scholarly journals Authoritative discourse in a locally-published ELT textbook in Thailand

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Naratip Jindapitak ◽  
Yusop Boonsuk
Keyword(s):  
English Language ◽  
Learning Experience ◽  
Language Teachers ◽  
English Language Teaching ◽  
Future Research ◽  
English Teacher ◽  
Persuasive Discourse ◽  
Dominant Ideologies ◽  
Internally Persuasive Discourse ◽  
Authoritative Discourse

This study examines cultural contents in a locally-published English language teaching (ELT) textbook for primary 6 students in Thailand. It aims to investigate whether the locally-published textbook depicts sources and themes of cultures in a way that perpetuate and reproduce dominant ideologies and how cultural contents in the locally-published textbook were dealt with by an English teacher in the classroom. Grounded on Bakhtin’s notions of authoritative discourse and internally persuasive discourse, the findings revealed that there were mismatches between the cultural representation in the textbook and students’ lived experiences. Concerning how cultural contents were represented in the classroom, there was no evidence that the teacher assisted learners to forge effective linkages between authoritative discourse and their everyday life. The findings are discussed regarding how cultural contents are ideologically depicted in the textbook and how the cultural contents adversely affect students’ learning experience. Implications and recommendations for textbook authors, language teachers, and future research are presented.

scholarly journals Pre-teaching Vocabulary in Teaching Reading Skill: A Hindrance to Learner Autonomy?

2021 ◽  
Vol 3 (2) ◽  
pp. 123-132
Author(s):  
Takad Ahmed Chowdhury ◽  
Arjumand Ara
Keyword(s):  
English Language ◽  
Educational Practice ◽  
Learner Autonomy ◽  
Receptive Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Target Language ◽  
Future Research ◽  
Teaching Reading ◽  
Reading Text

Pre-teaching vocabulary of unfamiliar words of a reading or listening lesson is a technique used by English language teachers where they define and explain unfamiliar but essential words of the text just before the start of the comprehension task.Conversely, learner autonomy is an educational practice that refers to the learners' responsibility for their own learning, both in terms of what they learn and how they learn. These two diametrical ideals in English Language Teaching (ELT) demand research to justify pre-teaching vocabulary in teaching receptive language skills. Accordingly, this review paper investigated the effectiveness of pre-teaching vocabulary in teaching reading skills to English as a Second Language (ESL) or English as a Foreign Language (EFL) learners by reviewing recent literature. It sheds light on the concepts of learner autonomy, strategies to teach vocabularies in reading, pre-teaching vocabulary, and the extent pre-teaching is justified. This paper concludes that, while the principle of vocabulary pre-instruction is generally in conflict with that of learner autonomy, this particular strategy in ELT cannot be entirely disregarded to facilitate comprehension of a reading text and thus in promoting the use of target language, and can selectively be used by the teachers in interesting and useful ways. The study will help teachers to better understand to what extent pre-teaching vocabulary is useful and what strategies of this teaching technique can help motivate students to read and comprehend a reading text. Scope for future research is provided

scholarly journals The X-Factor Profile Characteristics of English Language Teachers in Non-Native Setting

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Zarina Othman ◽  
Shahizan Shaharuddin ◽  
Azizah Ya’acob
Keyword(s):  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Teacher ◽  
English Language Teachers ◽  
Native Speakers Of English ◽  
Profile Characteristics ◽  
Learning English

Phrases such as ‘learning English is fun’ or ‘English is fun’ are often heard when one speaks about learning English especially in a context where English is not the mother tongue of the learners. What about when the focus shifts to English language teachers on the other hand, who are non-native speakers of English? The focus on the teacher other than the curriculum, syllabus, material and pedagogy needs considerable attention in promoting effective English language learning. What are the profile characteristics of an English teacher that can help most importantly first boost the students’ motivation and interest to learn English. Studies have explored in general the characteristics of effective language teachers but to what extent has it identified the ‘X’ factors. This paper addresses a discussion on the the profile characteristics of specifically non –native English language teachers. It focuses on the relevance of the ‘qualities’ of English language teachers’ in relations to English teacher attributes specifically.We gathered the views and opinions of English language instructors teaching English at one of the local higher institutions who are non-native and who have had twenty years’ experience in the field of ELT (English Language Teaching) on what they believe is the X factor characteristics profile of an English language teacher.

scholarly journals Liberating the Minds and Actions of English Language Teachers (Editorial Note)

2021 ◽  
Vol 50 (2) ◽  
pp. 46-49
Author(s):  
Raja Nor Safinas Raja Harun ◽  
◽  
Stefanie Pillai ◽  
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Editorial Note ◽  
English Teacher ◽  
Learning Practices ◽  
English Language Teachers ◽  
Language Teaching And Learning

In 2021, The English Teacher, one of the two journals published by the Malaysian English Language Teaching Association (MELTA), commemorates its 50th year of publication, making it the oldest continuously published journal in the field of English Language Teaching (ELT) in Malaysia. The English Teacher promotes research and reflections on English language teaching and learning practices, and policies at all levels of education.

scholarly journals An Analysis on Communication strategies Employed by Indonesian English as Foreign Language Adult Students

2018 ◽  
Vol 42 ◽  
pp. 00025
Author(s):  
Mohamed Nizar ◽  
Putu Kerti Nitiasih ◽  
Wayan Suarnajaya
Keyword(s):  
Foreign Language ◽  
Adult Students ◽  
English Language ◽  
Communication Strategies ◽  
Private University ◽  
English Language Teaching ◽  
Communication Strategy ◽  
Future Research ◽  
English Teacher ◽  
English As Foreign Language

As an EFL country, English Language Teaching (ELT) in Indonesia should be more focused on developing students’ strategy, particularly communication strategy (CS). The reason is because these students are triggered by instrumental motivation in learning English. However, awareness toward CS should also be possessed by teachers so they can develop students’ CS through certain way. Unfortunately, it is rarely found English teacher who is aware about this notion. Thus, this study was conducted to provide data about initial CS of adult students in private university in Bali. According to experts, this age level has already got fully developed cognitive and linguistic capabilities. Thus, they are considered to be able to employ and use CS well. Through this study it is found that they possess 20 initial CSs out of 38 CSs from the referred taxonomy. The findings of this study could be beneficial for the development and novelty of future research concerning with CS and to enhance teachers’ awareness toward CS, particularly the ones who establish private course offering intensive speaking program as well as for the lecturers in the concerned university.

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

2017 ◽  
Vol 10 (12) ◽  
pp. 38 ◽  
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.

scholarly journals Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar

2021 ◽  
Vol 11 (4) ◽  
pp. 160
Author(s):  
Saba Qadhi ◽  
Alan Floyd
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Teacher Development ◽  
English Language ◽  
Current Model ◽  
Middle Eastern ◽  
Continuing Professional Development ◽  
Teaching Experience ◽  
Language Teachers ◽  
English Language Teaching

The Qatari government views English language learning as crucial to the country’s future success. Anecdotal evidence suggests, however, that English language teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications, and experience to enable them to teach successfully. Despite growing research and interest in the continuing professional development (CPD) experiences and needs of ELTs in Western contexts, there remains a lack of research in Middle Eastern countries in general and in Qatar in particular. The aim of this study was to address this gap by exploring female ELTs’ perceptions and experiences of CPD in Qatar in order to develop new practical and theoretical insights into our understanding of this area. The study draws on data from life history interviews undertaken with 16 female ELTs with at least 3 years of teaching experience in Qatari schools. The study found that the participants had very different experiences of CPD based on their personal and professional characteristics. This suggests that for it to be perceived as a positive experience, the current model of professional development for ELTs may need revising. We propose a paradigm shift from a traditional “one size fits all” CPD model towards a more dynamic and interactive style of teacher development that facilitates both personal reflection and professional discourse among teachers. It is argued that such a shift would prove a considerable step forward for English language teaching in this country.

scholarly journals MULTIMODALITY, MASS MIGRATION AND ENGLISH LANGUAGE TEACHING

2016 ◽  
Vol 16 (4) ◽  
pp. 595-622
Author(s):  
Vanderlei J. Zacchi
Keyword(s):  
English Language ◽  
Meaning Making ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Teaching ◽  
Digital Era ◽  
Mass Migration ◽  
Important Means ◽  
English Language Teachers

Abstract: This paper aims to discuss the use of multimodality in English language teaching. The corpus consists of a set of activities based on a series of pictures related to the seizure of two trucks carrying US-bound migrants in 2011. Two different groups, comprised of pre-service and in-service English language teachers, took part in the research. The first part of the activity involved loose interpretations of the pictures and a discussion about migration nowadays. Afterwards, other activities were carried out based on Luke and Freebody's four-resources model (1990). Some preliminary analyses lead us to conclude that the reading of images is very much culturally sensitive and that multimodal ways of meaning making are becoming more powerful in the globalized, digital era, turning them into an important means for English teaching nowadays.

scholarly journals Predictors of Language Learners’ Preferences for Isolated/Integrated FFI: Big Five NEO-FFI Personality Traits

2016 ◽  
Vol 6 (4) ◽  
pp. 153 ◽  
Author(s):  
Naser Sabourian Zadeh ◽  
Maryam Naderi Farsani ◽  
Masoume Ahmadi
Keyword(s):  
Personality Traits ◽  
Big Five ◽  
English Language ◽  
Big Five Personality Traits ◽  
English Language Teaching ◽  
Future Research ◽  
Big Five Personality ◽  
Focus On Form ◽  
Chi Square ◽  
Chi Square Analysis

<p>With regard to increasing attention to focus on form in English language teaching, there has been a call for an integration of meaning-focused and form-focused instruction in the second language (L2) classroom. In this regard, this study is an attempt to examine the cross-relationship between Big Five personality traits (namely Neuroticism, Extraversion, and Openness to Experience, Agreeableness, and Conscientiousness) and EFL leaners’ preferences for two types of form-focused Instruction (FFI). The data is collected from 236 Iranian male and female who were EFL learners of different language institutes in Tehran, Iran. Participants were supposed to fill out the adopted Persian version of NEO-FFI personality trait inventory and Students’ preferences questionnaire. To substantiate a correlation between participants’ preferences for isolated/integrated FFI and Big Five personality traits, using 16th version of the Statistical Package for Social Sciences (SPSS), the Chi-square analysis was employed. The results indicated a significant relationship (<em>χ</em><sup>2</sup>(4, n=236)=44.99, p=.001). The results are discussed in the light of this general findings and the study also provides some suggestions for future research.</p>

scholarly journals FROM INLAND TO OUTLAND: EXPERIENCES OF NON-NATIVE EXPATRIATE TEACHERS TEACHING IN A FOREIGN CONTEXT

2019 ◽  
Vol 4 (1) ◽  
pp. 24-37
Author(s):  
Remart Padua Dumlao ◽  
Trixia Mengorio
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Personal Development ◽  
Cultural Awareness ◽  
English Language ◽  
Linguistic Diversity ◽  
Language Teachers ◽  
Future Research ◽  
English Speaking ◽  
Native English Speaking

The numbers of English language learners and limited domestic English language teachers have grown exponentially in Indonesia, Thailand and Vietnam, as well as to the ASEAN region over the past decades due to the demand of globalization. Given the huge cultural and linguistic diversity among learners, educating these populations of English language learners can be a challenging but also beneficial for foreign language teachers. This study aimed to analyse the experiences of fifteen Non-native English Speaking Foreign Teachers (NNESFT) teaching in Indonesia, Thailand and Vietnam. The results of this study suggested that although teachers’ reasons in teaching English language in a foreign classroom were more extrinsic reasons rather that intrinsic and altruistic. NNESFT recognized benefits of teaching in foreign classroom, namely, financial aspects, personal development, and building cultural awareness. Meanwhile, challenges were reported include as a non-native English speaking teachers in a foreign classroom, on the part of textbooks and curriculum, and cultural differences in the classroom. Implications were discussed in light of the findings and recommendations formulated for future research directions.

scholarly journals Intercultural sensitivity and its effects on ELT curricula – Teacher insights

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Walead Etri
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Intercultural Sensitivity ◽  
Learning Experience ◽  
English Language Teaching ◽  
Original Research ◽  
Data Generation ◽  
Content Type ◽  
Teaching Context ◽  
Group Interviews

PurposeThis qualitative research set out to understand what teachers’ assessments were of the context of teaching as it relates to the curriculum, and what they consider appropriate for an optimal teaching and learning experience in a university english language teaching (ELT) context.Design/methodology/approachQualitative data were deemed required to understand the effects and understanding teachers had of the ELT curriculum as it played out in their teaching context. Focus group interviews and observations were the main method for data generation.FindingsThe context has a bearing on the ongoing development of teachers’ intercultural sensitivity (IS) frames and how they address IS over time in their context of teaching as it pertains to curriculum.Originality/valueThis is an original research paper which gives insight to knowledge about the relationship between ELT, curriculum and culture.

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