scholarly journals Vocational school EFL teachers’ practices of integrating ICT into English lessons: Teachers’ voices

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Rojab Siti Rodliyah
Keyword(s):  
High School ◽  
Professional Training ◽  
English Teachers ◽  
Language Teachers ◽  
Vocational High School ◽  
High School English ◽  
Learning And Teaching ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Ict Tools

Despite numerous studies on ICT-ELT integration, little is known about how English teachers in vocational schools in Asia and particularly in Indonesia integrate ICT into their English lessons. To fill this gap, this study aims to investigate how vocational English teachers integrate ICT into their English teaching practices in vocational high school settings. It specifically examines vocational high school English teachers’ reasons for using ICT, the ways the English teachers integrate ICT into their English lessons, and their perceptions of benefits and challenges of incorporating ICT into English classrooms. Guided by a case study design, three EFL teachers teaching at vocational high schools where ICT tools were readily available were recruited to participate in the study. Empirical data were collected through interviews and classroom observations. It was found that the teachers were self-motivated to use ICT in their English lessons due to their interests and positive attitudes towards ICT. This study also showed that the English teachers integrated ICT into their English lessons for different reasons. All the teachers agreed on the benefits of ICT-ELT integration to facilitate their learning and teaching process. They also shared the same view on the challenges they encountered when using ICT tools in the classroom. They voiced the need for training on ICT in ELT. This study highlights the importance of school support so as to promote ICT-based language teaching by providing adequate technology access and facilities as well as professional training in ICT for language teachers.

scholarly journals Advantages and Disadvantages of Using Webquests in Junior High School English Classes in Iran

2020 ◽  
Vol 1 (1) ◽  
pp. 35-43
Author(s):  
Mahdi Amini, Masoud Asgari, Zahra Asgari
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
English Teachers ◽  
School Curriculum ◽  
High School English ◽  
Learning And Teaching ◽  
Isfahan Province ◽  
Advantages And Disadvantages ◽  
English Classes

Webquest is an Internet-based learning and teaching tool, within which is a process involving students and teachers to use it for educational purposes. As an educational tool, the webquest has gained popularity in the education field across subjects and settings and is generally well-received by both teachers and students. Many junior high school English teachers use webquests to support modern teaching methods to improve students’ instructions and learning processes in new opportunities of using webquest resources in English classes, as well. This study aimed at investigating the advantages and disadvantages of using webquests in Iranian junior high school English classes. This study also examined the application of webquests to motivate high school English teachers to teach more efficiently and provided the learners with a wonderful situation to learn English well. The present descriptive-analytical study was conducted in 2019 in four cities of Isfahan Province, Iran. The participants included 16 Iranian English teachers chosen based on the stratified random sampling method from junior high schools. The questionnaires and interviews were used to collect the data and the participants’ insights about the advantages and disadvantages of using webquests in their English classes. Many English teachers considered webquests helpful and believed that it could help students do duties better and that the teachers could teach English more effectively and meaningfully. Webquest resources, likewise, help teachers work in groups and share ideas associated with the school curriculum.

scholarly journals High School EFL Teachers’ Identity and Their Emotions Towards Language Requirements

2017 ◽  
Vol 19 (2) ◽  
pp. 41-55
Author(s):  
Julio César Torres-Rocha
Keyword(s):  
High School ◽  
Language Policy ◽  
Language Learners ◽  
Teacher Identity ◽  
English Teachers ◽  
Research Approach ◽  
Structured Interviews ◽  
High School English ◽  
Efl Teachers ◽  
Autobiographical Accounts

This is a study on high school English as a foreign language Colombian teacher identity. Using an interpretive research approach, I explored the influence of the National Bilingual Programme on the reconstruction of teacher identity. This study focuses on how teachers feel about language requirements associated with a language policy. Three instruments were used to collect the data for this research: a survey to find out teachers’ familiarity with the policy and explore their views on the language policy and language requirements and other aspects of their identity; autobiographical accounts to establish teachers’ trajectories as language learners and as professional English teachers; and semi-structured interviews to delve into their feelings and views on their language policy and requirements for English teachers.

A Survey on Korean high school English teachers’ perception of English education policies.

2012 ◽  
Vol 67 (2) ◽  
pp. 367-391
Author(s):  
박지선 ◽  
박재은 ◽  
백인환 ◽  
Kyungsuk Chang
Keyword(s):  
High School ◽  
English Education ◽  
English Teachers ◽  
Education Policies ◽  
High School English

Five Portraits of Teachers’ Experiences Teaching Writing: Negotiating Knowledge, Student Need, and Policy

2018 ◽  
Vol 120 (1) ◽  
pp. 1-60
Author(s):  
Juliet Michelsen Wahleithner
Keyword(s):  
High School ◽  
High School Students ◽  
Writing Instruction ◽  
Case Studies ◽  
Comparative Method ◽  
English Teachers ◽  
Teaching Writing ◽  
School Students ◽  
High School English ◽  
High Stakes

Background Numerous reports have highlighted problems with writing instruction in American schools, yet few examine the interplay of teachers’ preparation to teach writing, the instructional policies they must navigate, and the writing development of the students in their classrooms. Purpose This study examines high school English teachers’ instruction of writing while taking into account their preparation for teaching writing—both preservice and inservice, the instructional policies in place, and the learners in their classrooms. Setting Data used come from public high school English teachers teaching in Northern California. These data were collected in 2011–2012, when teachers were sill complying with the mandates of the No Child Left Behind legislation. Research Design I use year-long qualitative case studies of five high school English teachers to highlight various ways teachers used their knowledge of writing instruction to negotiate the pressures of accountability policies and their students’ needs as writers to teach writing. Data collected include beginning- and end-of-year interviews with each teacher, four sets of 1- to 2-day observations of each teacher's instruction of writing, and instructional documents related to each teacher's writing instruction. These data were analyzed using the constant comparative method to look for themes within the data collected from each teacher and then make comparisons across teachers. Findings from the case studies are supported by findings from a survey of 171 high school teachers who taught a representative sample of California high school students at 21 schools in 20 districts. The survey included 41 multiple-choice items that asked about teachers’ instructional practices and their perceptions of high-stakes accountability pressures and their students as writers. Survey data were analyzed quantitatively using descriptive statistics and principal components analysis. Findings Findings illustrate that significant differences existed in how the five teachers approached their writing instruction. These differences were due to both the teachers’ varied preparations to teach writing and the contextual factors in place where each taught. Those teachers with more developed knowledge of writing instruction were better able to navigate the policies in place at their sites and more equipped to plan appropriate instruction to develop their students as writers. Recommendations Findings indicate teachers would be better served by opportunities to develop their knowledge of writing instruction both prior to and once they begin their teaching careers. Additionally, the findings add to an existing body of research that demonstrates the limiting effect high-stakes assessments can have on teachers’ instruction of writing.

scholarly journals English as a Foreign Language (EFL) Learners’ Perceptions on the Effectiveness of the Internet to Enhance their Learning

2020 ◽  
Vol 8 (3) ◽  
pp. 25
Author(s):  
Ziad Abdulrahman Al-Muwallad
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Vital Role ◽  
Language Teachers ◽  
The Internet ◽  
King Saud University ◽  
Learning And Teaching ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Preparatory Year

This study attempted to investigate the vital role of the internet in enhancing the learning of reading. In addition, the study aimed to measure the students’ attitudes towards the internet and to identify to what extent the internet was employed in their reading classes. Moreover, the study aimed to explore the challenges that they encountered while using the internet in their learning of reading. In order to achieve these goals, the researcher used the descriptive analytical approach and used the questionnaire as the main data collection tool. The study sample comprised 50 Saudi EFL male students in the preparatory year at King Saud University in Saudi Arabia. The findings of the study showed that students perceived that the internet is important in the process of reading comprehension learning and teaching with positive attitudes towards the internet. Results showed that the top challenges of using of the internet for reading learning/teaching are lack of students’ knowledge to know what to read on the internet, the short time of the class, and the students’ lack of the skills and knowledge to use the internet for academic purposes. Furthermore, the results showed that the students mostly used the internet for playing games, social networking, and learning vocabulary. It is recommended that English language teachers should be encouraged to use the internet in their language classes as it is valuable for their students to enhance their reading comprehension skills.

scholarly journals Persepsi Guru terhadap Pembelajaran Berbasis Proyek di Sekolah Menengah Kejuruan

2021 ◽  
Vol 21 (2) ◽  
pp. 1-11
Author(s):  
Ratih Apri Sari ◽  
Bachrudin Musthafa ◽  
Fazri Nur Yusuf
Keyword(s):  
High School ◽  
High Schools ◽  
Learning Process ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Project Based Learning ◽  
Vocational High School ◽  
Learning Models ◽  
High School English ◽  
Model Project

AbstrakPembelajaran berbasis proyek merupakan salah satu model pembelajaran yang direkomendasikan untuk digunakan dalam pembelajaran menurut kurikulum 2013. Pelaksanaan proses pembelajaran di Sekolah Menengah Kejuruan (SMK) memiliki karakteristik yang berbeda dengan pelaksanaan pembelajaran di Sekolah Menengah Atas (SMA). Guru SMK harus mampu mengembangkan model pembelajaran yang dapat menghasilkan aspek keterampilan kerja. Salah satu masalah paling kritis dalam proses belajar mengajar Bahasa Inggris di Sekolah Menengah Kejuruan adalah keengganan dan kreativitas guru yang kurang untuk menemukan cara agar pembelajaran lebih kreatif dan menyenangkan. Untuk mengetahui sejauh mana pemahaman siswa tentang suatu materi yang telah diajarkan dalam proses belajar mengajar, guru harus memberikan tugas kepada siswa. Penugasan dapat dilakukan dengan model Pembelajaran Berbasis Proyek (PjBL). Tujuan dari penelitian ini adalah untuk mengetahui bagaimana persepsi guru tentang pembelajaran berbasis proyek. Penelitian ini dilakukan dalam desain deskriptif kualitatif yang melibatkan tiga guru Bahasa Inggris SMK di Kabupaten Indragiri Hilir, Provinsi Riau sebagai responden. Penelitian ini menggunakan wawancara semi terstruktur sebagai instrumen pengumpulan data. Hasil analisis menunjukkan bahwa guru memiliki persepsi positif terhadap pembelajaran berbasis proyek. Dapat ditarik kesimpulan bahwa pembelajaran berbasis proyek perlu dilakukan oleh guru di kelas Bahasa Inggris sebagai salah satu model dalam proses belajar mengajar karena berfokus pada siswa.Kata Kunci: Pembelajaran Berbasis Proyek, Persepsi Guru, dan Sekolah Menengah Kejuruan. AbstractProject-based learning is one of the recommended learning models to be used in learning according to the 2013 curriculum. The implementation of the learning process in Vocational High Schools have different characteristics from the implementation of learning in Senior High Schools. Vocational high school teachers must be able to develop learning models that can produce aspects of work skills. One of the most critical problems in teaching and learning English at Vocational High School is teachers’ unwillingness and less creativity to find ways to make learning more creative and fun. To find out what extent students understand about the material that has been taught in the teaching and learning process, the teachers must give assignments to the students. The assignments can be done with the model Project-Based Learning. The aim of this study was to investigate how teachers’ perception about project-based learning. This research conducted in descriptive qualitative design which involved three vocational high school English teachers in Indragiri Hilir Regency, Riau Province as respondents. This research used semi-structured interview as an instrument to collect the data. The result of the analysis showed that teachers have positive perception toward project-based learning. The conclusion can be drawn that project-based learning was needed to do by the teachers in EFL classroom as one of the models in teaching and learning process because its focus on student-centered.Keywords: Project-Based Learning, Teachers’ Perception, and Vocational High School.How to cite (APA Style): Sari, R., Musthafa,B., Yusuf, F.N. (2021).  Persepsi Guru terhadap Pembelajaran Berbasis Proyek di Sekolah Menengah Kejuruan.  Jurnal Penelitian Pendidikan, 21 (2), 2021. 1-11. doi: https://10.17509/jpp.v21i2.36972

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