scholarly journals Vocational High School Teachers' Beliefs on Teaching Speaking Skills in English as a Foreign Language

2020 ◽  
Vol 20 (3) ◽  
pp. 335-346
Author(s):  
Khairunnisa Khairunnisa ◽  
Dadang Sudana ◽  
Rojab Siti Rodliyah
Keyword(s):  
Foreign Language ◽  
High School Teachers ◽  
Teaching Strategy ◽  
Vocational High School ◽  
School Teachers ◽  
Beliefs And Practices ◽  
Study Results ◽  
Teachers Beliefs ◽  
English Speaking

Before improving and developing the best method for teaching speaking in vocational schools, teachers' beliefs and beliefs should be unpacked to know how far the understanding of them. This article presents a case study that examined vocational school teachers' beliefs and practices to do teach as a foreign language, especially speaking comprehension. Based on the case study, four teachers were asked to fill the questionnaire to get the information about their beliefs; forty students were confirming the practices of those beliefs in the classroom through questionnaires. Findings unfolded English teachers' views related to their roles, the students' positions, the effective English speaking teaching, the language used in the classroom, and the goals of teaching speaking. Based on the students' statement, the convergence of educators' beliefs to practices arrived at half of the teachers. The study results give teachers implications for constructing valid thoughts and provides an overview for stakeholders to decide an efficient teaching strategy.

scholarly journals Oral Corrective Feedback: Investigating Kurdish High School Teachers’ Beliefs and Practices

2018 ◽  
Vol 8 (6) ◽  
pp. 115
Author(s):  
Yaseen Alzeebaree ◽  
Hussein Ali Ahmed ◽  
Idrees Ali Hasan
Keyword(s):  
Foreign Language ◽  
High School Teachers ◽  
Classroom Practices ◽  
Corrective Feedback ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Oral Corrective Feedback ◽  
Almost All ◽  
Academic Qualifications ◽  
The Relationship

The current research explores the relationship between the beliefs and the actual classroom practices of the Kurdish teachers of English as a foreign language (EFL) regarding oral corrective feedback (OCF). To collect the data required, a questionnaire was administered to 8 Kurdish teachers of EFL of different academic qualifications from three different schools, and likewise a 5-hour audio-recorded classroom observation was carried out with the same sample. The findings revealed that almost all teachers’ beliefs were identical with their actual practices with regard to who should provide OCF. In contrast, there was a discrepancy between their stated beliefs and practices in classroom regarding the timing of OCF, how to provide OCF and which types of errors to correct. The teachers highlighted the importance and the effectiveness of providing corrective feedback in EFL settings.

scholarly journals ENGLISH TEACHERS’ QUESTIONS IN A VIETNAMESE HIGH SCHOOL READING CLASSROOM

2018 ◽  
Vol 4 (2) ◽  
pp. 129-154
Author(s):  
Yen Hoang Phuong ◽  
Lam Giang Thi Nguyen
Keyword(s):  
High School ◽  
Critical Thinking ◽  
High School Teachers ◽  
Cognitive Domain ◽  
School Teachers ◽  
Current Case ◽  
Classroom Activities ◽  
High School Reading ◽  
Study Results

Recently, developing students’ thinking, especially critical thinking (CT), has become a hot issue. Critical thinking has been claimed to have an important impact on learners’ reading comprehension because it can help them analyze, evaluate, construct their thinking, solving problems and reasoning (Ennis, 1989). However, the extent that teachers’ classroom activities contribute to developing students’ critical thinking has rarely been researched. The current case study was conducted with six EFL high school teachers and 10 reading lessons in Vietnam to explore the teachers’ use of questions and to analyze if these questions could facilitate the students’ critical thinking. Classroom observations and the cognitive domain of Bloom’s taxonomy were adapted as the research instruments. The study results reveal common types of questions are often used by high school teachers in their reading lessons. Suggestions are made on types of questions that teachers should function more in their class in order to enhance students’ critical thinking.

scholarly journals Teaching Writing in Vietnam’s Secondary and High Schools

2021 ◽  
Vol 11 (10) ◽  
pp. 632
Author(s):  
Vu Phi Ho Pham ◽  
Minh Hoa Truong
Keyword(s):  
High School ◽  
High Schools ◽  
Writing Instruction ◽  
High School Teachers ◽  
Teaching Writing ◽  
School Teachers ◽  
Efl Writing ◽  
Beliefs And Practices ◽  
Study Results ◽  
Efl Writing Instruction

The current study adopted features of a survey research design to examine the EFL high school teachers’ beliefs about writing and its teaching, their actual classroom practices, and the interplays between their beliefs and practices in the realm of EFL writing instruction. A sample of seventy-six EFL teachers from the eight selected high schools situated in Ho Chi Minh City was recruited for the current survey. The beliefs and practices of EFL writing instruction of these studied teachers were elicited through a thirty-nine-item questionnaire, which was qualitatively analyzed by SPSS 20.0. The study results showed that most of the participants held different views/orientations about writing skills and teaching writing, consisting of form-based, cognitive process-based, functional social-based, and interactive social-based views; nevertheless, the form-based orientation was still most dominant in their beliefs. On the contrary, in practice, most high school teachers followed the product approach, which underlies form-based orientation in lieu of different approaches, explicitly interpreting the writing section’s low results in the Vietnamese National GCSE examination in recent years.

scholarly journals Teachers’ Beliefs and Perceptions of Code Switching in English as Foreign Language Classroom

2018 ◽  
Vol 42 ◽  
pp. 00034 ◽  
Author(s):  
Sondang Pondan Perlindungan Leoanak ◽  
Bonik Kurniati Amalo
Keyword(s):  
Foreign Language ◽  
High School Teachers ◽  
Teaching And Learning ◽  
Code Switching ◽  
Teaching English ◽  
School Teachers ◽  
English As Foreign Language ◽  
Teachers Beliefs ◽  
Language Classroom ◽  
Efl Teachers

In Indonesia, the use of only English as a medium of instruction in English as a Foreign Language (EFL) classroom is highly demanded. The present study investigates how code-switching is perceived by High School teachers in Kupang city, East Nusa Tenggara province, Indonesia, in teaching English. Specifically, it aims to find out the teachers’ beliefs and perceptions towards the use of Indonesian language (L1) as their pedagogical instrument in teaching English in EFL classrooms. To achieve that goal, 40 EFL teachers were asked to give their responses to a 24-item of questionnaire which focused on teachers’ roles and beliefs of code-switching applied in the EFL classroom. After analyzing the data, it was found that the teachers applied code-switching to serve pedagogical aims and to facilitate the EFL teaching and learning process. As a result, they used code-switching when explaining difficult words, encourage students’ participation and managing and organizing the classroom. Another finding was that, the teachers also believed that, the advantages in applying code-switching exaggerated the disadvantages in ELF classroom.

Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction

2021 ◽  
pp. 136216882110576
Author(s):  
Xiaolong Cheng ◽  
Lawrence Jun Zhang ◽  
Qiaozhen Yan
Keyword(s):  
Foreign Language ◽  
Comprehensive Approach ◽  
Written Feedback ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Writing Teachers ◽  
Efl Writing ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Feedback Strategies

As an important instructional affordance, teacher written feedback is widely used in second language (L2) writing contexts. While copious evidence has shown that such a pedagogical practice can facilitate L2 learners’ writing performance, especially their writing accuracy, little is known about how novice writing teachers conceptualize and enact written feedback in contexts of English as a foreign language (EFL). To fill this gap, we examined four novice writing teachers’ espoused written feedback beliefs and their actual practices in Chinese tertiary EFL writing classrooms. Based on data from semi-structured interviews and students’ writing samples, we found that they adopted a comprehensive approach to feedback provision, and were most concerned with errors in language, particularly grammar when providing feedback. These teachers almost reached a consensus in their beliefs about feedback scope and feedback focus, but they held varying beliefs about feedback strategies. Additionally, this study revealed the complexity of belief-practice relationships, in terms of the coexistence of consistencies and inconsistencies. Specifically, these teachers’ beliefs paralleled their practices in feedback scope, but their beliefs and practices mismatched with regard to feedback focus and feedback strategies. This article concludes with a discussion of the important pedagogical implications.

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