scholarly journals Indonesian Teachers’ Perceived Technology Literacy for Enabling Technology-Enhanced English Instruction

2021 ◽  
Vol 6 ◽  
pp. 18-35
Author(s):  
Eugenie Mainake ◽  
Shannon M McCrocklin
Keyword(s):  
High Schools ◽  
Language Learning ◽  
Technology Use ◽  
School Facilities ◽  
Technology Literacy ◽  
Teacher Preparedness ◽  
Public High Schools ◽  
Structured Interviews ◽  
Ongoing Training ◽  
Efl Teachers

Today, technology plays a pivotal role in language teaching and many teachers are expected to integrate technology into their instruction. Although studies have shown positive results from the incorporation of technology into language learning, many studies have also raised concerns about lack of teacher preparedness to teach with technology. Grounded in the TPACK Framework developed by Koehler and Mishra (2006), the present study examines teachers’ technology literacy for supporting technology-enhanced English as a Foreign Language (EFL) instruction in Maluku, Eastern Indonesia. The participants (n=43) were EFL teachers at public high schools and vocational high schools in Maluku. The data were collected using an online TPACK questionnaire (Schmidt et al. 2009) and semi-structured interviews with EFL teachers. The findings showed teachers’ awareness of the significance of technology use in their EFL instruction. Teachers acknowledged a handful of tools already deployed to improve English skills inside and beyond classrooms, but noted needs for effective CALL enactment, such as continued training and accessible technologies. Based on the findings, recommendations include the provision of training modules for ongoing training of in-service teachers and improved school facilities.

scholarly journals English Language Learning Demotivating Factors for Saudi High School EFL Students

2021 ◽  
Vol 14 (8) ◽  
pp. 29
Author(s):  
Raneem Alyousif ◽  
Zainab Alsuhaibani
Keyword(s):  
High School ◽  
Public Schools ◽  
Language Learning ◽  
Technology Use ◽  
Extrinsic Motivation ◽  
English Language ◽  
Collaborative Work ◽  
Language Teachers ◽  
Structured Interviews ◽  
Efl Students

Demotivating factors are one of the sources that can reduce students’ motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students’ motivation from teachers’ perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-structured interviews with students and teachers. The results revealed that subject- related and teacher-related demotivating factors were the most reported demotivating factors for Saudi high school EFL students. The results also showed that lack of interesting topics, lack of activities for practicing English, overemphasis on grammar, and incompetence of teachers were the most demotivating factors for EFL students toward English learning. Moreover, several recommendations for promoting students’ motivation have been suggested by teachers such as technology use, extrinsic motivation and encouragement, and competitive and collaborative work. 

scholarly journals Factors Affecting Technology Integration in EFL Classrooms: The Case of Kuwaiti Government Primary Schools

2020 ◽  
Vol 9 (4) ◽  
pp. 10
Author(s):  
Maha Bader Alghasab ◽  
Anaam Alfadley ◽  
Amel M. Aladwani
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Parental Support ◽  
Primary Schools ◽  
Computer Assisted ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Use Of Technology ◽  
Positive Attitudes ◽  
Efl Teachers

Previous Computer Assisted Language Learning (CALL) research has shown that technology is beneficial for promoting language learning, but some teachers neither use technology as an assisted tool nor integrate it into their language classrooms. It has also been argued that the integration of technology has been unsuccessful in Kuwait. This study aims to explore the factors influencing teachers’ use of technology in English as a foreign language (EFL) classroom in Kuwaiti government primary schools. More specifically, it aims to highlight factors promoting and hindering EFL teachers’ use of technology. For the purpose of this study, 55 questionnaire responses were collected from different primary school teachers in Kuwait, followed up with 15 semi-structured interviews. The study findings show that Kuwaiti primary school EFL teachers who participated in the current study demonstrated positive attitudes towards using technology and acknowledged the implementation of some cutting-edge technologies in their classrooms. Enhancing students’ language learning, innovation and school support were the main factors that encouraged the participating teachers to use technology. Other factors hindered the use of technology; particularly those related to lack of parental support, personal expenses and health problems, teachers’ lack of skills and training, poor classroom infrastructure, and time constraints/workload. The findings also reveal that the lack of professional development training workshops provided by the Ministry of Education led the Kuwaiti teachers to rely more on informal training in which they worked and learnt together with their colleagues in small sub-groups to improve their use of technology. The study findings have implications for policymakers and other stakeholders intending to integrate technology in Kuwaiti primary schools.

Student-engaged Viewpoint on Technology in Learning English in Zanjan Public High Schools

2016 ◽  
Vol 6 (4) ◽  
pp. 854
Author(s):  
Siros Izadpanah ◽  
Mansooreh Alavi
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Language Learning ◽  
Learning Process ◽  
Technology Use ◽  
Quantitative Research ◽  
Computer Assisted ◽  
School Students ◽  
Validated Questionnaire

The purpose of this study was to investigate Iranian high school EFL students’ viewpoint of technology in general and CALL (computer-assisted language learning) in particular on their learning process of English. In order to collect data, a quantitative research design was applied. The quantitative data was collected through a validated questionnaire, CALL attitude instrument (CALLAI). The questionnaire was distributed in two different high schools (one male and one female high school) in Zanjan. Participants were 340 high school students who filled in CALLAI questionnaire. The data of the questionnaire was analyzed using Statistical Packages for Social Sciences (SPSS) Version 20. Descriptive statistics including frequencies and percentages were used to analyze questionnaire items. In addition, Independent Samples Tests were applied to measure difference of attitudes by gender. Findings revealed that high school students hold positive attitude toward computer technology use in their learning process. Additionally, it was found that gender does not influence attitude of students.

scholarly journals High School EFL Teachers’ Perception of the Use of Pictures in Pre-Reading Stage

2021 ◽  
pp. 267-284
Author(s):  
Nguyen Thi Yen Phuong ◽  
Nguyen Huynh Trang
Keyword(s):  
High School ◽  
High Schools ◽  
Qualitative Methods ◽  
Mekong Delta ◽  
Descriptive Study ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Quantitative And Qualitative Methods

This descriptive study aims to investigate EFL teachers’ perceptions toward the use of pictures in pre-reading stage as well as the role and the possible difficulties of using picture in pre-reading stage that they may gain. The current study adopted both quantitative and qualitative methods to collect the data via questionnaire and semi-structured interviews with the participation of 30 teachers in different high schools in the Mekong Delta, Vietnam and six out of the teachers were invited to participate in the interviews. There are some main following findings. First, EFL teachers highly appreciated about the role of pictures in pre-reading stage. Second, the participants revealed there were some possible difficulties that prevent English teachers from using pictures in pre-reading stage.

scholarly journals EFL Teachers’ Evaluation and Adaptation of the Reading Lessons in the Piloted Tieng Anh 12

2021 ◽  
pp. 325-338
Author(s):  
Nguyen Thi My Nga ◽  
Do Minh Hung
Keyword(s):  
High Schools ◽  
Teaching Practices ◽  
Qualitative Data ◽  
Mekong Delta ◽  
Descriptive Study ◽  
Structured Interviews ◽  
Efl Teachers

This descriptive study aims to investigate how EFL teachers evaluate reading lessons in the piloted Tieng Anh 12 and how they make adaptations in their teaching practices. The current study was conducted with the participation of 62 teachers in different high schools in the Mekong Delta, Vietnam. Quantitative and qualitative data were collected via questionnaire and semi-structured interviews. There are some main following findings. First, EFL teachers highly appreciated the reading lessons in the piloted Tieng Anh 12 in relation to goals, topics, authenticity, skills, tasks and vocabulary. Second, the participants revealed there were some weaknesses in reading lessons needed to be considered. Thirdly, EFL teachers shared their adaptations for weaknesses of the reading lessons by using some adaptation techniques such as deleting, modifying, replacing and simplifying.

scholarly journals EFL teachers� beliefs and practices about digital learning of English

2020 ◽  
Vol 5 (2) ◽  
pp. 304
Author(s):  
Arif Nugroho ◽  
Ira Mutiaraningrum
Keyword(s):  
Technology Use ◽  
English Language ◽  
Structured Interview ◽  
English Language Teaching ◽  
Digital Learning ◽  
Structured Interviews ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Teachers Professional Development

The last two decades have been the witness of many studies reporting the disparity between EFL teachers� beliefs and practices in technology integration around the world. Notwithstanding the enormous studies on EFL teachers� beliefs and perceptions of digital technology use for language classroom, the literature has still been silent on the relation between Indonesian EFL teachers� beliefs and practices. The present study thus sheds some light on 15 EFL teachers� beliefs and practices about digital learning of English in Indonesia. Drawing on data from the written reflections and semi-structured interviews, the findings revealed that these EFL teachers were well equipped with the importance and objective of teaching English by means of digital devices, but appeared hesitant and lacked of preparation in their teaching practices. The semi-structured interview further depicted that their unconfident and lack of preparation was not only a result of inadequate training but also of limited resources and digital facilitation. The institutional supports influenced by environmental readiness also affected their efficacy for digital learning of English. The findings contribute to the realm of English language teaching with regards to offering literature of EFL teachers� professional development.

scholarly journals Vietnamese University EFL Teachers’ Reported and Classroom Practices in Teaching Listening

2021 ◽  
pp. 10-26
Author(s):  
Ly Thanh Danh ◽  
Nguyen Hai Quan
Keyword(s):  
Language Learning ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Teaching Practice ◽  
Study Data ◽  
Central Position ◽  
Structured Interviews ◽  
Listening Skill ◽  
Efl Teachers

This study explored Vietnamese university EFL teachers’ perceptions of the importance of listening skill and their reported and classroom practice in listening instruction. The exploration of the teachers’ teaching practice was centered among three aspects including listening subject matter contents, listening lesson design, and the activities they employed for listening lessons. Six lecturers who taught listening skill to English-majored undergraduates at a university in Vietnam participated in the study. Data were collected via semi-structured interviews and classroom observations. Findings from the study showed that the teachers had an intense awareness of listening skill as a crucial input source for language learning whereas the position of listening as a macro-language skill seemed to be downplayed. In both reported and classroom practices, vocabulary, topical knowledge, and listening strategies were found to occupy a central position as teaching content. In designing lessons, the teachers appeared to align more with the “comprehension” or “product-oriented” approach which further bears a resemblance to the presentation, practice, and production (PPP) model with some updated features. The teachers were also found to share a common group of instructional activities in each of the three lesson stages. These findings provide important bases for future endeavors to further improve the effectiveness in teaching and learning the listening skill at the tertiary level.

scholarly journals EFL Teachers' Perceptions of the Significance of “Four Cs” and Their Suggestions to Enhance “Four Cs” for High School EFL Students in Vietnam

2021 ◽  
pp. 134-162
Author(s):  
Vuong Thi Huyen Tran
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Structured Interviews ◽  
School Students ◽  
Main Research ◽  
Teachers Perceptions ◽  
Future Success ◽  
Efl Teachers ◽  
Efl Students

The 21st century learning and innovation skills, known as “Four Cs” (4Cs) for a short term have long been highly appreciated for their incontrovertibly enormous benefits for the learners’ future success in the process of perceiving knowledge and the accumulation of these four important skills of the 21stcentury. There have been numerous studies about “four Cs” worldwide so far, but little research on this topic has been conducted in Vietnam. This research aims at investigating high school EFL teachers’ perceptions about the significance of “Four Cs” for high school students, exploring their proposals which aim at developing these four skills for high school students. The official participants in the study were 50 high school EFL teachers teaching English from various high schools in An Giang Province. Among those participants, 9 EFL high school teachers took part in semi-structured interviews related to the theme. With a descriptive approach and a method of qualitative research, structured questionnaire and semi-structured interviews which were employed were regarded as two main research instruments. In general, the findings of this study revealed that EFL teachers in high schools in An Giang Province had been highly aware of the important role of “Four Cs” for high school students, and the findings also explored their recommendations to enhance “Four Cs” for high school students in An Giang Province in Vietnam. From the findings, the study suggested some implications to boost “Four Cs” for EFL students. Finally, the limitations and the suggestions for further research were also discussed.

scholarly journals TEACHERS’ PERCEPTIONS OF SCAFFOLDING EFL STUDENTS’ READING COMPREHENSION AT HIGH SCHOOLS IN THE MEKONG DELTA, VIETNAM

2021 ◽  
Vol 6 (5) ◽  
Author(s):  
Chau Ngoc Tran ◽  
Huan Buu Nguyen
Keyword(s):  
Reading Comprehension ◽  
High Schools ◽  
Academic Success ◽  
Language Learning ◽  
Reading Instruction ◽  
Mekong Delta ◽  
Learning Context ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Students

Scaffolding has held great appeal for teachers of English as a foreign language (EFL) and scholars in helping students take greater responsibility or ownership in their language learning and reach academic success. However, little is known about how teachers perceived this type of support as improving students’ reading comprehension in English within the teaching and learning context in Vietnam high schools. This paper therefore reports a descriptive study that explored teachers’ perceptions of scaffolding EFL students’ reading comprehension at high schools in the Mekong Delta, Vietnam. Questionnaires and semi-structured interviews were employed to collect data from seventy-nine high school teachers. The findings provide insightful views into teachers’ perceptions about scaffolding students’ reading comprehension. The findings also reveal how teachers experienced varying degrees of their perceptions of scaffolding and challenges while delivering their scaffolding practices in reading instruction. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0890/a.php" alt="Hit counter" /></p>

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