scholarly journals Teaching Practice is not Enough for EFL Teachers: Voices from IAIN Surakarta

2019 ◽  
Vol 4 (2) ◽  
pp. 247
Author(s):  
Imroatus Solikhah ◽  
Teguh Budiharso
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Teaching Practice ◽  
Language Education ◽  
Mentor Teachers ◽  
Teaching Skills ◽  
English Language Education ◽  
Efl Teachers ◽  
English Competence ◽  
Mentoring System

This study explores teaching practices for English Language Education program of IAIN Surakarta were implemented to link the gaps between theory and actual needs at schools. Relying on the qualitative approach, this study used content analysis as the main data sources, observation and interview to collect data.  The results of the study show that teaching practice for the ELT in IAIN Surakarta indicate restrictions.  With overall duration of 16 weeks, teaching practices at IAIN Surakarta is set in 6 credits, each of which consists of (1) micro teaching (2 credits), (2) administrative observation, (3) classroom observation, (4) classroom teaching practices.  During the field practices, complaints from mentor teachers appear that practican students are not well prepared in teaching skills and limited knowledge is performed to English competence performance in the classroom. Students claim that preparation in the itinerary of teaching practice they received from campus are not definitely sufficient as too many administrative processes are emphazised and mentoring system does not suffice to equip teaching skills

scholarly journals The Pedagogical Practicum Journey Towards Becoming an English Language Teacher

2019 ◽  
Vol 21 (1) ◽  
pp. 173-185 ◽  
Author(s):  
Edgar Lucero ◽  
Katherin Roncancio-Castellanos
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Language Education ◽  
Private University ◽  
Language Teachers ◽  
Mentor Teachers ◽  
English Language Education ◽  
Teaching Experiences ◽  
English Language Teachers ◽  
Practicum Experiences

This article discusses English language pre-service teachers’ pedagogical practicum experiences. We compiled, from their teacher journals and group talks, the lived teaching experiences of a group of 34 pre-service teachers who were majoring in English language education at a private university in Bogota, Colombia. The analysis of their stories makes us realize that their first practicum experiences are full of feelings and emotions, and that their first teaching practices are based on their mentor teachers’ pieces of advice. These first experiences, in turn, develop the foundation upon which they build themselves as English language teachers.

scholarly journals Motivational Teaching Strategies in Indonesian EFL Writing Classrooms

2017 ◽  
Vol 17 (1) ◽  
pp. 60
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Teaching Strategies ◽  
English Language ◽  
Teaching Practice ◽  
Language Education ◽  
Private University ◽  
First Year ◽  
Motivational Strategies ◽  
English Language Education ◽  
First Year Students ◽  
Efl Writing

This qualitative study explores motivational teaching strategies employed in English as a foreign language (EFL) writing classrooms and designs a sample of lesson plans elaborating the strategies that were reflected from open-ended questionnaires of sixty-five first-year students at English Language Education Program in a private university in Indonesia. The data analysis reveals possible motivational strategies that are classified into Dornyei’s (2001) framework of motivational teaching practice. Based on the analysis, the study reinforces a view that teachers can motivate their students to learn and they use particular teaching strategies to motivate their students. Eventually, this study hopes to provide insights for EFL teachers espousing similar teaching practices, so they can enhance their students’ motivation, particularly in their EFL writing classrooms.

scholarly journals PROJECTS BASED LEARNING ACTIVITIES IN A CALL CLASSROOM: LET’S SEE AND TRY!

2016 ◽  
Vol 1 (3) ◽  
pp. 233
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Study Program ◽  
Efl Teachers

This paper discusses three main projects and their related activities that students do in a Computer Assisted Language Learning (CALL) classroom at English Language Education Study Program, Dunia University Indonesia. The practical discussions in this paper will be an interest of English as a Foreign Language (EFL) teachers in Indonesia who look for practical ideas to teach the use of CALL in EFL classrooms, feel interested in integrating CALL into their classroom practices, and wish to explore ideas about how their students can benefit from technology. At the end of the paper, I address voices to support the use of CALL in teaching and learning in Indonesia.  

scholarly journals Teaching English pronunciation by non-native teachers as seen by Slovak teachers

2017 ◽  
Vol 5 (3) ◽  
pp. 157-174
Author(s):  
Michal Bodorík
Keyword(s):  
English Language ◽  
Teaching Practice ◽  
Language Education ◽  
Teaching English ◽  
English Language Education ◽  
English Classes ◽  
English Pronunciation ◽  
Native Teachers ◽  
Life Education ◽  
University Teacher Training

Abstract The English language has become the so called “world wide language” due to the fact that it is used globally in many spheres of everyday life - education, business, labour market, technology, tourism, travel and others. In Slovakia, the educational system supports schools in the acquisition of the language by granting more English classes per week, by financing textbook materials, by bridging teaching practice with research as well as making English a mandatory subject of school leaving exams. One of the crucial components in the English language education of Slovak learners appears to be the pronunciation. This language feature has its specificities and therefore it must be approached carefully. Although many researchers in Slovakia have focused on various aspects of English pronunciation, this article aims at the English teachers and their perception of this important issue. The survey focuses on Slovak teachers’ opinions about teaching English pronunciation to non-native learners, more specifically, about teaching techniques, error corrections, textbook materials and university teacher training.

scholarly journals Classroom Application of Micro Teaching : An Analysis of Students’ Perspectives

2018 ◽  
Vol 5 (1) ◽  
pp. 81-97
Author(s):  
Sri Yuliani
Keyword(s):  
Teacher Education ◽  
English Language ◽  
Focus Group Interview ◽  
Language Education ◽  
Teacher Education Programs ◽  
Teaching Skills ◽  
Teaching Session ◽  
Education Programs ◽  
English Language Education ◽  
Entire Sample

Microteaching is a practical event which is very beneficial for candidate teachers to have real environment of teaching. The candidate teachers get big chances to implement their experience in teaching. The students’ perfectives are crucial for promoting teacher education programs’ outcomes. This study aimed at investigating the students’ views of thirty students from the English Language Education Program of FKIP-UIR. A combination of quantitative and qualitative techniques used in gathering the data. Mainly, a questionnaire and a focus group interview were used as the main tools for data collection. The findings revealed that the entire sample of student has stated that they were having their own perspectives towards Microteaching and their opinion during microteaching sessions provides a scope to enhance their teaching skills for real teaching sessions. Based on the findings, these candidate teachers were glad to have real teaching session during microteaching class

scholarly journals Pedagogical Principles, Practices and Preventives as Perceived by ESP Practitioners: Humanities in Focustitioners: Humanities in Focus

2013 ◽  
Vol 1 (1) ◽  
pp. 75
Author(s):  
Reza Zabihi ◽  
Momene Ghadiri ◽  
Dariush Nejad Ansari
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Perceived Barriers ◽  
English Language Education ◽  
Teaching Career ◽  
English Teaching ◽  
Teachers Beliefs ◽  
Pedagogical Principles

<p>The aim of this research was to describe what Iranian ESP teachers believe to be the main pedagogical<br />principles and what their perceived barriers seem to be. The examination of these principles and<br />barriers were mainly based on the interviewees’ English background, followed by the elicitation of<br />teachers’ beliefs about the main pedagogical principles of English Language Education in their<br />department, their teaching practices inside the class, dilemmas and obstacles they faced with during<br />their English teaching career and how they cope with or manage those dilemmas, and ended with their<br />suggestions for improvement of English education in Faculties of Humanities. Data were subsequently<br />transcribed, modified, analyzed and translated into English. The results properly reflected various<br />perceived theoretical beliefs of ESP teachers regarding pedagogical principles as well as the obstacles<br />which prevent them from following those principles.</p>

Student teachers’ perceptions of critical thinking and its teaching

ELT Journal ◽  
2019 ◽  
Vol 74 (1) ◽  
pp. 40-48
Author(s):  
Rui Yuan ◽  
Paul Stapleton
Keyword(s):  
Critical Thinking ◽  
Focus Group ◽  
Student Teachers ◽  
Teaching Practices ◽  
English Language ◽  
Language Education ◽  
Language Teachers ◽  
English Language Education ◽  
Teachers Perceptions

Abstract Although the importance of critical thinking (CT) has been stressed in English language education, little attention has been paid to language teachers’ perceptions and experiences regarding CT during the pre-service stage of their careers. Drawing on data from a focus group and follow-up email interviews with pre-service language teachers, this study shows that the participants had a limited understanding of CT, and lacked preparation and support in their programmes regarding how to implement CT-oriented teaching practices. The findings also revealed a range of individual and contextual challenges faced by the participants when they tried to integrate CT into their language teaching. The study concludes with recommendations on how to cultivate a critical mindset among language teachers while developing CT-oriented pedagogies.

scholarly journals Factors Affecting Task-Based Language Teaching from Teachers’ Perspectives

2014 ◽  
Vol 2 (1) ◽  
pp. 108 ◽  
Author(s):  
Tuyen Van Le
Keyword(s):  
Time Allocation ◽  
English Language ◽  
English Proficiency ◽  
Language Teaching ◽  
Language Education ◽  
Tertiary Level ◽  
English Language Education ◽  
Factors Affecting ◽  
Efl Teachers ◽  
Teachers Perspectives

<p><strong> </strong></p><p><em>Teachers play the most important part in the application of a new method or approach in English language education. However, whether they implement the method successfully or not depends on various factors. This paper aims to explore the factors that affect English as a foreign language (EFL) teachers’ implementation of task-based language teaching (TBLT) at the tertiary level through the use of two instruments: “focus-groups” with five experienced EFL teachers and interviews with ten individual teachers at five universities in Ho Chi Minh City, Vietnam. The findings revealed that factors affecting teachers’ implementation of TBLT include external factors such as time allocation, testing, students’ motivation and English proficiency and textbooks, and internal factors such as teachers’ experience, knowledge about TBLT, English proficiency, and ability to use technology. The findings of the study provide EFL curriculum designers and teachers with both theoretical and practical implications in the implementation of TBLT at the tertiary level in Vietnam.</em></p><p><strong> </strong></p>

Teacher Reflectivity Revisited: Is Teaching Reflectivity Gaining a Foothold in Iran?

2016 ◽  
Vol 7 (5) ◽  
pp. 993
Author(s):  
Ali Kazemi ◽  
Zahra Bazregarzadeh ◽  
Mohammadreza Firoozi
Keyword(s):  
Data Analysis ◽  
Random Sampling ◽  
English Language ◽  
Teaching Practice ◽  
Language Education ◽  
Teaching Profession ◽  
Language Teachers ◽  
Descriptive Statistics ◽  
Efl Teachers ◽  
English Language Teachers

Given that reflectivity could help keep the teaching profession vibrant and responsive, reflective teaching practice has become an essential component of teacher education. In recent years, some efforts have been underway to implement it in our educational system, in general and in language teaching, in particular. The present study aimed to investigate the extent to which Iranian English language teachers are reflective, if at all. To this end, a five-point Likert-scale questionnaire including 26 items, originally developed by Akbari et al. (2010) and validated for the purposes of the current study, was used. The participants of the study comprised 217 practicing EFL teachers selected through random sampling. Data analysis, conducted through descriptive statistics, revealed that Iranian English language teachers are reflective in all dimensions of reflection, though degree of reflectivity varies across these dimensions. This finding is promising and suggests that reflectivity is gaining a foothold in our language education.

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