scholarly journals Instructors’ ideas on the use of code-switching in EFL in Turkey: A case study

2017 ◽  
Vol 7 (1) ◽  
pp. 9-17
Author(s):  
Engin Evrim Onem
Keyword(s):  
Rank Order ◽  
Relevant Literature ◽  
Code Switching ◽  
State Universities ◽  
Future Research ◽  
Efl Teachers ◽  
Language Classrooms ◽  
Foreign Language Instructors ◽  
Teaching Ideas

Abstract   Code switching is a very common phenomenon in EFL language classrooms. The goal of this case study is to find out the possible reasons why EFL instructors employ code switching in ELT classes in Turkey. To achieve this, a brief questionnaire composed of the most common seven reasons mentioned in the relevant literature on code switching in language classrooms was compiled by the researcher and administered to ten EFL teachers working at different state universities in Turkey. The participants were asked to rank order the reasons from the most ideal to the least ideal purpose of employing code switching in classrooms for themselves and were later asked to write the reasons for their choices. It was found that “leaving no confusion about the topic” was the most common reason for the participants and the teachers who prioritized that reason seemed to have similar ideas about employing code switching in EFL. Discussion of the results and implications for future research are presented. Keywords: Code switching, language teaching, ideas about code switching, foreign language instructors.    

Leading for Team Adaptation in Global Virtual Teams

2017 ◽  
pp. 941-952
Author(s):  
Petros Chamakiotis ◽  
Zakia Khan
Keyword(s):  
Virtual Teams ◽  
Financial Services ◽  
Relevant Literature ◽  
Future Research ◽  
Global Virtual Teams ◽  
Significant Evidence ◽  
Exploratory Case Study ◽  
Team Adaptation ◽  
Global Organization

There exists significant evidence in the relevant literature that global virtual teams (GVTs) have become ubiquitous in most sectors and have attracted both scholarly and practitioner interest. Despite this—and the fluid and dynamic character of GVTs—there exist gaps as to what team adaptation looks like in the GVT context and how leadership can be exercised to support it. The chapter presents an exploratory case study with members of GVTs in a global organization in the financial services industry. Drawing on interviews with selected participants, the chapter makes the following contributions: 1) It shows what GVT adaptation looks like, highlighting its heterogeneous character; 2) It identifies challenges GVT members face when trying to adapt; and 3) It explains how leadership can be exercised to support GVT adaptation. Recommendations for practitioners and educators are provided, and implications for future research discussed.

scholarly journals Do Saudi EFL Teachers Promote Creativity in Their Classrooms?

2016 ◽  
Vol 9 (4) ◽  
pp. 11 ◽  
Author(s):  
Abdulaziz Ali Al-Qahtani
Keyword(s):  
Saudi Arabia ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Future Research ◽  
School Students ◽  
Public School Students ◽  
Saudi Students ◽  
Efl Teachers ◽  
Fostering Creativity ◽  
Language Classrooms

<p>Despite the efforts made by the Ministry of Education in Saudi Arabia, there is still much to be done in order to nourish creativity in schools. According to a number of studies, there is an urgent need to reconsider the role of creativity in the current educational programmes because there is an increasing gap between the reality of the classrooms and the expectations that students and others, such as parents, might have. Studies have shown that Saudi public school students lack the necessary creative thinking skills, especially in language classrooms. In fact, as claimed by some researchers, Saudi students’ low level of achievement in English is mainly a result of the approaches and methods practiced in schools that do not promote creativity. The current study explores whether or not EFL teachers promote creativity in their classrooms in Saudi Arabia, while also taking into consideration their own perceptions and attitudes towards this important concept.</p><p>The sample in this study included 45 Saudi EFL teachers and six EFL supervisors. After teachers responded to a creativity questionnaire that explored their attitudes and the extent to which they promote creativity in language classrooms, eight of the teachers and the six EFL supervisors were interviewed. The results revealed that most Saudi EFL teachers put little effort into fostering creativity in their teaching practices. Also, their attitudes towards creativity seem to be divided. The study identified a number of factors as being responsible for these results. They highlight the need to familiarize textbook designers, EFL supervisors, and teachers with the importance of creativity and its various applications. The study concludes with important practical recommendations and suggestions for future research.</p>

scholarly journals The Lexical Approach as Known and Utilized by Thai EFL Teachers

2016 ◽  
Vol 4 (2) ◽  
pp. 17
Author(s):  
Dentisak Dorkchandra
Keyword(s):  
Classroom Practices ◽  
Moderate Level ◽  
State Universities ◽  
Future Research ◽  
Exploratory Research ◽  
North Eastern ◽  
Efl Teachers ◽  
Level Of Knowledge ◽  
Lexical Approach ◽  
Traditional Approaches

<p>This exploratory research was conducted to investigate the knowledge and utilization of the Lexical Approach (LA) of Thai university EFL teachers in the higher educational institutes in the upper North-eastern parts of Thailand. Specifically, it explored to what extent the teachers know about the LA and utilize it in their classroom practices. The samples were 140 EFL teachers selected by convenient sampling from 9 state universities located in 8 provinces in the region. A close-ended questionnaire with a 5-point-Likert scale was used to collect the data which were analyzed using descriptive statistics. The findings showed that the teachers possessed a moderate level of knowledge about the LA and they utilized the LA in terms of exercises and activities also at a moderate level. The findings were discussed in relation to the LA being unpopular in Thailand due to some factors that might hold back the teachers' interest in utilizing the LA exercises and activities, including other traditional approaches embedded in commercial ELT books and some LA exercises and activities as time-consuming and daunting tasks. Pedagogical implications for the use of the LA in EFL classroom practices and recommendations for future research were provided.</p>

scholarly journals The impact of recruitment policies and induction programmes on employee retention : a case study of the Durban Central Fire department in KwaZulu-Natal

2021 ◽  
Author(s):  
◽  
Patience Mutsvairigwa
Keyword(s):  
Significant Relationship ◽  
Quantitative Research ◽  
Employee Retention ◽  
Relevant Literature ◽  
Fire Department ◽  
Future Research ◽  
Chi Square ◽  
Positive Work Relationships ◽  
The Impact

The main aim of the study was to investigate the impact of recruitment policies and induction programmes on employee retention. The Durban Central Fire Station was used as a case study for this investigation. Relevant literature from periodicals, journals, textbooks, theses and dissertations was reviewed. A quantitative research design was adopted for this study through the administration of a pre-coded structured closed-ended questionnaire to the 126 employees at the Durban Central Fire Department. Only 110 of the 126 administered questionnaires were returned. However, of the returned questionnaires, 5 were discarded due to incomplete responses and the final questionnaire returns numbered 105, which resulted in an 83.3% response rate. The data collected from respondents were analysed using the Statistical Package for Social Sciences (SPSS) version 24.0 in order to conduct non-parametric tests for testing the generated hypotheses. In total, 13 hypotheses were formulated for this study’s empirical analysis. Furthermore, the Pearson’s Chi-square and Spearman correlation tests were carried out on the formulated hypotheses to ascertain whether a statistically significant relationship existed between the variables. The study’s notable findings showed that a positive relationship existed between recruitment policies and employee retention, hence recruitment policies do have an impact on employee retention. The findings also showed that a moderately significant relationship existed between induction programmes and employee retention at the Durban Central Fire Department. Based on the findings, the researcher then recommended that the Durban Central Fire department should clarify expectations to its employees, encourage socialisation and positive work relationships, increase the duration of the induction programme and conduct exit interviews. The researcher concluded the study with suggestions for future research.

scholarly journals EFL Teachers' Reflective Teaching, Use of Motivational Strategies, and Their Sense of Efficacy

2017 ◽  
Vol 8 (2) ◽  
pp. 431 ◽  
Author(s):  
Mania Nosratinia ◽  
Zahra Moradi
Keyword(s):  
Rank Order ◽  
Teaching Experience ◽  
Reflective Teaching ◽  
Future Research ◽  
Motivational Strategies ◽  
Sense Of Efficacy ◽  
Years Of Teaching Experience ◽  
Efl Teachers ◽  
Order Coefficient ◽  
The Relationship

The present study aimed at systematically investigating the relationship among EFL teachers' Reflective Teaching (RT), Use of Motivational Strategies (UMS), and Sense of Efficacy (SE). The participants of the study were 194 male and female EFL teachers, between 20 to 30 years of age (Mage = 25) and with 1 to 10 years of teaching experience. The participants were asked to fill out three questionnaires: the RT questionnaire by Akbari, Behzadpour, and Dadvand (2010), the questionnaire of UMS by Cheng and Dörnyei (2007), and the questionnaire of SE by Tschannen-Moran and Woolfolk Hoy (2001). Analyzing the data through running the non-parametric Spearman's rank order coefficient of correlation indicated that there was a significant and positive correlation between RT and UMS, RT and SE, and between UMS and SE. Furthermore, running a multiple regression analysis revealed that RT could more significantly predict the SE among EFL teachers. Regarding the limitations and drawing upon the findings, the article concludes with some pedagogical implications and some avenues for future research.

scholarly journals Adopting versus Adapting a PR Plan: Investigating Why and How Public Relations Plans Must Be Adapted to Specific Publics

2016 ◽  
Vol 11 ◽  
Author(s):  
Paula Bernardino
Keyword(s):  
Public Relations ◽  
Cultural Differences ◽  
Relevant Literature ◽  
Statistical Information ◽  
Future Research ◽  
Media Relations

This case study investigates whether a public relations plan should be adapted or adopted for specific publics, specifically the Quebec market. The author reviewed relevant literature and conducted several interviews, all of which confirmed that Quebec should be treated as a specific public separate from the rest Canada for PR purposes. PR practitioners should take several factors into consideration when adapting plans for Quebec, including media relations, choice of spokesperson or celebrity, and the use of statistical information specific to Quebec, as opposed to statistics that can be generalized to all of Canada. This case study also suggests future research on how cultural differences affect the development of a PR plan and the success of a campaign when adapted to other places.

scholarly journals Code-switching in Iranian Elementary EFL Classrooms: An Exploratory Investigation

2011 ◽  
Vol 4 (1) ◽  
pp. 18 ◽  
Author(s):  
Ehsan Rezvani ◽  
Abbass Rasekh
Keyword(s):  
Foreign Language ◽  
Classroom Interaction ◽  
Systematic Investigation ◽  
Code Switching ◽  
Small Scale ◽  
Teacher Student ◽  
Exploratory Investigation ◽  
Efl Teachers ◽  
Language Classrooms ◽  
Efl Classrooms

This paper presents the results of a small-scale exploratory investigation of code-switching (CS) between English and Farsi by 4 Iranian English foreign language (EFL) teachers in elementary level EFL classrooms in a language school in Isfahan, Iran. Specifically, the present study aimed at exploring the syntactical identification of switches and the functions that the switches served. The data consist of field notes and scripts of audio-recordings of the teachers’ talk collected during classroom observations. The findings suggest that CS is a frequently applied strategy and a valuable resource for bilingual teachers in foreign language classrooms, and its judicious and skillful use can boost the quality of teaching. Moreover, it was found that EFL teachers in this study tended to use the learners’ L1 (i.e., Farsi) to serve a number of pedagogic and social functions, which contributed to better teacher-student classroom interaction. Implications may be drawn for language teacher education programs and for further research on systematic investigation into actual classroom practices.

scholarly journals Pedagogic Code-Switching: A Case Study of the Language Practices of Filipino Teachers in English Language Classrooms

2019 ◽  
Vol 1 (3) ◽  
pp. 115
Author(s):  
Benjamin Baguio Mangila
Keyword(s):  
English Language ◽  
Methodological Approach ◽  
Code Switching ◽  
Language Practices ◽  
Content Acquisition ◽  
Language Classrooms ◽  
English Language Classrooms ◽  
Level Analysis ◽  
Filipino Teachers

This study was conducted to primarily investigate the language practices of two bilingual Filipino teachers in English language classrooms. It made use of the qualitative case study guided by Hymes’ methodological approach of the ethnography of communication. The findings of this study revealed that teachers made use of code-switching in teaching and they code-switched for several pedagogic purposes. In sentential-level analysis, the results showed that several code-switching acts were made by teachers in classroom discourse. Intra-sentential, inter-sentential, and intra-word code-switch types were most commonly used by teachers while extra-sentential code-switch was not used in their classroom discourses. In pedagogic-functional level analysis, the results revealed that the teachers frequently used code-switching mostly for instructional or content acquisition. The findings also showed that teachers sometimes code-switched for reformulation and facilitation but they rarely code-switched for language acquisition and habitual purposes. This study recommended that a similar study be conducted to gather sufficient data on class interactions through utilizing intensive classroom observations to deepen investigation on teachers’ language practices. Furthermore, it also recommended that other methods like interviews could also be done to gather teachers’ viewpoints about when and why they code-switch and their attitudes toward their use of code-switching in second language classrooms.

scholarly journals When Citizens Are Minority: Toward Establishing A Comprehensive Emirati SME Support System

2018 ◽  
Vol 6 (09) ◽  
Author(s):  
Abbas Abdelkarim
Keyword(s):  
United Arab Emirates ◽  
Support System ◽  
Relevant Literature ◽  
Institutional Support ◽  
Gulf Cooperation Council ◽  
Future Research ◽  
Challenges And Opportunities ◽  
Comprehensive Framework ◽  
Empirical Framework

This paper endeavours to contribute to developing a comprehensive framework of institutional support system in a situation where citizens and citizen-owned SMEs form a minority in their own country. This is significant because it is not confined only to the case study of this Paper, (United Arab Emirates), but is prevalent in all countries of Gulf Cooperation Council. Examining the current situation of Emirati-owned SME reveals many challenges and opportunities.  After developing an empirical framework for SME support and providing analysis of the Emirati SME scene, the paper uses the benchmarking approach (and Singapore has been selected for this purpose), and refers to other relevant literature, to discuss and develop constituents of the proposed support system. It concludes that Emirati SME support system may not be sustainable if not linked to a broader strategy for the development of the country’s entire SME sector. Such a strategy, which the paper has not extended into, remains to be an area for future research.

11. TEACHERS' USES OF THE TARGET AND FIRST LANGUAGES IN SECOND AND FOREIGN LANGUAGE CLASSROOMS

2002 ◽  
Vol 22 ◽  
pp. 204-218 ◽  
Author(s):  
Miles Turnbull ◽  
Katy Arnett
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Student Motivation ◽  
Code Switching ◽  
Empirical Literature ◽  
Future Research ◽  
Self Reports ◽  
First Languages ◽  
Language Classrooms ◽  
Beliefs And Attitudes

This chapter reviews recent theoretical and empirical literature regarding teachers' uses of the target (TL) and first (L1) languages in second (SL) and foreign (FL) language classrooms. Theoretically, the article explores several issues related to teachers' use of the L1 and the TL in the classroom: exposure to TL input, student motivation, cognitive considerations, code-switching, and appropriate teacher use of the L1. A review of recent discourse analysis studies examines how much, when, and why FL and SL teachers use the L1 and TL in their pedagogy. The article also presents findings from studies that have considered teachers' self-reports and teachers' and learners' beliefs and attitudes regarding the use of the L1 and the TL in FL and SL classrooms. The paper concludes with recommendations for future research.

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