scholarly journals My Teaching Philosophy with Particular Reference to Teaching of English as a Foreign Language (TOEFL) in the Kingdom of Saudi Arabia

2017 ◽  
Vol 1 (1) ◽  
pp. 50
Author(s):  
Nehal Ahmad
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Real Life ◽  
Language Teachers ◽  
Teaching Philosophy ◽  
Foreign Language Teachers ◽  
Self Development ◽  
Real Life Situation ◽  
Teaching Learning ◽  
The University

<p><em>It has been due on my part to share my own teaching philosophy with my colleagues in the University in general and other language instructors engaged in this noble profession. Needless to say, creating our own teaching philosophy is an innovative practice and it should be a meaningful part of us as second/foreign language teachers since it states our teaching/learning vision and wisdom, observations, experiences, goals, beliefs, level of professionalism and self-development among many other things. However, in real life situation, we do not often implement all our innovative ideas that we possess in our teaching philosophy. The main objective of the present study is to share my decades of experiences as a language instructor as a student of linguistics as well as an English language instructor. </em></p>

scholarly journals Tailoring Potent Courses for ESP Learners: A Way to Better Fulfil their Demands

2021 ◽  
Vol 12 (2) ◽  
pp. 414-423
Author(s):  
Fatma ZAGHAR ◽  
El-Alia Wafaâ ZAGHAR
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Courses ◽  
Remedial Actions ◽  
Global Language ◽  
Teaching Learning ◽  
The University

In this day and age, it is absolutely indispensable for acquiring competence in English to grapple with the real impediments and huge challenges of the modern epoch. The emergence of English as a global language is among the factors that could explicate its vitality and its expansion. The basic burden of making language courses more relevant to learners’ needs resulted in the advent of languages for specific purposes movement, known in English Language Teaching circles as English for Specific Purposes. ESP then, has since its inception in the early 1960s become one of the most dynamic branches of applied linguistics in general, and of Teaching English as a Foreign Language in particular. To amass relevant data, a case study was conducted through a combination of a questionnaire, classroom observation, and informal interviews with language teachers and subject specialists. The main aim of this present paper is to precisely delineate the teaching/learning process of ESP in the department of Computer Sciences at the University of ORAN1 in Algeria, and the learners’ attitudes towards this teaching. For this purpose, it is necessary to explore the utility of ESP as perceived by learners, and to address problems faced by instructors. The results indicate that the students have a positive attitude towards ESP and that their poor achievement was due to multiple reasons. This digest concludes by offering some suggestions and implications as remedial actions to the major confronted concerns.

scholarly journals EFL Teachers’ Perceptions of the 2014 Curriculum in Cameroon French-medium Secondary Education

2020 ◽  
Vol 3 (9) ◽  
pp. 41-57
Author(s):  
Yepdia Leundjeu Walter
Keyword(s):  
Secondary Education ◽  
Foreign Language ◽  
Language Learning ◽  
Professional Growth ◽  
English Language ◽  
Real Life ◽  
Language Teachers ◽  
Instructional Materials ◽  
Foreign Language Teachers ◽  
Teachers Perceptions

This paper explores English foreign language teachers’ perceptions of the 2014 English language learning programme in Cameroon French-medium secondary education. It considers aspects such as the quality of the programme of study, the teaching of skills and competencies in the instructional materials selected, the teaching and testing approaches, the challenges encountered, and teachers’ personal and professional growth. Hall and Hord (1987, 2001) theoretical paradigm was chosen to conduct this research and the method of data collection was quantitative in nature. A total number of 80 English foreign language teachers were surveyed and administered a 38-item questionnaire. It came out of the findings that the vast majority of teachers deemed the new curriculum innovative and a developmental tool for bilingualism. Also, the majority of the respondents appreciated the skills and the competencies taught in the textbooks selected as they met with real-life situations. Further, these teachers in their great number claimed that they had a good knowledge of the Competence-Based Approach (CBA) and had grown cognitively and pedagogically while implementing the reforms of the new learning programme. Finally, they wish the implementation of the curriculum continued. Among the pitfalls of the curriculum, the testing approach and the exposure of learners to other learning sources revealed themselves limited. The overcrowded nature of classrooms impeded the unfolding of lessons and personalised pedagogy and above all obstructed the effective and efficient implementation of the Competence-Based Approach. Ultimately, teachers frowned at the filling of pedagogic documents which in their perspective was too bureaucratic. Some recommendations were made at the end of the investigation in order to improve the curriculum.

scholarly journals Tailoring Potent Courses for ESP Learners: A Way to Better Fulfil their Demands

2021 ◽  
Author(s):  
Fatma ZAGHAR ◽  
El-Alia Wafaâ ZAGHAR
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Courses ◽  
Remedial Actions ◽  
Global Language ◽  
Teaching Learning ◽  
The University

In this day and age, it is absolutely indispensable for acquiring competence in English to grapple with the real impediments and huge challenges of the modern epoch. The emergence of English as a global language is among the factors that could explicate its vitality and its expansion. The basic burden of making language courses more relevant to learners’ needs resulted in the advent of languages for specific purposes movement, known in English Language Teaching circles as English for Specific Purposes. ESP then, has since its inception in the early 1960s become one of the most dynamic branches of applied linguistics in general, and of Teaching English as a Foreign Language in particular. To amass relevant data, a case study was conducted through a combination of a questionnaire, classroom observation, and informal interviews with language teachers and subject specialists. The main aim of this present paper is to precisely delineate the teaching/learning process of ESP in the department of Computer Sciences at the University of ORAN1 in Algeria, and the learners’ attitudes towards this teaching. For this purpose, it is necessary to explore the utility of ESP as perceived by learners, and to address problems faced by instructors. The results indicate that the students have a positive attitude towards ESP and that their poor achievement was due to multiple reasons. This digest concludes by offering some suggestions and implications as remedial actions to the major confronted concerns.

scholarly journals The Importance of Developing our Teaching Philosophy as EFL Professionals

2012 ◽  
Vol 7 (2) ◽  
pp. 45-55
Author(s):  
Jorge Luis Espinoza Campos
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Learning Experiences ◽  
Real Life ◽  
Foreign Language Teaching ◽  
Teaching Philosophy ◽  
Innovative Practice ◽  
Self Development ◽  
Efl Teachers ◽  
School Assignment

Creating our own teaching philosophy statement is an innovative practice, and it should be a meaningful part for teachers since it states the learning experiences, goals, beliefs, level of professionalism and self development among many other elements. Some teachers usually write a teaching philosophy statement just to carry out a school assignment or to complete their résumé. However, in real life, teachers do not often implement all the nice ideas that are stated in their teaching philosophy statement. The goal of this paper is to make EFL teachers reflect on the importance of developing this practice in the foreign language teaching field to show their learning and growth throughout time.

scholarly journals Psychological Features of the Tolerance of Future Specialists in Socionomic Professions

2021 ◽  
Author(s):  
Hanna Barabashchuk ◽  
Mariana Dushkevych ◽  
Natalia Hutsuliak
Keyword(s):  
Foreign Language ◽  
Social Situation ◽  
Psychology Students ◽  
Professional Preparation ◽  
Language Teachers ◽  
Tolerance Index ◽  
Foreign Language Teachers ◽  
Self Development ◽  
The Individual ◽  
Psychological Features

It is a set on the basis of theoretical researchers, that the modern specialist of the sphere of «Man-Man», except the certain volume of professional abilities and knowledge, must own personality-mature qualities: to show readiness for self-development and self-perfection; make a decision on their own; have their own system of values and be able to correlate their own vital persuasions with the senses and stereotypes of society. For this reason, development of their tolerance as a constituent of professionalism is important in the professional preparation of specialists of socio-economic professions. Tolerance is not just a tolerance for others' thoughts, beliefs and behaviour, it is a purposeful effort on the part of the individual to create an information space that promotes harmony, interpersonal cooperation, emotional tact and respect. The empirical study involved 40 second-year students, including psychology students and foreign language teachers. The psychodiagnostic complex of methods presented in the article made it possible to obtain reliable research results. A comparative analysis of respondents' indicators showed that «tolerance» as a personal quality is significant for both groups. It is stated that psychology students are more tolerant of representatives of different social strata, while foreign language students are tolerant of ethnic minorities. The study found that future psychologists seeking to assert their beliefs and considerations, if the situation becomes conflictual, can be harsh. Future teachers are more critical of themselves and their opinions, showing tact and understanding to manifest «paradoxical» actions, even if they do not agree with them. The overall tolerance index of the two groups under study indicates that their behaviour and attitudes towards the world, people and events will depend on the particular social situation they are currently in.

scholarly journals Teacher to Researcher: Reflections on a New Action Research Program for University EFL Teachers

2018 ◽  
Vol 20 (1) ◽  
pp. 15-23 ◽  
Author(s):  
Anne Burns ◽  
Anne Westmacott
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Research Programme ◽  
Language Teachers ◽  
First Year ◽  
Foreign Language Teachers ◽  
Research Publication ◽  
Efl Teachers ◽  
The University ◽  
Relevant Factors

One of the current challenges facing many universities is how to support teachers in becoming researchers. This article discusses the experiences at a small private Chilean university of a new action research programme that was developed as a vehicle for helping teachers to become involved in research and write a research publication for peer-reviewed journals. We present findings from research into similar programmes about relevant factors for their success, describe the programme developed at the university with five English as a Foreign Language teachers in 2016, and discuss some reflections on this first year of the programme.

Zur Bedeutung der Didaktik der nichtlinguistischen Disziplinen im FSU

2021 ◽  
pp. 37-53
Author(s):  
Petra Besedová ◽  
Karolína Soukupová ◽  
Kristýna Štočková
Keyword(s):  
Foreign Language ◽  
Cultural Context ◽  
Language Teaching ◽  
Language Skills ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Young Generation ◽  
Foreign Language Teachers ◽  
Teaching Learning

IMPORTANCE OF THE DIDACTICS OF NON-LINGUISTIC DISCIPLINES IN FOREIGN LANGUAGE TEACHING Learning does not mean anything but learning with all your senses and feelings. The young generation lives nowadays in a complex media world to which foreign language didactics also has to respond. Educators and teachers should use numerous materials that do not only develop language skills, but also conveycultural approaches. The teaching of non-linguistic disciplines plays a key role in foreign language teaching, and foreign language teaching is currently very modern in its cultural context. The paper attempts to outline the existence of the so-called didactics of non-linguistic disciplines in foreign language teaching in the Czech Republic. On the basis of a questionnaire survey among foreign language teachers, the extent to which foreign language teachers are confronted with the content of didactics of non-language subjects was examined. The authors were also interested whether there are differences between teachers of different foreign languages (English, German, Russian, French), and which preferences teachers of these foreign languages manifest when choosing their teaching material. We believe that the content of the didactics of non-linguistic disciplines is an essential part of foreign language teaching and can greatly enrich this field.

scholarly journals English language pre-service and in-service teachers’ self-efficacy and attitudes towards integration of students with learning difficulties

2017 ◽  
Vol 5 (1) ◽  
pp. 20-38 ◽  
Author(s):  
Ivana Cimermanová
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Language Learning ◽  
Elementary School Teachers ◽  
Regular Education ◽  
English Language ◽  
Language Teachers ◽  
Foreign Languages ◽  
Special Educational Needs ◽  
Foreign Language Teachers

Abstract The study of foreign languages is obligatory for all pupils in Slovakia, where the first foreign language is English. Conforming to integration legislation, pupils with special educational needs (SEN) are taught in mainstream classes. Foreign language teachers, however, lack training and where not prepared how to apply teaching methods and techniques for pupils with SEN in the regular language learning class. In the study presented, 187 elementary school teachers filled out questionnaires dealing with integration of pupils with SEN and possible inclusion of learners with disabilities in Slovakia and a group of 56 university FLT students - teachers-to-be. Teachers are not forced and/or encouraged to take part in in-service courses or other education on how to teach these pupils. The pre-service teachers are offered courses on SEN teaching, however, these are not compulsory and mostly general education oriented. The majority of in-service and pre-service teachers felt that pupils with SEN should be taught in regular education class. The article also describes the current situation concerning integration of students with SEN using the official statistical data.

scholarly journals Teachers’ Attitudes towards Online Writing Assessment during Covid-19 Pandemic

2021 ◽  
Vol 3 (8) ◽  
pp. 65-70
Author(s):  
Khadija Anasse ◽  
Rajaa Rhandy
Keyword(s):  
Foreign Language ◽  
Writing Assessment ◽  
Online Teaching ◽  
English Language ◽  
Negative Attitude ◽  
Language Teachers ◽  
English Language Teaching ◽  
Online Assessment ◽  
Foreign Language Teachers ◽  
Online Writing

The COVID-19 pandemic has imposed an abrupt change in our teaching practices. Particularly the online assessment of students’ writing has been an unprecedented, novel situation for many English foreign language teachers. What is novel about this issue is the constraint of adopting it in a critical situation in which it has been an alternative way to assess students in the absence of the physical presence of students. The shift from face to face assessment to online assessment has been a novel experience for many Moroccan English foreign language teachers who have never implemented it before nor have any background knowledge about its mechanisms and methods albeit there are some teachers who are familiar with online teaching and online assessment. The issue has generated important points for English language teaching practitioners and stakeholders about the strategies and challenges of this compulsory mode of assessment during COVID-19 lockdown. From this perspective, the purpose of this paper was to reflect on writing assessment in the era of COVID-19 pandemic through the lens of teachers. The paper aimed to explore the perceptions of Moroccan English foreign language teachers about online writing assessment and the challenges that encountered them.  For this purpose, data were collected from 100 English language teachers in the region of Casablanca through the use of questionnaires. The findings of this study substantiated that most participants considered online assessment of students’ writing a real challenge and hence hold a negative attitude towards it. Based on the results of this study, it was recommended to teach digital writing skills to English foreign language learners and design teaching training programs about online writing assessment. 

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