scholarly journals Challenges for Professional Development of Malaysian ESL Teachers

2019 ◽  
Author(s):  
Ruzana Omar ◽  
Radzuwan Ab. Rashid2
Keyword(s):  
Professional Development ◽  
Primary School ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Esl Teachers ◽  
Part Time ◽  
English Language Teachers

The paper aims to provide insights into the current understanding of the challenges faced by in-serviced primary school ESL teachers in completing their degree on a part-time basis. In relation to the government’s effort to improve the quality of primary education, many English language teachers have enrolled in the ‘Teacher’s First-degree program’ offered by the Ministry of Education. The participants of the program, somehow, face a number of challenges. As adult learners, the ESL teachers need to follow in doing the degree part time as all of them are full time teachers and teaching in different schools. Sociocultural theory of Lev Vygotsky provided the theoretical framework for this case study. This qualitative study explored the experiences of five in-service primary school English language teachers who were involved in the program. Semi-structured interviews were carried out to identify the challenges faced by the teachers in completing a primary school teacher’s first-degree program organized by the Ministry of Education (MOE). The main data generated from semi-structured interviews was analysed using thematic analysis approach. The findings revealed that job commitments, family commitments, health mental issue and time management are the main challenges faced by them. Exploring in-service primary school English teachers challenges in furthering their studies part-timely might give the Ministry of Education (MOE) consideration in understanding of language teachers’ selves and needs while pursuing their first degree. This research might also be helpful to investigate the current practices of the professional development of primary school English teachers in Malaysia.

scholarly journals Problems of Female Preservice Kuwaiti English Language Teachers During the Practicum Course

2021 ◽  
Vol 3 (13) ◽  
pp. 01-07
Author(s):  
Ahmad F. Alnwaiem ◽  
Abdullah M. Alazemi
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Basic Education ◽  
Language Teachers ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Female Teachers ◽  
College Of Basic Education ◽  
Special Cases ◽  
English Language Teachers

Knowledge of pre-service teachers' difficulties and the obstacles they face during their practicum is supremely important to designing and implementing a successful field experience. Based on this, the current study explored and discussed the most frequent problems that Kuwaiti English language pre-service teachers face during their practicum course. The purpose of this research is to learn more about the challenges and obstacles that female pre-service Kuwaiti English language teachers (n = 45) may experience throughout their practicum period. To achieve the intended outcomes, the study used a qualitative approach. Semi-structured interviews were conducted with female pre-service English language teachers at the college of Basic Education in Kuwait. The College of Basic Education plays a key role in providing qualified female teachers to the Ministry of Education through a training program that prepares potential English instructors to fulfil the career requirements of English instructors. According to the findings of the research, different issues have been aroused by the participants as they have complained about some aspects of the practicum course, including preparing lesson plans and workload, relationship with colleagues in the department, classroom management (especially dealing with students who have special cases), and academic supervisors. Interpretations of the results and recommendations are discussed in relation to the context of the study.

scholarly journals A STUDY ON MALAYSIAN ENGLISH LANGUAGE TEACHERS’ READING HABITS: TYPES OF MATERIALS READ AND RATE OF EXTENSIVE READING

2020 ◽  
Vol 3 (10) ◽  
pp. 18-34
Author(s):  
Sharmila Appa Rwoo ◽  
Fong Peng Chew ◽  
Huzaina Abdul Halim
Keyword(s):  
English Language ◽  
Reading Programs ◽  
Language Teachers ◽  
Depth Information ◽  
Ministry Of Education ◽  
Extensive Reading ◽  
Reading Habits ◽  
Esl Teachers ◽  
Reading Materials ◽  
English Language Teachers

This study is carried out with the purpose of gaining more in-depth information in regard to the reading habits of 210 English Language (EL) teachers in the district of Klang, Selangor. A convenient sampling method is used to choose the respondents while data are gathered with a survey questionnaire. The first aim of this study is to study the types of materials read by ESL teachers. Secondly, it aims to identify the rate of extensive reading among these teachers. The results show that ESL teachers read mostly light reading materials online and shun heavy materials. The researcher also discovered that the rates of extensive reading among ESL teachers are average to high. Therefore, the Ministry of Education could implement nationwide reading programs and teachers should take the initiative to read more.

scholarly journals PRIMARY ENGLISH LANGUAGE TEACHERS’ ENGAGEMENT IN PROFESSIONAL DEVELOPMENT

2019 ◽  
Vol 35 (1) ◽  
Author(s):  
Nguyen Thi Thom Thom ◽  
Pham Thi Thanh Thuy
Keyword(s):  
Professional Development ◽  
Mixed Methods Research ◽  
English Language ◽  
Language Teachers ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Efl Teacher ◽  
English Language Teachers ◽  
Teachers Professional Development ◽  
The Impact

Teachers’ professional development (PD) is viewed as the center of educational reforms in many countries, and this topic has been widely researched by scholars such as Avalos (2011), Darling-Hammond & McLaughlin (2011), Le (2002), and Whitehouse (2011). However, primary English language teachers (PELTers)’ PD has been under-researched in Vietnamese contexts. This paper outlines a project researching PELTers’ PD in a period of ongoing educational transformation, initiated by the National Foreign Languages Project. The authors highlight a ‘mixed methods’ research design with data collected from 68 surveys and five individual semi-structured interviews in a province in North Vietnam. Both the impact of language policy on Vietnamese PELTers' PD and their responses to top-down PD requirements and provision are under investigation. Some initial findings are (i) PELTers' rationales for PD; (ii) their engagement in PD forms and topics; (iii) benefits of PD; (iv)their PD need areas; and (v) factors affecting PD engagement. PELTers' suggestions for improving PD in their contexts are also discussed. This paper offers significant insights for EFL researchers, policy-makers, EFL teacher training institutions and other educators.

scholarly journals Perspectives of Using Interactive Slides in ESL Classroom among Primary School English Language Teachers in Pasir Gudang

2019 ◽  
Vol 8 (5C) ◽  
pp. 1208-1217
Keyword(s):  
Primary School ◽  
English Language ◽  
Descriptive Analysis ◽  
Language Teachers ◽  
Analysis Method ◽  
Structured Interviews ◽  
School Teachers ◽  
Primary School Teachers ◽  
English Language Teachers ◽  
Esl Classroom

In technological society, technology plays a crucial role as an integral part of teaching. This research aimed to know teachers’ perspective of using interactive slides in ESL classroom. The population of this research comprises national primary school teachers from Pasir Gudang district. A total of 179 respondents participated in this research. This calculation on the number of respondents was based on Krejcie and Morgan’s (1970) table. The data were gathered via questionnaires and semi-structure interviews. The gathered data were analysed using descriptive analysis method in terms of frequency, percentage, mean and standard deviation. The researchers conducted saturated semi-structured interviews to support the findings through questionnaires. The findings of the research revealed that Interactive Slide (IS) is effective to use in the ESL classroom. The study also showed the challenges faced by teachers in using IS. The implication of this research suggested that schools should provide adequate facilities in encouraging teachers to use IS in ESL classrooms and organise activities or programs for teachers to enhance their IS skills. In future researches, it is recommended to widen the population of respondents to other districts or states.

scholarly journals Perspectives of using Interactive Slides in ESL Classroom among Primary School English Language Teachers in Pasir Gudang

2019 ◽  
Vol 8 (3S2) ◽  
pp. 906-912
Keyword(s):  
Primary School ◽  
English Language ◽  
Descriptive Analysis ◽  
Language Teachers ◽  
Analysis Method ◽  
Structured Interviews ◽  
School Teachers ◽  
Primary School Teachers ◽  
English Language Teachers ◽  
Esl Classroom

In technological society, technology plays a crucial role as an integral part of teaching. This research aimed to know teachers’ perspective of using interactive slides in ESL classroom. The population of this research comprises national primary school teachers from Pasir Gudang district. A total of 179 respondents participated in this research. This calculation on the number of respondents was based on Krejcie and Morgan’s (1970) table. The data were gathered via questionnaires and semi-structure interviews. The gathered data were analysed using descriptive analysis method in terms of frequency, percentage, mean and standard deviation. The researchers conducted saturated semi-structured interviews to support the findings through questionnaires. The findings of the research revealed that Interactive Slide (IS) is effective to use in the ESL classroom. The study also showed the challenges faced by teachers in using IS. The implication of this research suggested that schools should provide adequate facilities in encouraging teachers to use IS in ESL classrooms and organise activities or programs for teachers to enhance their IS skills. In future researches, it is recommended to widen the population of respondents to other districts or states

scholarly journals The Effects of Needs- Based Continuous Professional Development Practice on Teachers ‟ Perception of CPD: Primary Schools English Language Teachers in Focus

2021 ◽  
Vol 5 (8) ◽  
pp. 20-39
Author(s):  
Endelibu Goa
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
English Language Teachers

This study was an attempt to examine the effects of needs- based Continuous Professional Development (CPD) practices on English language teachers’ perceptions. More specifically, the study addressed the following research questions: (1) What CPD activities do ELT teachers need to practice currently? (2)Is there a significant change in EFL teachers’ perceptions following in an intervention design to increase their perceptions about CPD practices? This research work was mainly experimental in design. The purpose of the experiment was to examine the effects of needsbased CPD practices on English language teachers’ perceptions. Pre-test and post-test measures were analyzed using a t-test statistical procedure. In addition, questionnaire, interviews, and FGDs were employed in order to obtain data required for the study. The data gathered through different instruments were subjected to both quantitative and qualitative analysis. The study involved five primary schools in Arba Minch. Fifty-two, randomly selected teachers were filled the pre-test and post-test questionnaire. Moreover, 10 teachers from each primary school were randomly selected for interview. Besides, 12 teachers from each primary school were involved in the FGDs in order to gather the necessary data for this study. Different sources were referred for the preparation of the training materials. The effects of need-based CPD practices on teachers’ perception were examined through the pre-test and the post-test. The results of the pre-test showed that there was no significant difference in the teachers’ perception before and after the experiment. The results of the post-test showed that there was a significant difference before and after the experiment in teachers’ perception (P<0.05). On the basis of the findings of the study, it was concluded that need-based CPD practice could have a great value in improving perception. Based on this, conclusions and recommendations were made.

scholarly journals English language assessment in Malaysia: Teachers’ practices in test preparation

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Looi Chin Ch'ng
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Classroom Teaching ◽  
Assessment Practices ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Assessment Guidelines ◽  
English Language Teachers

In the context of English language teaching, many studies that claimed to investigate teachers’ assessment practices were actually exploring their perceptions and belief with little reference to what they were practising in schools. The need to address such a limitation has prompted this study to examine the current formal assessment practices of English language teachers in lower secondary schools. Specifically, this paper reports how the teachers prepare the formal assessments. Extensive structured interviews were conducted with 72 teachers from 24 schools in Kuching division, Sarawak. Relevant documents such as test papers and assessment guidelines were also collected for further analysis. The findings from this study revealed that a majority of the teachers conducted formal assessments mainly due to the requirements of the school and ministry while following pre-determined steps in preparing a test. Furthermore, the findings also revealed teachers’ reliance on commercial reference books in constructing exam questions and sample answers. The outcome of the study provides an insight on the nature of English language teachers’ assessment practices in relation to the classroom teaching and learning at the secondary level.This could help inform the Ministry of Education in providing necessary support for the teachers particularly assessment practices in ESL context as well as in formulating a better assessment policy for schools.

scholarly journals Malaysian English language teachers’ satisfaction level of their professional development

2019 ◽  
Vol 1 (1) ◽  
pp. 49
Author(s):  
Muhammad Kamarul Kabilan
Keyword(s):  
Professional Development ◽  
English Language ◽  
Primary Teachers ◽  
Language Teachers ◽  
Ministry Of Education ◽  
State Education ◽  
Level Of Satisfaction ◽  
English Language Teachers ◽  
Pedagogical Knowledge And Skills ◽  
Respective State

Professional development is an integral aspect of a teacher’s professional life. Effective professional development activities enable teachers, among others, to update and enhance their pedagogical knowledge and skills, and allow teachers to be creative and critical in their teaching approach. But the question is, to what extent the professional development activities and programmes satisfy the teachers’ needs? This nationwide study aims to determine and identify the level of the Malaysian English language teachers’ level of satisfaction of their professional development – whether English language teachers are satisfied with the professional development experiences and opportunities that are provided by the Ministry of Education and the respective State Education Departments. Schools were randomly chosen and the questionnaires were mailed to the headmasters and principals of the schools to be distributed to all English teachers. A total of 2586 (1038 secondary teachers and 1548 primary teachers) questionnaires were received from teachers all over Malaysia. This paper will highlight and discuss the main findings, and provide some critical implications and suggestions in terms of teacher education and planning and implementation of future professional development activities. 

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