scholarly journals Barriers Affecting Successful Integration of ICT in Moroccan Universities

2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Youssouf Laabidi ◽  
Hicham Laabidi
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Primary Objective ◽  
Language Teachers ◽  
Large Classes ◽  
Arts And Humanities ◽  
Data Collection Instrument ◽  
Information And Communication ◽  
Research Findings ◽  
English Language Teachers

The implementation of technology in classrooms affords educators more opportunities to work better in their lessons. However, there are numerous distinctive barriers that might prevent teachers from making use of Information and Communication Technology (ICT) in their teaching practices. Admittedly, studying the obstacles to the integration of technology in schools would be an important step in developing the quality of teaching. The primary objective of this study is to discover the barriers that stop university language teachers from using ICT in teaching. In this study the questionnaire is employed as data collection instrument. The questionnaire addresses only university English language teachers. Forty-six university English language teachers are chosen from two universities: Moulay Ismail University Faculty of Arts and Humanities – Meknes and Sidi Mohamed Ben AbdellahDahr – El Mahraz – Fes as a case study. So as to analyze the data from the questionnaire, the Statistical Package for Social Sciences (SPSS) version 19 is employed. The research findings reveal that Moroccan university English language teachers face multiple barriers such as large classes, lack of computers, lack of Internet and insufficient technical support that prevent them from using ICT in their teaching practices.

scholarly journals The New Innovative Technologies and EFL Classes

EFL Journal ◽  
2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Youssouf Laabidi ◽  
Hicham Laabidi
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
English Language ◽  
Language Teachers ◽  
Arts And Humanities ◽  
Technology In Teaching ◽  
Data Collection Instrument ◽  
Information And Communication ◽  
Research Findings ◽  
English Language Teachers

Information and communication technology can be considered as a powerful tool which provides us with new views on education. Being aware of the benefits of technology in teaching will surly assist teachers, administers and parents cultivate a positive attitude toward ICT.In this research the questionnaire is used as data collection instrument. The questionnaire addresses only university English language teachers. Forty six university English language teachers are chosen from two universities: Moulay Ismail University Faculty of Arts and Humanities – Meknes and Sidi Mohamed Ben AbdellahDahr – El Mahraz – Fes as a case study. So as to analyze the data from the questionnaire, the Statistical Package for Social Sciences (SPSS) version 19 is employed. The research findings reveal that Moroccan university English language teachers regard Information and Communication Technology as very essential in their teaching

scholarly journals Implications of Dialogic Teaching: Practices of and Reflections from English Language Teachers

2021 ◽  
Vol 2 (1) ◽  
pp. 375-381
Author(s):  
Dr. Liaqat Iqbal ◽  
Sahibzada Aurangzeb ◽  
Farooq Shah
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Classroom Practices ◽  
Language Teachers ◽  
Local Context ◽  
Dialogic Teaching ◽  
Social Entity ◽  
English Language Teachers ◽  
Negative Impacts ◽  
And Control

Researches often endorse discussion, dialogues, and other learning tasks for the promotion of fluency, critical thinking, reasoning, and ability to evaluate and justifying. Keeping in view the Pakistani context, especially, the local context, it is not clear what type of classroom practices prevail in the region and what reflections teachers have about the use of such practices. Taking Bakhtin's and Vygotsky's ideas of dialogism and learning as a social entity, the present study aimed at knowing the teaching practices of English language teachers from the perspective of dialogic teaching and also at exploring how do teachers reflect on such a teaching approach. For this purpose, English Language Centers of district Mardan were taken as data sources where twenty classrooms were observed for classroom practices and the concerned teachers were interviewed for their reflections. It was found that the teachers use of dialogic teaching having positive and negative impacts. The positive impacts of dialogic teaching include creativity, thinking ability, confidence building, and other social impacts. It has little negative impacts that include challenges for the teachers in terms of behavior problems and control of talks.

scholarly journals An Analysis of Teachers’ Questions in English Language Classroom: A Case Study in Year 10 of SMK N 1 Nunukan

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Eka Pratiwi ◽  
Yuyun Yulia
Keyword(s):  
English Language ◽  
Video Recording ◽  
Language Teachers ◽  
Target Language ◽  
Knowledge Level ◽  
Teaching English ◽  
Language Classroom ◽  
Tenth Grade ◽  
Research Findings ◽  
English Language Teachers

In English language classroom, teachers’ questions are important parts of teaching English language. Teachers need to know what kind of questions which potentially support students learning target language.  However, students did not actively participate in learning particularly when responding teachers’ questions. To overcome this problem, it is important for teachers to modify their question through some techniques in order to get students’ responses. This study reports the types of teachers’ questions used by English teachers in classroom, and the classification of modification questions used by teachers during teaching English language in class.This research belongs to classroom discourse analysis. The research was conducted at tenth grade of SMKN 1 Nunukan. The data were collected through observation, video recording, and interview. The teachers’ questions were analyzed using Miles and Huberman’s (1995) model of qualitative data analysis.The research findings show that both teachers pose more questions of knowledge level than other levels, and the teachers used various techniques to modify their questions when the students did not give response. The modification of modifying questions are repeating and rephrasing. Then sometimes teachers negotiated questions by in Bahasa Indonesia or first language (local language). The domination of knowledge level questions and how teachers modified the questions is influenced by teachers’ competence, students’ competence, situation of teaching English language, and teaching material.

Developing generic skills at an Islamic higher education institution curriculum in Aceh, Indonesia

2019 ◽  
Vol 9 (3) ◽  
pp. 445-455
Author(s):  
Safrul Muluk ◽  
Habiburrahim Habiburrahim ◽  
Teuku Zulfikar ◽  
Janice Orrell ◽  
Mujiburrahman Mujiburrahman
Keyword(s):  
Labour Market ◽  
English Language ◽  
English Education ◽  
Education Institution ◽  
Language Teachers ◽  
Group Discussions ◽  
Generic Skills ◽  
Content Type ◽  
Information And Communication ◽  
English Language Teachers

PurposeThe purpose of this paper is to identify skills and attributes that should be included in developing curricula, especially in the area of education. In this case, English Education Department of Ar-Raniry State Islamic University, Banda Aceh, is in charge of the preparation of English language teachers and English language professionals exceeding required standards and be competitive in the labour market.Design/methodology/approachThis qualitative research involved 38 research participants consisting of government authorities, academics and students. Interviews and focus group discussions were employed to collect the data. Both interview and FGD results were analysed through thematic analysis.FindingsThe findings indicate that among the generic skills that need to be incorporated into the department curriculum in order to improve graduates’ quality and meet the requirements of the labour market are: information and communication technology (ICT), leadership, religious competencies, entrepreneurship and communication skills.Originality/valueThe paper has been developed through research conducted by the authors. Therefore, the authors confirm that the paper has been written according to the academic standard and is free from plagiarism.

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 English Teachers’ Perceptions of Technology Integration: Are They Different From Their Peers in Engineering and Medical Science?

2018 ◽  
Vol 9 (1) ◽  
pp. 152
Author(s):  
Elias Bensalem
Keyword(s):  
English Language ◽  
Medical Science ◽  
Teaching Experience ◽  
Subject Area ◽  
Language Teachers ◽  
Ict Integration ◽  
Teachers Perceptions ◽  
Years Of Teaching Experience ◽  
Information And Communication ◽  
English Language Teachers

The role played by subject areas in information and communication technology (ICT) integration has been insufficiently researched. This study compares English language teachers' perceptions of ICT integration with their peers in engineering and medical science in ICT integration. It also examines the effects of teachers’ sociobiographical variables (gender, age, computer proficiency, and years of teaching experience) predict teachers’ perceptions of ICT integration. A total of 180 teachers (112 males, 68 females) responded to a Teacher Technology Questionnaire (Lowther, Inan, Strahl, & Ross, 2008). Results show that among the predictor variables, computer skills had the highest relative impact on ICT integration. Furthermore, English language teachers' perceptions of ICT are reported to be similar to those of their peers in engineering and medical science. This study does not lend support to any significant role played by subject area in ICT integration. Implications for teaching are offered.

scholarly journals Teaching speaking in large classes: Crossing the barriers

2013 ◽  
Vol 6 ◽  
pp. 72-89
Author(s):  
Nargis Chowdhury ◽  
Sabrina M Shaila
Keyword(s):  
Language Learning ◽  
English Language ◽  
Real Life ◽  
Language Teachers ◽  
Target Language ◽  
Large Classes ◽  
New Methods ◽  
Classroom Language ◽  
English Language Teachers ◽  
Innovative Techniques

The modern theories, approaches and methodologies regarding classroom language learning perceive learning as an interactive process. In countries like Bangladesh, where English is a foreign language, one common phenomenon is that the teachers have to deal with large classes. This paper tries to focus on how the English language teachers deal with large classes at the tertiary level, especially when they are conducting classes to practice and evaluate speaking skills of students. A survey was conducted on 52 English language teachers working at different private universities to find out the problems teachers face when the carry on and observe speaking classes. The study finds that students’ less exposure to the real life interaction in the target language, their nervousness, influence of the L1, adverse social environment along with other problems tend to hamper the smooth ongoing of the class. But as most of the teachers consider large class as a challenge rather than a problem, so they attempt to utilize different new methods of teaching speaking in classrooms. The authors of this paper suggest some innovative techniques and methods found to be effective and fruitful in large classes. Stamford Journal of English; Volume 6; Page 72-89 DOI: http://dx.doi.org/10.3329/sje.v6i0.13904

scholarly journals The Implementation of the Project-Based Learning Approach in the Algerian EFL Context: Curriculum Designers’ Expectations and Teachers’ Obstacles

2019 ◽  
Author(s):  
Meriem Baghoussi ◽  
Ilhem Zoubida El Ouchdi
Keyword(s):  
Professional Training ◽  
English Language ◽  
Project Based Learning ◽  
Language Teachers ◽  
The Third ◽  
English Classes ◽  
Research Findings ◽  
Competency Based ◽  
English Language Teachers ◽  
Based Instruction

To help learners acquire and develop the necessary skills for the 21st century, Algeria has adopted the Competency-Based Approach (CBA) along with the Project-based Learning (PBL) approach within its educational system. Theoretically speaking, the goal behind such reform is to shift from a content-based to a process-based learning/teaching and thus to make learning more relevant and realistic for students. However, in practice, teachers find difficulties in putting into practice the two approaches. The aim of the present paper is to explore those obstacles that hinder the execution of the PBL approach in the third-year secondary education English classes and to identify to what extent English language teachers master and use PBL methodology in their classes. To reach the aim of the study, the following hypothesis is put forward: teachers lack both training and background knowledge on the approaches that help to implement PBL in classrooms. For the sake of collecting information about the issue tackled in this study, twenty EFL teachers from some secondary schools in Mostaganem city received a questionnaire. The research findings confirm the hypothesis mentioned above. They reveal that teachers neither master nor use the project-based instruction proficiently in their classrooms despite the guidance provided in the third-year pedagogical documents. Those hindrances are due to the lack of professional training and the insufficient theoretical knowledge on the diverse approaches, methods and strategies related to PBL

scholarly journals Cognitive Load Theory and its Relation to Instructional Design: Perspectives of Some Algerian University Teachers of English

2020 ◽  
Vol 11 (4) ◽  
pp. 110-127
Author(s):  
Houichi Asma ◽  
Sarnou Dallel
Keyword(s):  
Instructional Design ◽  
Foreign Language ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
English Language ◽  
Language Teachers ◽  
University Teachers ◽  
Load Theory ◽  
Research Findings ◽  
English Language Teachers

Cognitive Load Theory is a theory that can be used by educators to design effective instructions. It has been applied in many areas, including teaching English as a foreign language as it contributes to positive outcomes. Before designing instructions, teachers should well understand the theory of Cognitive Load alongside human brain architecture. Sometimes students are taught more than they can learn due to their limited cognitive capacities which teachers do not consider. Students, therefore, often experience a cognitive overload which may lead to learning failure. So to what extent Algerian university teachers of English are aware of cognitive load theory? This research aims at exploring the perspectives of Algerian university teachers of English on the theory of cognitive load and its connection to instructional design. The study is expected to increase teachers' awareness of the importance of cognitive load theory in instructional design. 21 English language teachers from different universities of Algeria were enrolled in this query. A questionnaire was used to examine the respondents’ knowledge of the theory and their instructional design experiences. Even though the early expectation was that teachers are knowledgeable about the theory, the research findings showed that teachers lack sufficient knowledge of the theory; yet, they tend to work with some of its techniques when they design instructions.

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