ◽  
Efl Students ◽  
Oral Interaction ◽  
Learning English

Teaching English through an effective curriculum enables EFL students to establish and achieve effective communication. The study aims to investigate issues affecting EFL students by learning English and discussing the role of Portal to English syllabuses in developing the language skills of Qatari school students. Research has harmonized the analytical approach. The required information was collected from a questionnaire distributed to twenty (20) Qatari EFL teachers in preparatory schools. Then, the data was analyzed according to the SPSS system. The results show that the Portal course syllabuses of Qatari preparatory schools introduce language activities that promote oral interaction in addition to the previous syllabuses. This current syllabus motivates students and builds a good understanding of learning English and improving language skills. The textbooks emphasize the use of English in social media and in the practice of Qataris customs and traditions. Portal lessons emphasize oral interactions with group work and discussions. Vocabulary and writing activities are presented and tested in many units in the Portal course series.

scholarly journals Teachers’ Perspectives of the use of CLT in ELT Classrooms: A Case of Soran District of Northern Iraq

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Serwan Husein Taha SHERWANI ◽  
Mehmet KILIÇ
Keyword(s):  
Communicative Language Teaching ◽  
Second Phase ◽  
Structured Interviews ◽  
Northern Iraq ◽  
Positive Attitudes ◽  
Teacher Factors ◽  
Efl Teachers ◽  
Teachers Attitudes ◽  
Teachers Perspectives

This mixed-method study aims at exploring Iraqi English as a Foreign Language (EFL) teachers’ attitudes towards Communicative Language Teaching (CLT). The study was conducted in Soran town, in the northern part of Iraq. The participants of the study were 58 EFL teachers from secondary and high school classrooms. In the first phase, a five-point Likert-scale questionnaire was administered (Karavas-Doukas, 1996) to examine the participants’ attitudes towards CLT principles: “place/importance of grammar, group/pair work, quality and quantity of error correction, the role of the teacher in the classroom, the role and contribution of learners in the learning process.” The second phase of the study was qualitative and consisted of semi-structured interviews to examine the reasons behind the implementation of CLT in terms of the factors that hinder and encourage the implementation of CLT in the Iraqi setting. The results of the quantitative analysis revealed that the teachers held overall positive attitudes towards the use of CLT. The findings of the interview phase concluded that the main factors that cause the failure and success of the implementation of CLT in Iraq can be categorized under four headings: educational factors, teacher factors, student factors, and CLT factors. The results of the study suggest that the educational system and the teachers’ communicative competence are essential to promote the employment of CLT in Iraqi EFL classrooms.

scholarly journals Promoting Students’ Motivation in Learning English Vocabulary through a Collaborative Video Project

2019 ◽  
Vol 19 (1) ◽  
pp. 107
Author(s):  
Tryanti R. Abdulrahman ◽  
Noni Basalama
Keyword(s):  
Narrative Analysis ◽  
Computer Application ◽  
Case Study Methodology ◽  
Production Phase ◽  
Positive Attitudes ◽  
Vocabulary Building ◽  
Efl Students ◽  
Video Project ◽  
Learning English ◽  
Collaborative Video

The main objective of this study was to motivate EFL (English Foreign Language) students in learning English vocabulary by using collaborative video Project. This study followed a case study methodology to describe how video project experience can engage students to learn English and provide them an opportunity to participate in tasks as well as enrich their vocabulary. Twenty-five EFL students in the Vocabulary Building Course (VBC) participated in this study. This study used three phases for evaluations: the pre-production phase, production phase and post production phase. Data were collected from classroom observations, the video Project process and document analyses. A summary of the findings related to the video theme and narrative analysis of students’ videos are presented in this paper. Data analysis showed that students responded differently to their video project assignments and produced different types of collaborative videos with the help of a camcorder and computer application. Then, a survey was conducted to collect feedback from participants to learn their opinions and attitudes regarding the use of collaborative video project, students’ learning and motivation. Participants in this study expressed positive attitudes and opinions toward their video-project experiences. This study demonstrates that video Project can be a great tool for promoting students’ motivation and participation in learning English, enriching their vocabulary and can be an effective and powerful tool to create fun, interactive, and collaborative learning environments.

scholarly journals EFL Students 'Unmotivation' toward Writing Classroom: Bangladeshi University Teachers' Narrative Reflections

BELTA Journal ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 46-63
Author(s):  
Shuvo Saha
Keyword(s):  
Narrative Inquiry ◽  
Lesson Planning ◽  
National Level ◽  
Writing Classroom ◽  
Theoretical Construct ◽  
Student Writers ◽  
University Teachers ◽  
Writing Class ◽  
Efl Teachers ◽  
Efl Students

In L2 research tradition worldwide the concept of motivation has evolved as a well researched, theoretical construct. On the contrary, the notion “unmotivation” (Sakui & Cowie, 2012) has remained equally underresearched as an area of study. The present study is an attempt to embark on scholarly investigation on learner unmotivation in the context of Bangladesh. Here, four EFL teachers from three different universities offer narratives on student writers’ unmotivation in writing class. The participants reveal the factors causing learner unmotivation as well as share the strategies for handling unmotivation. According to the participant teachers, factors yielding unmotivation in student writers include personal, social, and national level factors, alongside teachers’ lesson planning and teaching. To address these factors actions such as reinforcing students positively, offering them freedom during learning, notifying them early about a lesson’s significance and objectives, and revising the approach to providing feedback can be effective. On the basis of these findings, derived through Narrative inquiry (Barkhuizen, Benson, & Chik, 2014), the research offers some pedagogical and research implications at the end.

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