Jordanian EFL Teachers' Perceptions of the Appropriateness of Action Pack Textbooks

2006 ◽  
Vol 151 ◽  
pp. 33-56
Author(s):  
Ali Ahmad Al-Barakat ◽  
Ruba Fahmi Bataineh ◽  
Samih Mahmoud Al-Karasneh ◽  
Rula Fahmi Bataineh
Keyword(s):  
Public Schools ◽  
Developmentally Appropriate ◽  
Structured Interview ◽  
Instructional Materials ◽  
Teachers Perceptions ◽  
Textbook Series ◽  
Assessment Tasks ◽  
Wide Range ◽  
Efl Teachers ◽  
Age Appropriate

This study investigates the appropriateness of the Action Pack Textbook Series (APTS) currently taught in the first four primary stage classes in Jordanian public schools. An evaluation checklist, compiled from the literature, and a semi-structured interview were used to evaluate the content, layout, assessment tasks, teacher's book and the availability of supplementary materials. The findings support the following conclusions: Poor ratings were minimal; APTS is adaptable to the needs of both teachers and pupils and provides a broad range of resources that can be selectively integrated into the curriculum; APTS contains modes of instruction that are developmentally appropriate for a wide range of learners; APTS instructional materials are interesting, engaging and effective for the target learners; the format of the teacher's book is easy to follow, the directions for implementing activities are clear, and the teacher's book itself is flexible and allows teachers to choose from a variety of activities to use with their pupils; for the most part, non-text materials are used appropriately to promote learning; and, overall, the materials for the pupils are well written, age-appropriate and compelling in content.

scholarly journals Benefits and Challenges of Peer Observation Among Saudi EFL Female Teachers in Public Schools

2020 ◽  
Vol 12 (6) ◽  
pp. 150
Author(s):  
Eatedal Alghamdi ◽  
Turki Alsolami
Keyword(s):  
Saudi Arabia ◽  
Public Schools ◽  
Mixed Methods ◽  
Research Design ◽  
Mixed Methods Research ◽  
Structured Interview ◽  
Peer Observation ◽  
Teachers Perceptions ◽  
Effective Implementation ◽  
Female Teachers

This study aims to explore perceptions of the benefits and challenges of peer observation among EFL female teachers in Saudi Arabia working in public schools. A mixed-methods research design was adopted, and two sets of data were collected. The first data was collected using a questionnaire where 231 teachers filled, to elicit teachers’ perceptions. The second set of data was collected through a semi-structured interview with six teachers to understand further teachers’ perceptions and challenges to peer observation in their contexts. Findings indicate that despite teachers' positive perceptions shown in the question sure results, interviews revealed that teachers are faced with various challenges that hinder the effective implementation of peer observation. 

scholarly journals Indonesian Novice EFL Teachers' Perceptions of the Use of Peer Assessment in Speaking Class

2021 ◽  
Vol 7 (1) ◽  
pp. 67-79
Author(s):  
Ika Wulandari ◽  
Oikurema Purwati ◽  
Slamet Setiawan ◽  
Syafi'ul Anam
Keyword(s):  
Learning Process ◽  
Peer Assessment ◽  
Language Assessment ◽  
Structured Interview ◽  
Convincing Evidence ◽  
Educational Institutions ◽  
Valuable Alternative ◽  
Teachers Perceptions ◽  
Undergraduate Study ◽  
Efl Teachers

There is convincing evidence of the potential advantages of peer assessment; however, earlier studies on peer assessment in the learning process have largely focused on students’ views on it. Although much can be inferred from the students’ views about peer assessment in the learning process, there is a limited empirical study on the practical use of peer assessment by teachers and their responses. This study attempts to offer salient information for educational institutions, especially on the importance of peer assessment as a part of their instructional design for novice EFL teachers. This qualitative study aims to investigate Indonesian novice EFL teachers’ perceptions of the use of peer assessment in a speaking class as well as its’ benefits and challenges. The data was obtained from six Indonesian novice EFL teachers through a semi-structured interview. Findings revealed the two groups of teachers’ different perceptions, benefits, and challenges of peer assessment which were affected by their understanding of peer assessment and undergraduate study experiences. Hence, educational institutions for pre-service EFL teachers should take peer assessment into account to be integrated into their instructional designs to enable them to experience and perceive peer assessment as a valuable alternative way of language assessment.

scholarly journals Technology in the classroom

2020 ◽  
Vol 53 (1-2) ◽  
pp. 24-36
Author(s):  
Amirul Mukminin ◽  
Akhmad Habibi ◽  
Fridiyanto
Keyword(s):  
Public Schools ◽  
Language Translation ◽  
Structured Interview ◽  
P Value ◽  
Cronbach’S Alpha ◽  
Technology In The Classroom ◽  
Technology Knowledge ◽  
Cronbach's Alpha ◽  
Efl Teachers ◽  
Sumatra Island

This is a mix-method study with a sequential explanatory design aimed at investigating the level of technology knowledge of EFL teachers in Indonesian senior high schools. In this study, a total number of 375 teachers from public schools located in the southern part of Sumatra Island, Indonesia, were voluntarily involved in the survey. To fit the context of the study, the TPACK survey was adapted from previous literature with the overall Cronbach’s alpha ranging from .82 to .89. The adapted instruments were validated through content validity involving four experts in educational technology and one expert of English-Indonesian language translation. We also applied Cronbach’s alpha testing, the reliability of the adapted instruments (0.75 to .89). Mean and p-value were reported in the quantitative report. Afterward, we interviewed teachers using semi-structured interview which questions were based on the survey items. The data were transcribed, translated, coded, and put into themes. Findings showed that all teachers had more knowledgeable of traditional, non-technological conception of pedagogy, and content than technological pedagogy and technological content.

scholarly journals Iranian EFL Teachers’ Challenges with the New ELT Program after the Reform: From Dream to Reality

2015 ◽  
Vol 18 (4) ◽  
pp. 65-88 ◽  
Author(s):  
Parvin Safari ◽  
Rahman Sahragard
Keyword(s):  
Public Schools ◽  
English Language ◽  
National Level ◽  
Political Stability ◽  
Structured Interview ◽  
Modern World ◽  
Education Policies ◽  
Language Reform ◽  
Efl Teachers ◽  
The Government

There is no doubt concerning the interdependence of educational progress with human development, socio-economic growth, greater opportunities, welfare, and political stability. Hence,for further development and growth of education,transformations and reforms in curriculum are required to reflect the latest changes in theories and praxis of the modern world (Fterniati, 2006). In Iran, due to the inadequacy of the preceding ELT education policies in developing students’ communicative skills and capabilities, a reform occurred in the ELT program as new communicative based textbooks entitled as “English for School Series” and CLT pedagogywere introduced into the context of public schools. However, implementation of the innovative curriculum was associated with different feedback from English teachers. This qualitative study is, indeed, an attempt to explore concerns, problems, and constraints that EFL teachers experienced through the revolutionary reform of the ELT education. Thus, based on stratified purposive sampling, the researchers selected 35male and female teachers of English at grades one and two of junior high schools from both urban and rural regions of Tehran, Shiraz, and Yazd, Iran.The researchers usedtranscription and codification of data gathered through semi-structured interview to find the emergent themes concerning teachers’ challenges and problems in Iran. The findings also indicated that if the new English language reform and policy turn out to be successful at the national level, the government is necessarily required to take actions towards elimination of the potential impediments which block the materialization of the new curriculum.

scholarly journals EFL Teacher's Perception on Reading Strategies Taught in High Schools

2021 ◽  
Vol 5 (2) ◽  
pp. 104-117
Author(s):  
Dian Indrianis Fitri ◽  
Daniel Ginting
Keyword(s):  
Public Schools ◽  
Private School ◽  
Reading Strategies ◽  
Learning Difficulties ◽  
Reading Teachers ◽  
Teachers Perceptions ◽  
Teaching Of Reading ◽  
Efl Teachers ◽  
Reading Activity ◽  
Teacher's Perception

While reading activity is a complex phenomenon, recent research on reading strategies has not provided comprehensive explanation of the role and perceptions of teachers regarding appropriate reading strategies helping students with learning difficulties. This paper is aimed to provide a sketch of the teacher's views and strategies to facilitate students with appropriate reading strategies.  EFL teachers have different kinds of reading strategies applied in the classrooms.  This study has found that three groups of teachers teaching in excellent accredited public schools, good accredited public school and very good Islamic private school use various strategies during the teaching of reading. Teachers' perceptions on the teaching of reading strategies are closely related to their readiness with knowledge about reading strategies, students' reading problems and their belief. This study suggests that EFL teachers and future researchers need to continuously investigate effective teaching of reading skill in relation to students' reading strategies.

scholarly journals Investigating Teachers’ Perceptions and Instructional Practices Regarding Form- Focused Instruction of Speech Acts in Iranian EFL Context

2021 ◽  
Author(s):  
Melahat Amir Jahansouz Shahi ◽  
Neda Gharagozloo ◽  
Reza Raissi
Keyword(s):  
Instructional Practices ◽  
Speech Acts ◽  
English Language ◽  
Structured Interview ◽  
Mixed Methods Design ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Efl Teachers ◽  
Explanatory Mixed Methods ◽  
Language Instructors

Abstract This study aims to investigate Iranian EFL teachers’ perception and instructional practices towards form-focused instruction of speech acts specifically request, apology and invitation. To this aim, through sequential explanatory mixed methods design the researchers used criterion sampling and 30 English language instructors in Islamic Azad University (IAU) of North Tehran Branch served as the subjects. To attain general perception and teaching practices of instructors towards form-focused instruction of speech acts, they were asked to answer a pragmatic questionnaire. Besides, in order to achieve an enhanced awareness concerning instructors’ perceptions and practices regarding form-focused instruction a semi-structured interview was conducted for the same 30 English language instructors. Finally, six classes were observed by the investigators through convenience sampling. Likewise, through the triangulation approach, the investigators studied and merged the required data. The statistical results of the quantitative and qualitative data analysis revealed that form-focused instruction of speech acts is mostly focused by the Iranian EFL instructors. Most of them agreed with the use of explicit strategies for instructing request, apology and invitation speech acts rather than implicit strategies. Additionally, the explicit strategies were used by most of the instructors in EFL classes. The results of the current study are beneficial for syllabus directors and scholastic administrators to have a different outlook towards the curricula and textbooks' content, particularly for EFL settings.

scholarly journals EFL TEACHERS’ PERCEPTIONS TOWARD THE USE OF AUTHENTIC MATERIAL IN TEACHING READING COMPREHENSION

2020 ◽  
Vol 7 (2) ◽  
pp. 114-127
Author(s):  
Wildanum Mukhalladun ◽  
Nidawati Nidawati ◽  
Muhammad AR
Keyword(s):  
Reading Comprehension ◽  
Technical Problem ◽  
Structured Interview ◽  
Teaching Material ◽  
Research Approach ◽  
Teaching Reading ◽  
Authentic Materials ◽  
Written Text ◽  
Teachers Perceptions ◽  
Efl Teachers

Reading comprehension is one of the english skills that cannot be neglected. Most students faced difficulties in understanding english written text. Therefore, the role of teachers and teaching material is significant. Teachers, as facilitators, have a big responsibility to provide and use teaching material besides textbooks, which are authentic materials. This research aims to find out EFL teachers’ perceptions of authentic materials in teaching reading. This research employed a qualitative research approach in which its data were qualitatively collected through questionnaires and interviews. The sample is 20 english teachers from several Senior High Schools in Aceh Besar who have more than three years of experience in teaching to fill questionnaires distributed via google form. Then, 3 teachers was chosen to interview to get some additional information via semi-structured interview. Based on both instruments, EFL teachers showed positive perceptions of using authentic materials in teaching reading. All of them had used authentic materials in their teaching. The reasons they used authentic materials because it could increase students’ motivation, interest and understanding english written text. Besides, the majority of teachers found some challenges in using authentic materials including lack of vocabulary, technical problem and time-consuming. Overall, teachers believe that authentic materials are beneficial in teaching reading comprehension.

scholarly journals Using mobile applications to teach vocabulary: Saudi EFL teachers’ perceptions

2019 ◽  
Vol 9 (1) ◽  
pp. 51-68
Author(s):  
Khalid Yahya Al-Johali
Keyword(s):  
Saudi Arabia ◽  
Public Schools ◽  
Mobile Applications ◽  
Vocabulary Learning ◽  
Vocabulary Instruction ◽  
Teachers Perceptions ◽  
Survey Paper ◽  
Efl Teachers ◽  
Instruction And Learning ◽  
Descriptive Survey

This paper aimed at investigating the potential effectiveness of using mobile applications to teach vocabulary in public schools in Saudi Arabia. It was carried out in Sabia, Jazan, Saudi Arabia in the academic year 2018. It is a descriptive survey paper done to survey EFL teachers' perspectives about using vocabulary m-applications. The sample consisted of 113 teachers. This paper depended on one instrument to collect data which is a 25-item, 5-category and closed-answer questionnaire. It addressed five questions concerning usability, motivation, collaboration, vocabulary learning and mobilebased vocabulary instruction (MBVI) versus traditional vocabulary instruction (TVI). The findings revealed that vocabulary m-applications is of great usefulness to vocabulary instruction and learning in general. The teachers considered m-applications simple and usable and preferred MBVI to TVI because of its capabilities and acceptance among students. To effectively use vocabulary m-applications, students should be well trained and classrooms should be more mobile-oriented. Also, teachers must be technically and pedagogically competent. Keywords: Mobile applications, MALL, vocabulary learning, motivation, collaboration, mobile-based vocabulary instruction.

scholarly journals AN EXPLORATION ON EFL TEACHERS’ PERCEPTIONS OF EFFECTIVE 21st-CENTURY PEDAGOGICAL COMPETENCIES

2020 ◽  
Vol 7 (1) ◽  
pp. 1-24
Author(s):  
Renol Aprico Siregar ◽  
Endang Fauziati ◽  
Sri Marmanto
Keyword(s):  
21St Century ◽  
Rapid Development ◽  
Structured Interview ◽  
Highly Qualified Teachers ◽  
Highly Qualified ◽  
Sources Of Information ◽  
Technology In The Classroom ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Pedagogical Competence

The need for preparing highly qualified teachers with all the quintessential pedagogical competencies has been acknowledged as a preeminent priority in the educational world. This present study is intended to scrutinize the EFL teachers’ perspectives and preferences in the 21st century pedagogical competence. The study was qualitatively conducted as a case study to retrieve a reputable understanding of the phenomenon. A semi-structured interview and a five-Likert scale questionnaire were used to collect the necessary data.  The data of this study were taken from the purposively chosen informants regarding their familiarity and apprehension with the issue of this study. The results demonstrated that the teachers perceived the rapid development of technology and information as the key feature of the 21st-century learning, which is beneficial to furnish more comprehensive learning. Moreover, they predominantly conceived that the term 21st-century pedagogical competence focused on how teachers assimilate technology in the classroom and how to facilitate the students’ creativity due to the widely opened sources of information which positively affect students’ proficiency. It is suggested to consecutively provide more courses and training about confronting the 21st-century education to keep teachers voguish of any adjustments, innovations, and modifications in education.

After Dismissal: Examining the Language, Literacy, and Cognitive Skills of Children With Remediated Speech Sound Disorders

2015 ◽  
Vol 16 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Kelly Farquharson
Keyword(s):  
Public Schools ◽  
Speech Production ◽  
Cognitive Skills ◽  
Speech Sound ◽  
Typically Developing ◽  
Speech Sound Disorders ◽  
Academic Difficulties ◽  
The Public ◽  
Age Appropriate ◽  
Language Literacy

Speech sound disorders are a complex and often persistent disorder in young children. For many children, therapy results in successful remediation of the errored productions as well as age-appropriate literacy and academic progress. However, for some children, while they may attain age-appropriate speech production skills, they later have academic difficulties. For SLPs in the public schools, these children present as challenging in terms of both continuing treatment as well as in terms of caseload management. What happens after dismissal? Have these children truly acquired adequate speech production skills? Do they have lingering language, literacy, and cognitive deficits? The purpose of this article is to describe the language, literacy, and cognitive features of a small group of children with remediated speech sound disorders compared to their typically developing peers.

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