scholarly journals A Proposed Training Program for Developing Reciprocal Teaching Skills For Secondary School English Language Teachers

2020 ◽  
Vol 6 (3) ◽  
pp. 81-114
Author(s):  
Ahmed Asiri ◽  
Ahmed Alshehri
Keyword(s):  
Secondary School ◽  
Training Program ◽  
English Language ◽  
Language Teachers ◽  
Reciprocal Teaching ◽  
Teaching Skills ◽  
English Language Teachers

scholarly journals EXPLORATORY FACTOR ANALYSIS OF TPACK IN THE CONTEXT OF ESL SECONDARY SCHOOL TEACHERS IN SABAH

2021 ◽  
Vol 6 (38) ◽  
pp. 137-146
Author(s):  
Ahmad Abdul Rauf ◽  
Suyansah Swanto ◽  
Syahrul Nizam Salam
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Exploratory Factor Analysis ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teachers ◽  
School Teachers ◽  
Esl Teachers ◽  
Pedagogical Content ◽  
English Language Teachers

The aim of this study was to adapt the Survey of EFL-Technological Pedagogical Content Knowledge (EFL-TPACK) by Bostancıoğlu & Handley (2018) and to investigate its factor structure through exploratory factor analysis. 100 ESL teachers of secondary schools in Sabah participated in this study. SPSS application has been used for statistical analyses. The reliability of the subscales from Cronbach Alpha is ranging from 0.898 to 0.902. The final TPACK survey included a total of 33 items: 6 TK, 3 CK, 6 PK/PCK, 6 TCK, 6 TPK, and 6 TPACK. Based on the findings also, the TPACK Survey has been found to be ideal to study on TPACK level of English language teachers in Malaysia.

scholarly journals An Investigation into the Level of Burnout in Secondary School English Language Teachers and their Perception of Prevention of it

2020 ◽  
Vol 1 (4) ◽  
pp. 133-138
Author(s):  
Ziaullah ◽  
Dr. Farooq Nawaz Khan ◽  
Dr. Shazia Kanwal
Keyword(s):  
Secondary School ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teachers ◽  
School Level ◽  
Average Score ◽  
Systematic Sampling ◽  
Country Level ◽  
English Language Teachers ◽  
Teaching Learning

Research on burnout gained popularity in the 1970s but in the last three decades’ research about burnout gained immense popularity (Hedden, 2005, Harmesh, Laurenz, Maulana & Veen., 2018). Frudenberger (1974) defined the term (Burnout) for the first time who opined that when there are too many professional demands with limited resources and rewards, it causes a sense of chronic stress and failure. The current research study was undertaken to find out the level of burnout among secondary school English teacher and also their perception of prevention from burnout. The data from the respondents were collected through CBI inventory to measure their level of burnout and its effects on teachers at the secondary school level in district Swat. An open-ended 7 items questionnaire was used to identify the perception of the teachers about preventing them from burning out. The population for this study is comprised of government secondary schools’ teachers (230) male-only from which the sample group was selected through systematic sampling techniques. The reliability coefficient was measured through the Cronbach alpha method the= .00000. All the respondents used the categories indicating a low level of burnout and the average score of all the respondents is below 40 in most of the categories of burnout.  The study recommends that the school management should take preventive measures to help teachers fight burnout on a school level and larger scale (directorate level) organizations should help teachers maintain balance in their work so that they do not fall victim to burnout. The study is of immense importance for the wellbeing of the teachers and the effective teaching-learning process. To be able to generalize the findings of the study, it is recommended for future researchers to undertake it on a larger scale such as provincial or country level. Moreover, the current research has been conducted only among male secondary school teachers. It would be interesting to see the research-based results across both genders.

scholarly journals Interplay between Beliefs about Reading Stratagems and Classroom Practices of Secondary School Teachers in Teaching Reading Comprehension

2020 ◽  
Vol 1 (3) ◽  
pp. 56-62
Author(s):  
Itbar Khan ◽  
Farooq Nawaz Khan ◽  
Nazia Saeed
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
English Language ◽  
Classroom Practices ◽  
Secondary School Teachers ◽  
Pearson Correlation ◽  
Belief System ◽  
Study Data ◽  
Language Teachers ◽  
English Language Teachers

The current study is built on the idea that teachers’ classroom practices are influenced by their belief system. The research investigated the beliefs of teachers about the position of reading stratagems, and their classroom implementation among 141 secondary school English teachers and found the association between their beliefs about the position of reading comprehension stratagems and their classroom application. It is a descriptive study, data were collected through a questionnaire. Means and Pearson correlation were calculated for finding out the relationship between the variables. The study found that reading stratagems in reading comprehension and their practices in classrooms are positively correlated. The study recommends understanding the conceptions of English language teachers in schools for the effective teaching of English in general and reading stratagems in particular.

scholarly journals English teachers’ identities concerning their knowledge of slang

2018 ◽  
Vol 9 (1) ◽  
pp. 58
Author(s):  
Fábio Henrique Rosa Senefonte
Keyword(s):  
Teacher Identity ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Teaching Skills ◽  
Complex Dynamic ◽  
English Language Teachers ◽  
Structured Audio ◽  
The One ◽  
Main Language

Underpinned by a postmodern perspective of (teacher) identity, which characterizes it as unstable, multifaceted, unfinished, complex, dynamic, fluid, constructed in relation with others (Bauman, 2005; Bohn, 2005; Hall, 2006; Beijaard et al., 2011 among others), this qualitative research aims at exploring English language teachers’ identities concerning their knowledge of slang. For this purpose, a semi-structured, audio-recorded interview was conducted with three English teachers, from the three main language institutes in Cornelio Procópio, state of Paraná. Results reveal that on the one hand, teachers consider themselves to be fluent in English and confident of their language and teaching skills; on the other, they consider their knowledge of slang to be somewhat limited. Additionally, geographical boundaries are perceived as a hindrance to address such topic in class.

scholarly journals Chadian Learners’/Users’ Preferred Variety(ies) of English

2020 ◽  
Vol 10 (6) ◽  
pp. 410
Author(s):  
Gilbert Tagne Safotso ◽  
Ndoubangar Tompté
Keyword(s):  
Secondary School ◽  
University Students ◽  
21St Century ◽  
English Language ◽  
Language Teachers ◽  
British English ◽  
The Past ◽  
Official Languages ◽  
English Language Teachers ◽  
Good Percentage

Although French and Arabic are the official languages of Chad, for the past twenty years Chadian learners and users of English have been having a strong interest in the language. Their number in Cameroonian, Nigerian, Ghanaian and Sudanese universities as well as in linguistic centres in N’Djamena testifies to this. It can be said that the petrol boom in the country has really changed the attitudes of Chadians towards English. They see in it the language of opening and opportunities. Given that in most major languages there are accents and variants, and most especially with English the lingua franca of the 21st century, it is important to know those learners’/users’ preferred variety (ies). This paper thus aims to know which variety (ies) of English Chadian learners/users prefer to hear or speak. The data was gathered through a questionnaire administered to 106 university students, 97 secondary school learners, 18 English language teachers and 29 workers of other sectors (N = 250). Results show that most Chadian learners/users prefer American or British English and a good percentage of them favour Ghanaian or Cameroon English.

scholarly journals Sources of Work Stress of English Language Teachers in Secondary Government Schools in Saudi Arabia

2021 ◽  
Vol 2 (4) ◽  
pp. 1-5
Author(s):  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
Saudi Arabia ◽  
Secondary School ◽  
Work Stress ◽  
English Language ◽  
Teaching Experience ◽  
Language Teachers ◽  
Government Schools ◽  
English Language Teachers ◽  
High Level ◽  
The Impact

The study aimed to reveal the level of work stress among secondary school English language teachers in government schools affiliated with the education directorates in Abha, Saudi Arabia, and knowing the impact of both gender, and experience on their estimates. The study population consisted of (105) male and female teachers. A questionnaire was prepared to measure the level of work stress among teachers, and it consisted of (31) items. The results showed that the work pressures facing secondary school English language teachers were at a high level on the dimensions as a whole. The results also showed that there were no statistically significant differences due to the variable of gender and teaching experience.

scholarly journals A Critical Analysis of the Assessment for Micro-teaching Program for English Language Teachers in the Secondary Education in Mainland China

2020 ◽  
Vol 10 (2) ◽  
pp. 168
Author(s):  
Jing Shi
Keyword(s):  
Secondary Education ◽  
Teacher Learning ◽  
Novice Teachers ◽  
English Language ◽  
Novice Teacher ◽  
Mainland China ◽  
Language Teachers ◽  
Teaching Skills ◽  
Teaching Program ◽  
English Language Teachers

Significant effort has been made to support pre-service and novice teacher learning abroad; however, not enough attention has been paid to promoting pre-service and novice teacher learning via collaboration with peer teachers and more expert educators at secondary education level in the context of mainland China. In order to facilitate this type of teacher collaboration and provide necessary support for pre-service and novice English language teachers in high schools in the southern part of China, a micro-teaching program has been incorporated into the pre-service training for these novice teachers. The micro-teaching program aims at equipping novice teachers with relevant teaching skills and behaviors through practice of teaching under controlled conditions. The purpose of this paper is to trace the developmental trajectories of the novice teachers participating in this program and examine the effect of formal assessment on the development of novice teachers. This study reveals that the program can help teachers share teaching strategies and solve practical problems in teaching, thus novice teachers acquire teaching skills and gain confidence in teaching. It is recommended the faculty should incorporate the program not only in pre-training service for novice teachers but also in service for teachers to improve their teaching routine.

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