scholarly journals English Language Teachers’ Perspective of Using L1 in TEFL Class

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Yella Dezas Perdani
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
First Language ◽  
Language Teachers ◽  
West Java ◽  
English Class ◽  
Language Class ◽  
Teachers And Students ◽  
English Language Teachers

The research discussed the using the first language in teaching a foreign language that had been a debate for language teaching practitioners for decades in language acquisition. The debate was about whether it was all right to use it in a foreign language class or not and how it affected the students’ learning process and result. Because of the pro and cons of using the first language in teaching a foreign language, the research was conducted to find out the use of the first language in teaching English as a foreign language. The research aimed to discover to what extent and in which instances L1 was used by the teachers in their English teaching class in terms of the teaching stages, including pre-teaching, whilst-teaching, and post-teaching in the classroom. The research also searched teachers’ perspectives and reasons for using L1 in their English class. Moreover, the research used a qualitative method to gathered information from the participants. The participants were four English teachers who taught English at senior high school in Bandung-West Java province, Majalengka-West Java province, Pangkal Pinang- Bangka Province, and Kuok-Riau Province. The collections of the data were questionnaires and interviews. The findings show that most teachers use Indonesian as L1 in the whilst-teaching stage when they deliver the materials. They use L1 to clarify the students’ understanding of the materials given and explain English language concepts, grammatical concepts, and difficult words. They argue that using L1 helps both teachers and students in teaching and learning English as a foreign language.

scholarly journals Pronunciation Errors of Letter “G” in English Language Made by Saudi Undergraduate Students

2016 ◽  
Vol 6 (4) ◽  
pp. 104 ◽  
Author(s):  
Huda Alqunayeer
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
English Language ◽  
Female Students ◽  
Language Teachers ◽  
Test Results ◽  
Loan Words ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Academic Year

The primary goal of the present study is to identify the problematic areas in the pronunciation of the letter “g” in English written words made by Saudi female learners of English as a foreign language, and the reasons for the weakness associated with mispronunciation of English written words which contain this letter. The population of the study was the female students (90 students) and their English language teachers (12 teachers) at the Qassim University during the academic year (2014-2015). There were two types of instruments used in this study. The first was a pronunciation test for the student participants in order to investigate the problematic areas of pronouncing “g” in different environments in different words; and the second a questionnaire for the teacher participants to provide comprehensive data about the causes of these errors of pronouncing “g” committed by EFL female students at Qassim University. Ninety female students were included for the pronunciation test and 12 teachers were asked to answer the questionnaire. Simple percentage was used for analyzing the data of recording words (pronunciation test). Results of the students’ recording words revealed that the participants mispronounced “g” before nasals (68%). According to the results of the teachers’ responses to the questionnaire suggested many factors that can cause difficulties for students in terms of pronouncing “g” in English written words. According to them, these difficulties are concerned with reading difficulties, nonstandard spellings, letters that follow “g” (many of them may become combinations), loan words, orthography (no correspondence between the English alphabets and their sounds). The researcher offers recommendations that might help teachers and students to overcome and reduce these mispronunciations of this letter in English written words.

scholarly journals Use of Mobile Dictionary in University Students’ Class: A Study of Teachers’ Perspective in Pakistan

2019 ◽  
Vol 5 (2) ◽  
pp. 147
Author(s):  
Muhammad Din
Keyword(s):  
University Students ◽  
Teaching And Learning ◽  
English Language ◽  
Point Of View ◽  
Language Teachers ◽  
Learning Tools ◽  
College Teachers ◽  
Efl Learners ◽  
English Class ◽  
English Language Teachers

Revolutionary changes have been brought about in teaching and learning environment with the introduction of electronic formats in classrooms. Mobile dictionaries are potentially valuable learning tools today. This study has strived to get insight into the prospects of using mobile dictionary in an EFL classroom of university students of Pakistan with reference to teachers’ perspective. The aims of this study are to know foreign language teachers’ point of view regarding the use of mobile dictionary in English class, investigate the challenges in introducing this e-tool and explore the benefits EFL learners can have through the use of mobile dictionaries in English class. To achieve the objectives of this quantitative study, the researcher has got a questionnaire filled by fifty English language teachers working at different government colleges in Pakistan. The questionnaire which was used to collect data from college teachers consisted of two sections. The first section comprised of fifteen questionnaire items on five-point Likert scale the second section consisted of two open-ended questions. The reliability of the first part of the questionnaire was computed through SPSS (XX). It has been found that most of the college teachers are of the view that the use of mobile dictionary in an EFL class of university students will help them learn vocabulary, pronunciation of words and word origin. These EFL learners can also access authentic content and develop their language competence through the use of mobile phone dictionary in the class. Apart from this, the participants have also pointed out some problems which can be a hindrance in using mobile dictionary in an EFL classroom in the context of Pakistan.

scholarly journals The Role of Counselling in English Language Teaching

2014 ◽  
Vol 1 (2) ◽  
pp. 48-55
Author(s):  
M. John Britto
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Remarkable Change ◽  
Teachers And Students ◽  
English Language Teachers

Counselling plays a significant role in bringing out a remarkable change in an individual’s personal and professional life. It has entered a number of domains including education. As human problems are mushrooming day by day in this hi-tech world, there is a dire need for finding solutions to those problems. It is counselling that comes to one’s aid to solve one’s problems that are psychological and personal. In English language teaching and learning too, there are multiple problems encountered by teachers and students as well. This paper discusses how counselling is indispensable to English Language Teaching (ELT) for finding solutions to problems faced by English language learners. Exploring the relevance of counselling to ELT, it also seeks to highlight the benefits of integrating it with ELT. It brings out the need for introspection of English language teachers to provide counselling to students. It enumerates various counselling skills, and presents an account of problem-solving method in ELT and eight approaches to counselling.

scholarly journals English language teachers’ perspectives on learner autonomy

2019 ◽  
Vol 24 (1-2) ◽  
pp. 220-232
Author(s):  
Chetnath Panta
Keyword(s):  
School Environment ◽  
Teaching And Learning ◽  
English Language ◽  
Learner Autonomy ◽  
Language Teachers ◽  
Global Trends ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Teachers Perspectives

This study explores the perceptions and practices of the English language teachers to create autonomous learning environment in the context of Nepalese secondary EFL classroom. The study further unpacks the role of the teachers in creating better learning opportunities for learners so as to promote learner autonomy. The research is based on interpretive paradigm to look into kaleidoscopic view of variety of perspectives, classroom practices and emerging dilemmas of the teachers. Based on the findings, the research showcases the deep rooted social practices and myths to bring tensions in the relation between teachers and students. The school environment has to be homely and autonomy supportive. It seems pertinent to think over the concept of learner autonomy globally and act locally adapting the global trends and issues of teaching and learning, and at the same time, there is a dire need to remain mindful of the translated concept of learner autonomy thinking contextually and pragmatically.

scholarly journals Classroom Code Switching of English Language Teachers at Tertiary Level: A Bangladeshi Perspective

2013 ◽  
Vol 7 ◽  
pp. 40-61 ◽  
Author(s):  
Nargis Chowdhury
Keyword(s):  
Foreign Language ◽  
Positive Attitude ◽  
English Language ◽  
Survey Result ◽  
Code Switching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Class Room

Classroom code switching is a common scenario in many multi lingual and multicultural classes. In a monolingual country like Bangladesh, classroom code switching has some distinctive attributes. As a part of the global transformation in the methods and techniques of English language teaching, we need to consider classroom code switching as a fact which cannot be ignored in any way especially in a country like Bangladesh where English is taught as a foreign language. In most of the cases Bangladeshi students tend to switch codes, but it is also common in teachers’ discourse. This paper aims to focus on the reasons for teachers’ code switching and the attitude of the teachers and students towards classroom code switching. A survey was conducted for data collection where two different sets of questionnaires were used for teachers and students. 20 English language teachers and 37 undergrad students from different universities participated in the survey. The findings of the survey result in identifying the reasons for teachers’ code switching like ease of communication, explanation, maintaining discipline in the classroom, translation of the unknown terms etc. On the other hand, although many teachers consider that they should not switch codes in the class room, students possess a positive attitude towards it. DOI: http://dx.doi.org/10.3329/sje.v7i0.14462 Stamford Journal of English; Volume 7; Page 40-61

scholarly journals Teachers and Students’ Attitudes towards the Integration of the Target Culture in the English as a Foreign Language Class: A Case Study

2021 ◽  
Vol 4 (4) ◽  
pp. 253-266
Author(s):  
Simon Pierre DABOU ◽  
Abdelhak HAMMOUDI ◽  
Romaissa CHIBANI
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Structured Interview ◽  
Language Teachers ◽  
Language And Culture ◽  
Language Class ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Students Attitudes ◽  
Target Culture

Language and culture are like two sides of the same coin, the music on a radio or the soul in a body. The two are so interrelated that separating them is almost impossible. Therefore, teaching a foreign language implies integrating the target culture. In this context, this study aimed to investigate teachers and students’ attitudes towards the integration of the English culture in the EFL curriculum at the University of Sétif 2.  A Semi-structured interview with six English language teachers and a questionnaire to 53 third-year English students were the tools used to collect the necessary data. The analysis of the data showed that all the teachers were for the integration of the target culture in the EFL classes. The study also revealed that students who had positive attitudes towards the target culture represented only 28% of the sample. Therefore, the researchers suggested that the concept of target culture be properly defined within the EFL class and appropriately approached to sustain interest. Moreover, teachers are encouraged to integrate certain aspects of the target culture, such as language, norms, and values, to avoid misunderstanding, and respect each other’s cultural rights.

scholarly journals O efeito retroativo de um exame de proficiência para professores

2018 ◽  
Vol 29 (72) ◽  
pp. 832
Author(s):  
Rodrigo Nascimento de Queiroz ◽  
Douglas Altamiro Consolo
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Assessment Practices ◽  
Validity And Reliability ◽  
Foreign Language Teachers ◽  
Professional Experiences ◽  
English Language Teachers

<p>O presente artigo aborda questões relativas ao efeito retroativo em torno da experiência durante a aplicação do Exame de Proficiência para Professores de Língua Estrangeira (EPPLE). O debate está ancorado nos seguintes princípios: a) a avaliação no ensino e aprendizagem de línguas; b) a proficiência linguístico-comunicativo-pedagógica (PLCP) de professores de línguas; e c) as experiências materializadas como efeitos retroativos na prática avaliativa. A abordagem qualitativa auxilia na interpretação das narrativas de dois professores de Língua Inglesa (LI). A análise interpretativa dos aspectos discursivos indica que os impactos possibilitam o resgate da consciência reflexiva inter-relacionada com as memórias da formação profissional, assim tornando a experiência concreta e válida para o processo de socialização dos conhecimentos específicos do contexto pedagógico de professores de LI.</p><p>Formação de Professores; Língua Inglesa; Proficiência Linguístico-Comunicativo-Pedagógica; Exame de Proficiência.</p><p> </p><p>El efecto retroactivo de un examen de competencia para profesores</p><p>El presente artículo aborda temas relativos al efecto retroactivo en torno a la experiencia durante la aplicación del Examen de Competencia para Profesores de Lengua Extranjera (EPPLE). El debate se basa en los siguientes principios: a) la evaluación en la enseñanza y aprendizaje de idiomas; b) la competencia lingüístico-comunicativo-pedagógica (PLCP) de profesores de idiomas; y c) las experiências materializadas como efectos retroactivos en la práctica evaluativa. El abordaje cualitativo auxilia en la interpretación de las narrativas de dos profesores de Lengua Inglesa (LI). El análisis interpretativo de los aspectos discursivos indica que los impactos posibilitan el rescate de la consciencia reflexiva interrelacionada con las memorias de la formación profesional, haciendo de esta forma que la experiencia sea concreta y válida para el proceso de socialización de los conocimientos específicos del contexto pedagógico de profesores de LI.</p><p>Formación de Profesores; Lengua Inglesa; Competencia Lingüístico-Comunicativo-Pedagógica; Examen de Competencia.</p><p> </p><p>Washback effect of an application of a proficiency examination for teachers</p><p>This paper deals with some issues related to the analysis of two narratives written by in-service and pre-service English language teachers, following an application of a Proficiency Examination for Foreign Language Teachers [Exame de Proficiência para Professores de Língua Estrangeira – EPPLE] in a public university located in the western Amazon. The discussion is based on the following principles: (i) the implications for assessment in the teaching and learning of foreign languages related to the reconstruction and promotion of socialized practices; (ii) the quality of a linguistic, communicative and pedagogical proficiency of foreign language teachers underlying the elements of validity and reliability of EPPLE; and (iii) the intersection of experiences materialized as washback effects from a process of assessment practices. The analysis of the teachers’ discourses indicates an intersection between teachers’ memories and professional experiences.</p><p>Teacher Training; English Language; Linguistic, Communicative and Pedagogical Proficiency; Proficiency Exam.</p>

scholarly journals Incorporating Body Language into EFL Teaching

2018 ◽  
Vol 1 (1) ◽  
pp. 36-45
Author(s):  
Rebin A. Azeez ◽  
Paiman Z. Azeez
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Essential Element ◽  
Body Language ◽  
Language Learner ◽  
Language Teachers ◽  
Classroom Activities ◽  
Second Language Learner ◽  
Teachers And Students ◽  
English Language Teachers

In this query-based study, body language as an important non-verbal communicative technique in teaching English as a foreign language is inquired. In literature, little attention has been given to practical teaching approaches and techniques that will help English language teachers incorporate this essential element into their classrooms. This research aims at investigating the needful role of body language in the overall teaching and learning process. It considers the interplay of body language, particularly gestures, facial expressions and eye-contact behavior, between teachers and students and gives special consideration to the second language learner preferences in decoding and encoding bodily language behaviors. Likewise, specific questionnaires are used to collect data about teachers' and students’ opinions and experiences in their teaching and mannerism along with observing teachers and interviewing them. The results will help stimulating teachers' innovativeness in producing their own classroom activities and movements while teaching and better non-verbally communicate with their students in class in one hand. On the other, it facilitates students learning. It is recommended that the use and integration of body language should not be ignored by instructors.

scholarly journals Teaching ESP at the Tertiary Level in Bangladesh: A General Perspective

2018 ◽  
Vol 22 (1-2) ◽  
pp. 76-88
Author(s):  
Sharmin Siddique
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teachers ◽  
Tertiary Level ◽  
Teachers And Students ◽  
Language Courses ◽  
Survey Results ◽  
English Language Teachers ◽  
Workplace Needs ◽  
General Perspective

English is a foreign language in Bangladesh, and the tertiary students of private universities of different departments come with different vocational needs. General English courses cannot cater to the specific needs of the students of different departments. Moreover, at a tertiary level, English language courses should be designed not only to help students receive good grades, but also cater to their future workplace needs. In these cases, English for Specific Purposes (ESP) is more applicable than General English language courses. On the other hand, teaching ESP courses is more challenging and difficult than teaching General English courses. The article aims to characterize ESP, analysing its need in Bangladesh and identifying teachers’ roles in its teaching. A survey was conducted for data collection in which two different sets of questionnaires were used for teachers and students. Twenty English language teachers and 64 undergrad students from the Department of Civil Engineering from different universities participated in the survey. Results of the survey have been presented with some recommendations for its pedagogic management.Journal of NELTA ,  Vol. 22, No. 1-2, 2017 December, Page: 76-88 

scholarly journals Evaluating the Use of Kurdish in Efl Classes at Secondary Schools in Duhok City: A Teacher’s Perspective

2020 ◽  
Vol 9 (2) ◽  
pp. 284
Author(s):  
Asma A. Hussein ◽  
Hamza Zeebaree
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
Language Teachers ◽  
Ongoing Debate ◽  
English Language Teachers ◽  
Teacher's Perspective

This study examines the use of first language (L1) in secondary school EFL classes in Duhok city in the Kurdistan Region - Iraq. The use of L1 in EFL classes has been an ongoing debate among researchers and practitioners across the globe especially as regards its role as a facilitator of, or a hinderance/barrier to the teaching of English. Hence, the researcher aims to discover whether or not the use of Kurdish facilitates the teaching of English, in secondary schools in Duhok city. In addition, the researcher aims at finding out on what basis do teachers decide to use L1 and for what purposes do they use it. In this study, among the participants were 50 English language teachers from different secondary schools in Duhok city. The data were collected through interviews. The results indicated that the use of L1 (Kurdish) facilitates teaching of foreign language (FL) and that a balanced and judicious use of L1 in the EFL classroom by teachers can be useful in the language learning process especially with regard to grammar and vocabulary instruction.

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