scholarly journals Autonomy Perceptions from Teachers of English as a Foreign Language in Diverse Colombian Public Teaching Settings

2019 ◽  
Vol 7 (2) ◽  
pp. 148
Author(s):  
Dr. David Wealthy Guerrero
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
General Purpose ◽  
Language Teachers ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Research Production ◽  
English Language Teachers

<p><em>This qualitative descriptive case study reports the features in autonomy dynamics of three Colombian English language teachers in public schools in the District in Bogota Colombia. Three semi-structured interviews and reflective journals were used for data collection. The research question that guided this study was: What perceptions about autonomy do the three Colombian English language teachers have? The general purpose of this investigation was to identify the main features in teachers’ perceptions related to Autonomy. The specific objective was to identify the strategies that promoted autonomy in Teachers of English as a Foreign Language -TEFL- in different public schools in Bogota, Colombia. The study is, therefore, particularly significant as it can play a role in encouraging Colombian English as a Foreign Language -EFL- teachers to relate the factors needed to get a high quality in Education dynamics. Data indicated that the process heightened the teachers’ awareness of ‘self’ and practice. Autonomy also activated both the teachers’ ability to critically reflect on their context as well as focus on positive aspects of their practice through the willingness to improve their academic abilities and research production. Taken together, the findings serve as baseline data to further professional development in language assessment. </em></p><em></em><em></em>

scholarly journals Teaching English to Young Learners in Mexico: Teachers’ Perceptions About Their Teaching Contexts

2020 ◽  
Vol 22 (1) ◽  
pp. 125-139
Author(s):  
Tania Millán Librado ◽  
Nora M. Basurto Santos
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
English Language ◽  
Language Teachers ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Negative Perceptions ◽  
English Language Teachers ◽  
The Government ◽  
Urgent Action

This paper discusses the perceptions that six English language teachers, from public schools in the south region of the state of Veracruz in Mexico, have about their particular teaching contexts. A qualitative approach was adopted, and main data collection was through semi-structured interviews. The results show that all teachers have mostly negative perceptions about their teaching conditions. It was concluded that urgent action is needed on the part of the government to improve the English as a foreign language scenario, especially now when the introduction of English as a foreign language has been proposed at even earlier ages in all levels of education in the country.

scholarly journals A Closer Look at Extensive Reading in Omani Public Schools: Current Practices and Teachers’ Perceptions

2016 ◽  
Vol 9 (8) ◽  
pp. 93 ◽  
Author(s):  
Al Seyabi Fawzia ◽  
Al Rashdi Salwa
Keyword(s):  
Public Schools ◽  
English Language ◽  
Language Teachers ◽  
Difficulty Level ◽  
Extensive Reading ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Show Evidence ◽  
English Language Teachers ◽  
Current Practices

<p>The present study aims at identifying the current practices regarding the implementation of extensive reading in Omani public schools. The study employed a content analysis sheet to analyze the extensive reading work of 300 students. Semi-structured interviews were also held with 15 teachers and 5 regional supervisors from Al-Dakhilyia Governorate. Results of the study revealed that the frequency of reading amongst students is very low as 53% of the students read only once a semester and they often read the same type of genre. The results also showed that most of the English language teachers chose the same reading materials for their students regardless of the students’ interests or proficiency level. To show evidence of reading, students often wrote responses to questions in their notebooks. As for assessment, teachers did not assess students based on the frequency of reading or the difficulty level of the questions chosen. Teachers responded to students’ work by giving them a general mark rather than providing descriptive comments or giving recommendations on what to read next. Drawing upon the findings, recommendations to bring about better practices regarding extensive reading are provided.</p>

scholarly journals Measuring Digital Competence and ICT Literacy: An Exploratory Study of In-Service English Language Teachers in the Context of Saudi Arabia

2017 ◽  
Vol 10 (12) ◽  
pp. 38 ◽  
Author(s):  
Ahmed Abdulteeef M. Al Khateeb
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
Language Teachers ◽  
Future Research ◽  
Ict Literacy ◽  
Digital Competence ◽  
Diverse Range ◽  
English Language Teachers

The purpose of this research is to measure in-service English language teachers' digital competence, particularly for the enhancement of teaching English as a second/foreign language in schools in Saudi Arabia. Information and communication technology (ICT) knowledge is currently considered as a vital skill for foreign language teachers in addition to their linguistic competence. Recently, there has been a focus on digital competence, since it can be regarded as a gateway for enriching knowledge, economies, societies and individuals. There is also a massive need for teachers to assess their own digital competence according to non-conventional norms (i.e., having the ability to share content and manage information). In light of this rationale, this paper investigates the following research question: to what extent are English language teachers in Saudi Arabia digitally competent and in what aspects? This study used a standardized questionnaire that was constructed using a validated comprehensive framework. This instrument was designed to assess the professional capability of English language teachers in terms of their willingness and readiness to use ICTs along with their current digital competence used throughout their teaching and educational practices. The research included a diverse range of participants who come from various backgrounds, genders and experiences. The study was concluded with a presentation of useful recommendations and key research questions for future research.

Effects of Teacher Portfolio Construction on English Language Teachers' Perceived Teaching Competencies

2017 ◽  
pp. 185-207
Author(s):  
Ece Zehir Topkaya ◽  
Handan Çelik
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Portfolio Construction ◽  
Structured Interviews ◽  
Teaching Competencies ◽  
Teachers Perceptions ◽  
Before And After ◽  
Native Teachers ◽  
English Language Teachers ◽  
Teacher Portfolio

This study investigates the effects of teacher portfolio construction upon in-service English language teachers' perceived teaching competencies. With the participation of six non-native teachers, data were collected through questionnaires and semi-structured interviews conducted before and after a sixteen-week teacher portfolio construction program. Analyses of the data through descriptive statistics and inductive content analysis revealed that the teachers' perceptions related to their teaching competencies were quite high prior to the portfolio construction process. After the process, however, decrease was observed in the teachers' perceived competencies. Findings also showed that the portfolio construction program was effective for the teachers' in that the process led them to become more self-evaluative, thus reflective and realistic about their competencies.

scholarly journals An Analysis of Algerian Manufacturing and Engineering Master’s Students’ Needs

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Nouria MESSAOUDI ◽  
Hafida HAMZAOUI- ELACHACHI
Keyword(s):  
English Language ◽  
Engineering Students ◽  
Research Question ◽  
Language Teachers ◽  
Successful Implementation ◽  
Structured Interviews ◽  
Master's Students ◽  
Main Research ◽  
Education Leaders ◽  
English Language Teachers

Needs analysis is considered as an effective tool to design a course of English for Specific Purposes (ESP) that best fits the students’ needs. Thus, the present paper responds to a main research question focuses on what the Algerian Manufacturing and Engineering Master’s students need English for. It aims at investigating the students’ language needs and identifying the stakeholders’ perceptions of the ESP course. For this purpose, this research is based on a case study design through which a target situation, a present situation, a learner factor and teaching content analyses were undertaken. In fact, this is done in order to help teachers and education leaders in Algeria to draw a clear policy to ensure successful implementation of ESP courses. Two questionnaires and two semi-structured interviews were addressed to Algerian Engineering Master’s students, English language teachers, subject-specialists and administrators. The results revealed that Engineering students were highly motivated to learn English. They also indicated that there is an absence of an adequate proficiency level of English from the part of the students as they are unable to practice effectively the four skills namely listening, speaking, and communication. This is why they need to learn English in order to write exam answer, read textbooks, course handouts, follow lectures, and listen to instructions and explanations. Finally, designing a more focused English language course, training teachers, and providing financial support are highly recommended.

scholarly journals The Implementation of Communicative Language Teaching by Iraqi English language Teachers

2019 ◽  
Vol 8 (5C) ◽  
pp. 1140-1147
Keyword(s):  
Public Schools ◽  
English Language ◽  
Classroom Practices ◽  
Language Teaching ◽  
Research Question ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Teaching Methodology ◽  
English Language Teachers ◽  
Communicative Approach

The implementation of Communicative Language Teaching (CLT) has been debated by many researchers in the field of language teaching methodology. Much is done in this regard and literature confirms that the implementation of CLT in teaching English as a foreign language is challenging. Even though there are studies investigating the issue in Iraqi schools, little has been done in exploring the classroom practices of Communicative Language Teaching by the teachers. Thus, this study hopes to investigate how Iraqi English language teachers implement CLT in their classrooms. A qualitative method is used to collect data through classroom observation of 3 in-service English language teachers. The research question that is addressed is (to what extent the classroom practices of Iraqi English language teachers comply with the principles of Communicative Language Teaching?). The data collected from the observations are analyzed based on a checklist to compare them to the basic principles of communicative approach. The results of the study show that Iraqi English language teachers do not fully implement communicative approach in their classroom practices and their teachings mostly focus on grammar and vocabulary rather than meaningful communication. The results from this study will contribute to the field of knowledge about Communicative Language Teaching, particularly in Iraqi public schools. The outcome of this study will support teachers to overcome the current challenges in language teaching and provide better recommendation for them to improve their teaching and implementation of CLT approach

scholarly journals Intercultural Competence in the Eyes of State School English Language Teachers in Turkey

2020 ◽  
Vol 6 (2) ◽  
pp. 56-75
Author(s):  
Nur Gedik Bal ◽  
Perihan Savas
Keyword(s):  
High School ◽  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Language Classrooms ◽  
English Language Teachers ◽  
Foreign Language Classrooms

Equipping students with intercultural competence (hereafter IC) is a critical aim of English foreign language classrooms nowadays, and EFL teachers have emerged as essential players for accomplishing this. These teachers should essentially be competent in their intercultural skills so that they can pass these on to their students in order to foster interculturally competent language learners. However, teachers' perceptions regarding IC remain uncertain, particularly in the Turkish context. Thus, before asking teachers to apply methods and strategies so that they can enhance students’ IC in the classroom, it is vital that we investigate what they understand about IC. Therefore, this qualitative study aimed to reveal middle and high school teachers’ understanding of the IC phenomenon and their description of the characteristics of an interculturally competent foreign language learner and teacher. In addition, teachers’ perceptions regarding their own and their learners’ IC were also explored in this study. The participants were 30 middle and high school English language teachers teaching at state schools in Turkey. Semi-structured interviews were conducted to collect the data. MAXQDA was exploited in order to analyse the data, primarily to code, categorize, and systematize the findings. The results indicated that the teachers considered IC to be the ability to communicate with people from various cultures effectively, having knowledge about one’s own, target, and other cultures, and developing positive attitudes toward other cultures and societies. They also emphasized the inseparability of language and culture and the importance of English as an international language. The teachers also indicated why they viewed themselves and their learners as interculturally competent or incompetent, which could provide insight into where to start intercultural learning and teaching in foreign language classrooms and how to train EFL teachers about different dimensions of IC.

scholarly journals Feedback on the Classroom Performance of Pre-service English language Teachers in Oman

2020 ◽  
Author(s):  
Moza Abdullah Al-Malki ◽  
Katie Weir ◽  
Wayne Usher
Keyword(s):  
English Language ◽  
Research Question ◽  
Phenomenological Approach ◽  
Language Teachers ◽  
Structured Interviews ◽  
Classroom Performance ◽  
Doctoral Study ◽  
The Social ◽  
English Language Teachers ◽  
Shared Understandings

The research reported here is part of a larger, doctoral study that aims at examining the process of assessing the classroom performance of pre-service English language teachers in three higher education institutions in Oman. This article reports on an investigation into the social practices associated with assessing the classroom performance of pre-service English language teachers at Sultan Qaboos Univeristy (SQU), Rustaq College of Education and Nizwa University. Specifically, this study aims at answering one research question: How do stakeholders understand and experience feedback when assessing pre-service teacher classroom performance? The research adopted a phenomenological approach for examining a total of 10 participants’ feedback experiences through semi-structured interviews and observations of the phenomenon in situ. The findings of this study revealed shared understandings about the purpose of feedback for improving pre-service teachers’ classroom performance. However, it was revealed that variations in feedback processes affected its efficacy in enhancing pre-service teachers’ classroom readiness. Pre-service teachers confirmed this finding and expressed their desire for greater agency and some consistency and uniformity in the type of feedback they receive during their school experience. The paper concludes by presenting recommendations that go to heighten the quality of the feedback process provided to pre-service English language teachers in Oman.

scholarly journals Teachers’ perceptions of incorporation of corpus-based approach in English language teaching classrooms in Karachi, Pakistan

2021 ◽  
Vol 5 (1) ◽  
pp. 611-629
Author(s):  
Javeria Jamal ◽  
Asmara Shafqat ◽  
Ehtsham Afzal
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
New Strategy ◽  
English Language Teachers ◽  
Interest And Motivation

The objective of the study is to understand language teachers’ perceptions regarding incorporating a corpus-based approach, i.e., corpus-based teaching methodology in English Language Teaching (ELT) classroom contexts. The design of the study is qualitative. The sample is taken from 19 English language teachers who are currently enrolled as students of Master of Applied Linguistics at NED University, Karachi, Pakistan. The instrument of the study is an open-ended questionnaire and also a focus groups based on semi-structured interviews. A thematic analysis of the interviews is conducted, as a result of which different themes emerged that conform to the benefits of incorporating corpus-based materials and activities in ELT classrooms. The findings show that use of a corpus-based teaching methodology in ELT classrooms is accepted as a new strategy for teaching different aspects and skills of English language such as vocabulary, grammar, reading, and writing. The pedagogical implications are found to be significant for curriculum designers, ELT teachers, and administrators at educational institutes where they want to enhance their students' interest and motivation levels. Material designers, corpus-based tools researchers, and teachers are suggested to collaborate for designing effective corpus-based materials for teaching as it increases the reliability of the teaching material.

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