scholarly journals Investigating Indonesian EFL Teachers’ Perceptions on Blended Learning Strategy Amid Post-Covid-19 Era

2022 ◽  
Vol 3 (1) ◽  
pp. 1-12
Author(s):  
Kristian Wijaya
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Learning Strategy ◽  
Good News ◽  
Small Scale ◽  
Learning Approaches ◽  
Research Results ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
The Government

One of the good news of the new normal era is all humankind’s sectors are opened gradually by following the restricted health protocols. Without an exception, the educational sector is also allowed by the government to open schools in the green zone. As a result, a blended learning strategy is inevitably essential to support this post-covid-19 era. Blended learning strategy is a novel pedagogical approach where the online and offline systems are combined to promote more purposeful, organized, and meaningful learning dynamics for learners. This current small-scale qualitative study aimed to investigate the specific benefits of a blended learning strategy based on Indonesian EFL teachers’ perceptions. Thus, 5 open-ended written narrative inquiry questions were sent to two randomly invited Indonesian EFL teachers working in different elementary school institutions. The obtained research results unveiled that the effective utilization of blended learning strategy had successfully promoted more meaningful language learning enterprises, elevated EFL learners’ learning motivation, and increased their proactive learning behaviors. However, it should also be pondered carefully that the more contextualized language learning approaches, as well as stable internet connection, are urgently needed to strengthen the effectiveness of this learning approach. Due to the obtained research results, it is reasonable to be expected that Indonesian EFL experts, teachers, practitioners, and policy-makers can establish more collaborative networking to better design more qualified and meaningful blended learning activities in the future.  

Prospective EFL Teachers' Perceptions of Using CALL in the Classroom

2018 ◽  
pp. 1405-1418
Author(s):  
Anil Rakicioglu-Soylemez ◽  
Sedat Akayoglu
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Prospective Teachers ◽  
Teaching Practices ◽  
Teacher Education Program ◽  
Factors Affecting ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Efl Teacher Education

The study focuses on prospective English as a foreign language (EFL) teachers' perspectives on the use of Computer Assisted Language Learning (CALL) resources in teaching English as a foreign language context. In addition to examining prospective teachers' perceptions, the similarities and differences in their perceptions and factors affecting their beliefs about using CALL resources will be addressed. The study aimed to identify the prospective EFL teachers' perceptions of their existing skills to integrate CALL into their future professional practices. The perceived factors that will facilitate and inhibit their future teaching practices by using CALL resources and their expectations from the teacher education program in terms of providing the necessary training to use CALL resources in their teaching practices were examined. The perceived benefits and challenges of using CALL in EFL teaching contexts will be addressed from the participants' perspectives. Finally, the study provides implications for further research in addition to recommendations for EFL teacher education programs.

Promotion of language learning strategies in the classroom: EFL teachers’ perceptions

2018 ◽  
Vol 46 (5) ◽  
pp. 557-568 ◽  
Author(s):  
Angeliki Psaltou-Joycey ◽  
Eleni Agathopoulou ◽  
Edgar Joycey ◽  
Areti-Maria Sougari ◽  
Vassilia Kazamia ◽  
...  
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learning Strategies ◽  
Teachers Perceptions ◽  
Efl Teachers

scholarly journals Iranian EFL Teachers’ Perceptions, Practices and Problems Regarding Raising Students’ Intercultural Awareness

2016 ◽  
Vol 6 (7) ◽  
pp. 21
Author(s):  
Jafar Zamanian ◽  
Mahnaz Saeidi
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Intercultural Competence ◽  
Intercultural Communicative Competence ◽  
Training Time ◽  
Teachers Perceptions ◽  
Intercultural Awareness ◽  
Learning And Teaching ◽  
Mixed Method Design ◽  
Efl Teachers

<p>Intercultural approaches to language learning and teaching are strongly advocated and implemented in ESL contexts. However, little empirical research has addressed the extent to which such approaches are actually operationalized in EFL contexts and what the roles of the teachers are. This study investigated perceptions, practices and problems of 100 Iranian EFL teachers regarding raising students’ Intercultural Communicative Competence (ICC) awareness. Based on a mixed-method design, using questionnaire, observation, and interview, the findings indicated an apparent disparity between teachers’ perceptions about ICC and their current classroom practices. Teachers also identified and discussed a lack of training, time, and support to raise language learners’ ICC awareness. This study provides strong empirical evidence supporting the claim that it is difficult for EFL teachers to integrate culture into their teaching in order to develop learners’ intercultural competence.</p>

scholarly journals EFL Teachers’ Perceptions on the Implementation of Mobile-Assisted Language Learning in Saudi Arabia During COVID-19: Challenges and Affordances

2022 ◽  
Vol 13 (1) ◽  
pp. 92-100
Author(s):  
Norah Alghamdi
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Elementary Schools ◽  
Language Learning ◽  
Teaching Experience ◽  
Future Research ◽  
Teachers Perceptions ◽  
Mobile Assisted Language Learning ◽  
Significant Difference ◽  
Efl Teachers

This study aimed to explore EFL teachers’ perceptions regarding mobile-assisted language learning (MALL) in elementary schools in Saudi Arabia, including their attitudes, levels of proficiency, and challenges they experienced regarding the use of MALL. The study also sought to investigate whether EFL teachers’ backgrounds have any significant impact on their perceptions of MALL. To this end, survey data were collected from 123 EFL teachers who have worked in elementary schools in Saudi Arabia. The results revealed teachers’ positive perceptions of MALL, particularly during the COVID-19 pandemic. Overall, participants stated that mobile learning is beneficial and has the potential to support and enhance EFL teaching. Most EFL teachers reported that they did not have a sufficient level of skills/abilities required to develop MALL activities and cited some challenges they faced. The results also indicate a significant difference among participants’ perceptions of MALL based on their professional development and teaching experience, but no difference based on their gender was found. These results indicate that placing a greater emphasis on offering professional development in MALL for Saudi EFL teachers could cultivate both greater proficiency and the ability to overcome challenges. This study concludes by providing recommendations on how to improve MALL implementation as well as directions for future research.

scholarly journals Teachers’ Perceptions on Using Smartphones in English as a Foreign Language Context

2019 ◽  
Vol 4 (1) ◽  
pp. 92-104
Author(s):  
Ali Abbas Alzubi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Learning Opportunities ◽  
Qr Codes ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Efl Teachers ◽  
Educational Applications ◽  
Language Context

This study explored the perceptions of English as a foreign language (EFL) teachers at a foundation year in a university in Saudi Arabia. 41 male (27) and female (14) teachers completed a survey using Google Forms. The results indicated that the majority of teachers (83%) supported the integration of smartphones in EFL context, as 71% believe that smartphones would enhance students’ EFL learning. 72% reported that they used smartphones for university-related work. Sending and receiving emails, accessing the internet, and using educational applications were the most reported beneficial features whereas scanning/creating QR codes, using calculator, playing games, and playing a podcast were the least reported. 79 % believed that smartphones would have instructional benefits for the learners such as access to technology, motivation, creativity English language learning opportunities, and variation in instruction whereas 58 % did not see any barriers in the use of smartphones in EFL context. That smartphones may distract students’ attention was the only reported barrier. Recommendations and impactions for further research and applications were suggested.

scholarly journals Exploring the Perceptions of Moroccan EFL Teachers Towards Task-Based Language Learning

2021 ◽  
Vol 3 (1) ◽  
pp. 18-31
Author(s):  
Mohammed Mettar
Keyword(s):  
Language Learning ◽  
Online Survey ◽  
English Language ◽  
Classroom Practices ◽  
Mother Tongue ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Level Of Use ◽  
Efl Teachers ◽  
High Level

Moroccan students do not have many opportunities to use English outside the classroom setting. The adoption of task-based language learning (TBLL) is deemed to be an appropriate language instructional method for the Moroccan EFL context. Hence, teachers are explicitly urged in the official Moroccan English language guidelines documents to adopt tasks in their teaching practices. However, no known empirical research has been conducted to investigate teachers’ perceptions and use of TBLL. To fill this gap, this study attempted to investigate high school EFL instructors’ familiarity with TBLL and their views on the use of tasks in their classrooms. An online survey provided quantitative data from 90 participants. Results showed that although Moroccan EFL teachers have a good understanding of the key concepts of this approach, their use of tasks is limited. Lack of task-based materials, large class sizes, and students’ use of their mother tongue to complete the task are identified as the main obstacles facing a high level of use of tasks in teachers’ classroom practices. Several implications for the successful integration of TBLL in the Moroccan EFL context are suggested at the end of the article.

scholarly journals A Review of Language Learning Strategy Research

2018 ◽  
Vol 8 (5) ◽  
pp. 522
Author(s):  
Yanfei Su
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Strategy ◽  
Mainland China ◽  
Small Scale ◽  
Strategy Research ◽  
Language Learning Strategy

Language learning strategy, a crucial variable of individual differences in second language acquisition (SLA), has been a fiercely discussed topic since 1970s, attracting a large number of researchers and teachers who have already made great achievements. This article aims to conduct a small-scale review of studies concerning language learning strategy, finding that studies in this respect were done mainly from perspectives of definition, identification and classification, usage and assessment and instruction of language learning strategy, and factors which exert influences on it. It is plausible to say that research on this issue is comparatively comprehensive, appreciating wide coverage and great achievements, but certain points are still in controversy. Although there are many related studies, rare studies were devoted to language learning strategy under the context of learners in mainland China. Subsequently, implications for further research and pedagogy in terms of language learning strategy are discussed.

scholarly journals Trayectorias: A new model for online task-based learning

ReCALL ◽  
2004 ◽  
Vol 16 (1) ◽  
pp. 145-157 ◽  
Author(s):  
CRISTINA ROS i SOLÉ ◽  
RAQUEL MARDOMINGO
Keyword(s):  
New Media ◽  
Language Learning ◽  
Language Learner ◽  
Small Scale ◽  
Learning Approaches ◽  
Learning Context ◽  
New Literacy ◽  
Reading Processes ◽  
The One ◽  
The Web

This paper discusses a framework for designing online tasks that capitalizes on the possibilities that the Internet and the Web offer for language learning. To present such a framework, we draw from constructivist theories (Brooks and Brooks, 1993) and their application to educational technology (Newby, Stepich, Lehman and Russell, 1996; Jonassen, Mayes and McAleese, 1993); second language learning and learning autonomy (Benson and Voller, 1997); and distance education (Race, 1989; White, 1999). On the one hand our model balances the requirements of the need for control and learning autonomy by the independent language learner; and on the other, the possibilities that online task-based learning offer for new reading processes by taking into account new literacy models (Schetzer and Warschauer, 2000), and the effect that the new media have on students’ knowledge construction and understanding of texts. We explain how this model works in the design of reading tasks within the specific distance learning context of the Open University, UK. Trayectorias is a tool that consists of an open problem-solving Web-quest and provides students with ‘scaffolding’ that guides their navigation around the Web whilst modelling learning approaches and new learning paradigms triggered by the medium. We then discuss a small-scale trial with a cohort of students (n = 23). This trial had a double purpose: (a) to evaluate to what extent the writing task fulfilled the investigators’ intentions; and (b) to obtain some information about the students’ perceptions of the task.

scholarly journals Blended learning and the language teacher: a literature review

2012 ◽  
Vol 14 (2) ◽  
pp. 163 ◽  
Author(s):  
Jenny Alexandra Mendieta Aguilar
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Language Learning ◽  
Language Teachers ◽  
Future Research ◽  
Computer Assisted ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Innovative Idea ◽  
Effective Models

An innovative idea which is increasingly gaining attention is the infusion of technology into face-to-face language curricular programs.Nonetheless, although “the approach of blending Computer-assisted Language Learning (CALL) applications with face-to-face teaching andlearning is as old as CALL itself” (Neumeier, 2005, p. 163), CALL as a field still lacks qualitative research on blended learning. There is insufficientinformation about teachers’ perceptions and the roles they play in these mixed environments, and without an understanding of these features,it is difficult to create new and effective models (Grgurovic, 2010). Research has been conducted comparing learning outcomes in traditionaland blended foreign language classes, yet the various sociocultural (external) and psychological (internal) aspects that mediate teachers’and learners’ transition from face-to-face to online learning, seem to go unexamined (White, 2006). Throughout this paper, therefore, I reviewliterature on the infusion of technology into the curriculum, specifically in relation to blended learning, so as to a) illustrate teachers’ viewsabout blended leaning and their transition from face-to-face to blended/online instruction; and b) discuss ways in which future research mightprovide an alternative understanding of how language teachers manage the new-work order established by the online learning componentpresent in blended programs.

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