Qualities of Effective EFL Teachers in the 21st Century: A Reflection From Ecuador

English Language Teachers (ELTs), to be effective in the teaching and learning process in contemporary society, need to be not only competent with qualities of instructional skills but also with qualities of personal traits. This paper aims to offer ELTs reflection around the most vital qualities of personal traits, which are required to contribute to the design of more effective EFL teaching and learning milieus. To that end, and supported by a pilot study carried out to construct a master´s degree program in Teaching Local and Foreign Languages in an Ecuadorian Public University, we gathered, in four major categories, the scattered and unclassified qualities of personal traits which are available in the related literature. In this framework, the qualities of personal traits that ELTs must possess are bound with virtues such as perpetual learning, humanism, instructional-personal communication, and cross-culturalism. In general, this article may be helpful for ELTs to visualize the qualities of personal traits, which are needed to face the English as a Foreign Language (EFL) education of the 21st century.

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O efeito retroativo de um exame de proficiência para professores

Estudos em Avaliação Educacional ◽

10.18222/eae.v29i72.4547 ◽

2018 ◽

Vol 29 (72) ◽

pp. 832

Author(s):

Rodrigo Nascimento de Queiroz ◽

Douglas Altamiro Consolo

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

English Language ◽

Language Teachers ◽

Assessment Practices ◽

Validity And Reliability ◽

Foreign Language Teachers ◽

Professional Experiences ◽

English Language Teachers

O presente artigo aborda questões relativas ao efeito retroativo em torno da experiência durante a aplicação do Exame de Proficiência para Professores de Língua Estrangeira (EPPLE). O debate está ancorado nos seguintes princípios: a) a avaliação no ensino e aprendizagem de línguas; b) a proficiência linguístico-comunicativo-pedagógica (PLCP) de professores de línguas; e c) as experiências materializadas como efeitos retroativos na prática avaliativa. A abordagem qualitativa auxilia na interpretação das narrativas de dois professores de Língua Inglesa (LI). A análise interpretativa dos aspectos discursivos indica que os impactos possibilitam o resgate da consciência reflexiva inter-relacionada com as memórias da formação profissional, assim tornando a experiência concreta e válida para o processo de socialização dos conhecimentos específicos do contexto pedagógico de professores de LI.Formação de Professores; Língua Inglesa; Proficiência Linguístico-Comunicativo-Pedagógica; Exame de Proficiência. El efecto retroactivo de un examen de competencia para profesoresEl presente artículo aborda temas relativos al efecto retroactivo en torno a la experiencia durante la aplicación del Examen de Competencia para Profesores de Lengua Extranjera (EPPLE). El debate se basa en los siguientes principios: a) la evaluación en la enseñanza y aprendizaje de idiomas; b) la competencia lingüístico-comunicativo-pedagógica (PLCP) de profesores de idiomas; y c) las experiências materializadas como efectos retroactivos en la práctica evaluativa. El abordaje cualitativo auxilia en la interpretación de las narrativas de dos profesores de Lengua Inglesa (LI). El análisis interpretativo de los aspectos discursivos indica que los impactos posibilitan el rescate de la consciencia reflexiva interrelacionada con las memorias de la formación profesional, haciendo de esta forma que la experiencia sea concreta y válida para el proceso de socialización de los conocimientos específicos del contexto pedagógico de profesores de LI.Formación de Profesores; Lengua Inglesa; Competencia Lingüístico-Comunicativo-Pedagógica; Examen de Competencia. Washback effect of an application of a proficiency examination for teachersThis paper deals with some issues related to the analysis of two narratives written by in-service and pre-service English language teachers, following an application of a Proficiency Examination for Foreign Language Teachers [Exame de Proficiência para Professores de Língua Estrangeira – EPPLE] in a public university located in the western Amazon. The discussion is based on the following principles: (i) the implications for assessment in the teaching and learning of foreign languages related to the reconstruction and promotion of socialized practices; (ii) the quality of a linguistic, communicative and pedagogical proficiency of foreign language teachers underlying the elements of validity and reliability of EPPLE; and (iii) the intersection of experiences materialized as washback effects from a process of assessment practices. The analysis of the teachers’ discourses indicates an intersection between teachers’ memories and professional experiences.Teacher Training; English Language; Linguistic, Communicative and Pedagogical Proficiency; Proficiency Exam.

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English Language Teachers’ Perspective of Using L1 in TEFL Class

Lingua Cultura ◽

10.21512/lc.v15i1.7165 ◽

2021 ◽

Vol 15 (1) ◽

Author(s):

Yella Dezas Perdani

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

English Language ◽

First Language ◽

Language Teachers ◽

West Java ◽

English Class ◽

Language Class ◽

Teachers And Students ◽

English Language Teachers

The research discussed the using the first language in teaching a foreign language that had been a debate for language teaching practitioners for decades in language acquisition. The debate was about whether it was all right to use it in a foreign language class or not and how it affected the students’ learning process and result. Because of the pro and cons of using the first language in teaching a foreign language, the research was conducted to find out the use of the first language in teaching English as a foreign language. The research aimed to discover to what extent and in which instances L1 was used by the teachers in their English teaching class in terms of the teaching stages, including pre-teaching, whilst-teaching, and post-teaching in the classroom. The research also searched teachers’ perspectives and reasons for using L1 in their English class. Moreover, the research used a qualitative method to gathered information from the participants. The participants were four English teachers who taught English at senior high school in Bandung-West Java province, Majalengka-West Java province, Pangkal Pinang- Bangka Province, and Kuok-Riau Province. The collections of the data were questionnaires and interviews. The findings show that most teachers use Indonesian as L1 in the whilst-teaching stage when they deliver the materials. They use L1 to clarify the students’ understanding of the materials given and explain English language concepts, grammatical concepts, and difficult words. They argue that using L1 helps both teachers and students in teaching and learning English as a foreign language.

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An Exploration of EFL Teachers’ Experience with Learning Disability Training

Latin American Journal of Content and Language Integrated Learning ◽

10.5294/laclil.2020.13.1.7 ◽

2020 ◽

Vol 13 (1) ◽

pp. 114-134

Author(s):

Jimalee Sowell ◽

Larry Sugisaki

Keyword(s):

Learning Disabilities ◽

Foreign Language ◽

Learning Disability ◽

English Language ◽

Language Teachers ◽

Students With Learning Disabilities ◽

Efl Teachers ◽

English Language Teachers ◽

Language Instructors

Approximately ten percent of learners have some sort of learning disability. This means that all English language instructors will encounter students with learning disabilities and could encounter students with learning disabilities in each class. Research has shown that different countries have varying degrees of infrastructure for identifying and accommodating learning disabilities. However, little research on the degree to which English language teachers in English as a Foreign Language (EFL) contexts have received training for learning disabilities has been carried out. This study had three goals: first, to identify whether the participants in the study, all of whom were EFL instructors, had received training for identifying and accommodating students with learning disabilities; second, among the teachers who had received training, to find out specifically the types of training they had received; and finally, to find out whether training had helped these teachers develop competence in assisting students with learning disabilities. The data were collected through a survey of past and current EFL teachers. Overall, the findings revealed that the majority of English language teachers surveyed had little to no training for accommodating learning disabilities, and the majority indicated that they did not feel confident assisting students with learning disabilities. Recommendations from this study include creating greater awareness for identifying and accommodating learning disabilities in EFL contexts among administrators and teachers as well as suggestions for EFL teachers to improve their knowledge of learning disabilities independently.

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Intercultural Competence in the Eyes of State School English Language Teachers in Turkey

Journal of language and Education ◽

10.17323/jle.2020.10327 ◽

2020 ◽

Vol 6 (2) ◽

pp. 56-75

Author(s):

Nur Gedik Bal ◽

Perihan Savas

Keyword(s):

High School ◽

Foreign Language ◽

Intercultural Competence ◽

English Language ◽

Language Teachers ◽

Teachers Perceptions ◽

Efl Teachers ◽

Language Classrooms ◽

English Language Teachers ◽

Foreign Language Classrooms

Equipping students with intercultural competence (hereafter IC) is a critical aim of English foreign language classrooms nowadays, and EFL teachers have emerged as essential players for accomplishing this. These teachers should essentially be competent in their intercultural skills so that they can pass these on to their students in order to foster interculturally competent language learners. However, teachers' perceptions regarding IC remain uncertain, particularly in the Turkish context. Thus, before asking teachers to apply methods and strategies so that they can enhance students’ IC in the classroom, it is vital that we investigate what they understand about IC. Therefore, this qualitative study aimed to reveal middle and high school teachers’ understanding of the IC phenomenon and their description of the characteristics of an interculturally competent foreign language learner and teacher. In addition, teachers’ perceptions regarding their own and their learners’ IC were also explored in this study. The participants were 30 middle and high school English language teachers teaching at state schools in Turkey. Semi-structured interviews were conducted to collect the data. MAXQDA was exploited in order to analyse the data, primarily to code, categorize, and systematize the findings. The results indicated that the teachers considered IC to be the ability to communicate with people from various cultures effectively, having knowledge about one’s own, target, and other cultures, and developing positive attitudes toward other cultures and societies. They also emphasized the inseparability of language and culture and the importance of English as an international language. The teachers also indicated why they viewed themselves and their learners as interculturally competent or incompetent, which could provide insight into where to start intercultural learning and teaching in foreign language classrooms and how to train EFL teachers about different dimensions of IC.

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The Anxiety Factors among Saudi EFL Learners: A Study from English Language Teachers’ Perspective

English Language Teaching ◽

10.5539/elt.v10n6p160 ◽

2017 ◽

Vol 10 (6) ◽

pp. 160 ◽

Cited By ~ 1

Author(s):

Fariha Asif

Keyword(s):

Foreign Language ◽

English Language ◽

Cultural Factors ◽

Language Teachers ◽

Language Anxiety ◽

Efl Learners ◽

English As Foreign Language ◽

College And University ◽

Efl Teachers ◽

English Language Teachers

The purpose of this study is to investigate the factors that trigger language anxiety among Saudi learners in English as Foreign Language (EFL) classrooms. The factor of anxiety is especially found among learners while developing proficiency in over all communication and speaking skills as felt by the EFL teachers. The study also seeks to answer the questions like what are the socio-cultural factors as well as psycholinguistic factors that cause language anxiety. Furthermore, this study also explores strategies that can be designed and used to cope with language anxiety successfully. The scope of the study is limited to the college and university English teachers and subject specialists working in public sectors colleges and universities in Saudi Arabia.

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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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Corpus-Based Vocabulary Analysis of English Podcasts

RELC Journal ◽

10.1177/0033688220979315 ◽

2021 ◽

pp. 003368822097931

Author(s):

Ulugbek Nurmukhamedov ◽

Shoaziz Sharakhimov

Keyword(s):

Teaching And Learning ◽

Public Discourse ◽

English Language ◽

Language Teachers ◽

Television Programs ◽

University Professors ◽

Word Families ◽

Proper Nouns ◽

English Language Teachers ◽

Ted Talks

In addition to movies, television programs, and TED Talks presentations, podcasts are an increasingly popular form of media that promotes authentic public discourse for diverse audiences, including university professors and students. However, English language teachers in the English as a second language/English as a foreign language contexts might wonder: “How do I know that my students can handle the vocabulary demands of podcasts?” To answer that question, we have analyzed a 1,137,163-word corpus comprising transcripts from 170 podcast episodes derived from the following popular podcasts: Freakonomics; Fresh Air; Invisibilia; Hidden Brain; How I Built This; Radiolab; TED Radio Hour; This American Life; and Today Explained. The results showed that knowledge about the most frequent 3000 word families plus proper nouns (PN), marginal words (MW), transparent compounds (TC), and acronyms (AC) provided 96.75% coverage, and knowledge about the most frequent 5000 word families, including PN, MW, TC, and AC provided 98.26% coverage. The analysis also showed that there is some variation in coverage among podcast types. The pedagogical implications for teaching and learning vocabulary via podcasts are discussed.

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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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THE EFFECTIVENESS AND THE PROBLEMS FACED IN THE TEACHING AND LEARNING OF THE ENGLISH LANGUAGE IN A SPECIAL EDUCATION CLASSROOM IN MALAYSIA

European Journal of Special Education Research ◽

10.46827/ejse.v7i3.3923 ◽

2021 ◽

Vol 7 (3) ◽

Author(s):

Gunasegaran Karuppannan ◽

Muhantha Paramalingam ◽

Fazal Mohamed Mohamed Sultan ◽

Hatnin Duari

Keyword(s):

Special Education ◽

Effective Teaching ◽

English Learners ◽

Teaching And Learning ◽

English Language ◽

Language Teachers ◽

Effective Teaching Strategies ◽

Lesson Delivery ◽

English Language Teachers ◽

Document Review

This qualitative case study investigated the effectiveness of lesson delivery and sequence of content and learning expectations of two English Language attached to a special education (Integration programme) school in Petaling Jaya. Malaysia. It also focused on the teaching and learning problems encountered in the particular classrooms. This study brings broader understanding of strategies for effective teaching of English in a special education classroom in Malaysia. The rationale for the study stems from the need to gain greater perspective of the teaching of English learners in a special education classroom. Results reflect analysis of classroom observation, face to face interview with two English Language and document review. Emerging from the data are some effective teaching strategies and profound problems that special education English Language teachers can add to their repertoire. Article visualizations:<img src="/-counters-/edu_01/0876/a.php" alt="Hit counter" />

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Debates about Educational Issues: A Pedagogical Strategy to Explore Argumentative Skills in the EFL Classroom

HOW ◽

10.19183/how.27.1.516 ◽

2020 ◽

Vol 1 (27) ◽

pp. 49-67

Author(s):

Ángela Vanesa Duarte Infante ◽

Sandra Milena Fonseca Velandia ◽

Bertha Ramos Holguín

Keyword(s):

English Language ◽

Public University ◽

Language Teachers ◽

Pedagogical Intervention ◽

Pedagogical Strategy ◽

Educational Issues ◽

Personal Experiences ◽

Field Notes ◽

English Language Teachers ◽

The Impact

This article describes a pedagogical proposal, based on debates, to determine the type of arguments that pre-service English language teachers constructed at a public university in Tunja, Colombia. We implemented a series of debate workshops about educational issues. Thirteen modern languages pre-service teachers in their sixth semester participated in the debates. In each debate, we collected data through recordings, focus groups, and field notes to understand the impact of the pedagogical intervention. Findings suggest that the arguments pre-service teachers built were based on examples. In this sense, the arguments built were based on their personal experiences and their partners’ opinions. We argue for the need to implement more research proposals that will contribute to the understanding and awareness of what argumentation implies.

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