Utilizing Facebook Groups in Teaching English as Foreign Language: Indonesian EFL Teachers’ Voices

In the era of 4.0, social media has become an integral part of everyday life, including for the purpose of teacher learning. One of the means of social media that has been used for enhancing teachers’ independent professionalism is Facebook Groups related with their teaching professions. The present qualitative study aims at (i) exploring English as A Foreign Language (EFL) teachers’ experiences in utilizing Facebook Groups for their teacher learning and (ii) finding out the benefits of teachers’ involvement in teaching-related Facebook Groups. In collecting the data for the present case study, in-depth interviews were done with two teachers, one novice teacher and one experienced teacher. The findings and discussions indicated that teachers use Facebook groups to enhance their professionalism, despite they tend to start refraining from utilizing the groups due to uncomfortable atmosphere that Facebook now offers. Additionally there are three benefits found of joining Facebook groups, namely their enriched information on content knowledge, knowledge of curriculum and knowledge of educational contexts. In the current time where teachers need to shift into distance learning in the timely fashion, whereas many subjects need to be comprehended quickly.

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Professional Development of EFL Teachers through Rotatory Peer Supervision

Journal of Teacher Education for Sustainability ◽

10.2478/jtes-2018-0018 ◽

2018 ◽

Vol 20 (2) ◽

pp. 101-117 ◽

Cited By ~ 1

Author(s):

Samrand Amini ◽

Javad Gholami

Keyword(s):

Foreign Language ◽

Experienced Teachers ◽

Experienced Teacher ◽

Peer Supervision ◽

English As Foreign Language ◽

Constructive Feedback ◽

Efl Teachers ◽

Language Schools ◽

Teacher Supervisors ◽

Novel Model

Abstract Supervision in Iranian private language schools is carried out by one experienced teacher supervisor with too much authority. This paper reports a novel model of supervision, namely rotatory peer-supervision, in which supervision is delegated to English as foreign language (EFL) teachers themselves. In rotatory supervision, experienced teachers take turns observing each other’s classes and those of their less experienced colleagues and providing constructive feedback. In this study, we investigated the possibility of employing teachers as supervisors and analyzed what they focused and what type of supervisory feedback they provided. While observing their peers’ classes on a rotatory basis for 16 sessions, four experienced teachers evaluated their peer’s teaching performance using a researcher-made classroom observation checklist after receiving a sandwich course on providing constructive supervisory feedback. Their evaluative comments were categorized in terms of compliments, criticisms, and suggestions. The findings revealed that the teacher-supervisors offered compliments much more than criticisms and suggestions. Moreover, critical comments were offered using non-accusatory, mitigated, and face-saving language. This study calls for further recognition of rotatory peer supervision as a viable alternative to the practiced models and further research on this under-researched topic.

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Pre-Service EFL Teachers’ Experiences in Teaching Practicum in Rural Schools in Indonesia

The Qualitative Report ◽

10.46743/2160-3715/2018.3115 ◽

2018 ◽

Author(s):

Heri Mudra

Keyword(s):

Foreign Language ◽

Classroom Management ◽

Rural Schools ◽

Parental Support ◽

Teaching Practicum ◽

English As Foreign Language ◽

Management Learning ◽

Teaching Aids ◽

Teachers Experiences ◽

Efl Teachers

A teaching practicum is officially offered to pre-service English as Foreign Language (EFL) teachers, randomly selected for either urban or rural schools. The study aims to describe and disseminate the obstacles experienced by those teaching English in rural schools during their Teaching Practicum Program (TTP). Seventeen pre-service teachers participated in the qualitative study. Interviews and observations were the main methods of data collection. The results reveal that the obstacles faced by the pre-service EFL teachers were around classroom management, learning materials or resources, teaching aids or media, teaching methods, learners' English skills, choice of language use, slow internet connectivity, learners' motivation, evaluation technique and parental support. The discussion includes implication for need to reorganize future teaching practicum.

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Perceptions of Using Social Media as an ELT Tool among EFL Teachers in the Saudi Context

English Language Teaching ◽

10.5539/elt.v9n7p1 ◽

2016 ◽

Vol 9 (7) ◽

pp. 1 ◽

Cited By ~ 2

Author(s):

Madawi Allam ◽

Tariq Elyas

Keyword(s):

Social Media ◽

Best Practices ◽

Foreign Language ◽

Teaching And Learning ◽

Quantitative Methods ◽

Collective Intelligence ◽

Tertiary Institutions ◽

Media Technologies ◽

Efl Teachers ◽

Huge Impact

Social media technologies have undeniably become an integral part of people’s lives and they have been widely used amonsgest the new genrations, particularly, university students. This widespread of social media technologies has certainly made a huge impact on the way people learn and interact with each other resulting in the emergence of communities of learning that are supported by collective intelligence. This study is based on quantitative methods using a survey instrument to gather descriptive data regarding the perceptions of seventy-five (n=75) randomly chosen male and female English as a Foreign Language (EFL) teachers at two Saudi tertiary institutions. The study utilized a 14 Likert scale statements where each statement had five Likert-type items for the participants to choose from. Analysis of the gathered data indicated that the majority of the participants believe strongly in the pedagoocal values and benefits of using social media as an ELT tool in the EFL classes in the Saudi context. Nevertheless, the majority expressed reservations with regards to the extent to which social media can be freely allowed to be used in the EFL classroom where they perceive it as having a double edged sword effect and that is mainly due to some undesired distractions that some students may resort to which may occasionaly result in the opposite of the intended effect of their usage. The study recommends more research studies in this area so as to closely understand how experienced EFL teachers utilize social media in their classes in order to develop best practices for implementing social media in teaching and learning in EFL in the Saudi contexts

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Using social networking technologies to promote language socialisation: English as foreign language teachers' perceptions in Saudi Arabia

Global Journal of Foreign Language Teaching ◽

10.18844/gjflt.v9i3.4129 ◽

2019 ◽

Vol 9 (3) ◽

pp. 122-136

Author(s):

Khatmah Alanazi ◽

Celia Thompson

Keyword(s):

Saudi Arabia ◽

Foreign Language ◽

Social Networking ◽

Language Learning ◽

Language Teachers ◽

Learning Context ◽

Foreign Language Teachers ◽

English As Foreign Language ◽

Efl Teachers ◽

Networking Technologies

Teachers’ beliefs play a key role in their selection of language teaching methodologies; they affect teachers’ pedagogical practices and behaviours and are consequently integral in shaping the language learning classroom environment. This study investigated the beliefs of teachers of English as a foreign language (EFL) in relation to the concept of ‘language socialisation’ (LS) and its pedagogical application through the use of social networking technologies (SNTs) in a Saudi university language learning context. Data comprised a survey, which was administered to a total of 28 EFL teachers, of whom five male instructors were interviewed. Findings showed that the majority of teachers reported positive associations with LS as a teaching method, as well as positive responses towards the use of SNTs in the EFL classroom despite the fact that most participants had never used SNTs in their teaching. It can be concluded that, while the EFL teachers in this study acknowledged the potentially important role that SNTs could play in enhancing students’ language learning and socialisation, their lack of first-hand classroom experience with SNTs reflected the fact that there was little access to and training in the use of these technologies. This lack of provision needs to be addressed as a matter of urgency to ensure that Saudi EFL teachers and their students are given an opportunity to engage critically with innovative technologies that may enhance the quality of their pedagogical experiences. Keywords: English as foreign language teachers in higher education in Saudi Arabia, English as a foreign language, language socialisation, social networking technologies

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Beliefs versus Declared Practices of English as a Foreign Language (EFL) Teachers Regarding Teaching Grammar

World Journal of English Language ◽

10.5430/wjel.v10n1p49 ◽

2020 ◽

Vol 10 (1) ◽

pp. 49

Author(s):

Merav Badash ◽

Efrat Harel ◽

Rivi Carmel ◽

Tina Waldman

Keyword(s):

High School ◽

Foreign Language ◽

Junior High School ◽

Self Report ◽

English As Foreign Language ◽

Efl Teachers ◽

English Speaking ◽

Native English Speaking ◽

Native English Speaking Teachers ◽

Teaching Grammar

This study investigated English as Foreign Language (EFL) teachers' beliefs, perceptions and declared practices of teaching grammar within a communicative language teaching (CLT) framework. Participants included 221 EFL teachers, who were teaching during the years 2013-2018 in different grades and schools throughout Israel. Participants were graduates of teacher training programs in colleges and universities and included Non-Native English Speaking Teachers (NNEST) and Native English Speaking Teachers (NEST).An on-line, self-report survey designed specifically for this study contained three closed questions and two open-ended questions. One-way ANOVA statistics, and mean scores of all the responses were performed on the quantitative data. Qualitative data were grouped, analyzed, and coded.Results show a discrepancy between EFL teachers' perceptions and declared practices of teaching grammar in classrooms. Results further reveal significant differences between NEST and NNEST teachers, as well as differences between teachers who teach in different grades (elementary school, junior high school and high school). Moreover, 'vocabulary' and 'speaking' were ranked of highest importance (58% and 55%, respectively), whereas 'writing' and 'grammar' were considered least important (24%). These findings have valuable implications for teachers and teacher education regarding teaching grammar in context and using contextualized activities.

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BEST PRACTICES ON ISLAMIC VALUES INTEGRATION AT MADRASAH ENGLISH CLASSES: TEACHERS’ PRACTICES IN CONTEXTUALIZING THE VALUES

JEELS (Journal of English Education and Linguistics Studies) ◽

10.30762/jeels.v6i2.1457 ◽

2019 ◽

Vol 6 (2) ◽

pp. 269-283

Author(s):

Galuh Nur Rohmah ◽

Ulil Fitriyah ◽

Lina Hanifiyah

Keyword(s):

High School ◽

Best Practices ◽

Foreign Language ◽

Junior High School ◽

Qualitative Method ◽

Classroom Observation ◽

English As Foreign Language ◽

English Classes ◽

Efl Teachers ◽

Islamic Values

The idea of integrating Islamic values in non-religion subjects is still in the process of shaping its format. Many possibilities and flexibilities of the integration are existing and practiced by English teachers at Islamic Junior High School—knowingly as Madrasah Tsanawiyah (MTs). Also, in the middle of endless idea of integration, teachers have been trying to apply the integration based on their beliefs and situation. This study outlines the teachers’ best practices on integrating Islamic values in English lesson at MTs in Jawa Timur. By using descriptive qualitative method, this study portraits 6 English as Foreign Language (EFL) teachers’ best practices. Data were taken from classroom observation, interview, and documentation which then were analysed as best practices. Best practices refer to the practice of integration which is considered as working practice from each teacher’s situation. The situation was mostly influenced by teachers’ lack of confidence to contextualize and operationalize the values into the teaching materials and activities, and the lack of model for integration. Further study on how to operationalize the integration, and on developing the model of integration will be worth exploring.

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Pedagogic Effectiveness of Digital Storytelling in Improving Speaking Skills of Saudi EFL learners

10.31235/osf.io/2acv7 ◽

2019 ◽

Author(s):

Hayam Mohamed Salama Eissa

Keyword(s):

Saudi Arabia ◽

Foreign Language ◽

English Language ◽

Teaching English ◽

Kingdom Of Saudi Arabia ◽

English As Foreign Language ◽

Efl Teachers ◽

Speaking Skill ◽

Conventional Methods

The purpose of this study is to find why adult learners are unable to speak English as Foreign language (EFL) in the Kingdom of Saudi Arabia. Moreover, it tests the pedagogy of adopting the strategy of Digital Story Telling (DST) in teaching English as a foreign language. The study is applied on Northern Boarder University as a case study. The first question raised in this study is whether the conventional methods of teaching are the reason behind their failure of speaking the English language and whether the modification in the pedagogy of teaching affects the learners' speaking skill. To this end, data are collected through a questionnaire. Furthermore, a model of a teaching program, based on using DST strategy, is improved and tested with a group of learners at the chosen university in Saudi Arabia. The findings reveal that the learners at the selected university find difficulty in speaking English, and that applying DST as a pedagogy help the students to develop their overall speaking skill. These findings assist EFL teachers in Saudi Arabia in creating a conducive atmosphere in and out their classes, which will motivate the learners a lot to speak English fluently. The conclusion of the research recommends that EFL teachers should modify their conventional methods of teaching English as a foreign language; they may apply the strategy of using DST on their students to test the competence of the hypothesis.

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An Investigation into the Educational Philosophy and Spirituality of Iranian EFL Teachers

Indonesian Journal of EFL and Linguistics ◽

10.21462/ijefll.v1i2.7 ◽

2016 ◽

Vol 1 (2) ◽

Author(s):

Elaheh Suleimani ◽

Rahman Sahragard

Keyword(s):

Foreign Language ◽

Educational Philosophy ◽

Progressive Education ◽

Foreign Language Teaching ◽

Teacher Education Programs ◽

Focused Attention ◽

English As Foreign Language ◽

Efl Teachers ◽

Spirituality In Education ◽

Practical Implications

Although philosophy and spirituality are related to various branches of disciplines, they have not been subject to focused attention in foreign language teaching. In this paper, schools of educational philosophy, and spirituality in education were connected together to present the stance, viewpoint, and practice of these two constructs in English as foreign language (EFL) Iranian educators. Results indicated that the dominant philosophy of education of Iranian EFL teachers was progressive education. Furthermore, combination of progressive and humanistic philosophies and humanistic philosophy were to some extent established a balance with progressivism. None of the participants practice spirituality in classrooms. By illuminating the spiritual language of humanistic and progressive philosophies, we may conclude that the nature and spiritual discourse of each philosophy as well as their practical implications should be articulated in teacher education programs to fulfill the everlasting growth of an individual as an utmost purpose of education.

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TEACHERS’ BELIEFS ABOUT EFFECTIVE FOREIGN LANGUAGE TEACHING OF STUDENTS WITH INTELLECTUAL DISABILITY IN A GREEK EFL CONTEXT

European Journal of Foreign Language Teaching ◽

10.46827/ejfl.v5i4.3781 ◽

2021 ◽

Vol 5 (4) ◽

Author(s):

Danai Rapti ◽

Mina Koukou ◽

Spyridon-Georgios Soulis

Keyword(s):

Intellectual Disability ◽

Foreign Language ◽

Teaching Methods ◽

Digital Technology ◽

Language Teaching ◽

Foreign Language Teaching ◽

Structured Interviews ◽

English As Foreign Language ◽

Teachers Beliefs ◽

Efl Teachers

Teachers’ beliefs are a central construct in education as they influence their teaching attitude, methods and practices, thus, their exploration becomes particularly important. The aim of the present study is to examine teachers’ beliefs regarding foreign language teaching of students with intellectual disability. The sample consisted of ten English as Foreign Language (EFL) teachers who teach at Greek special/vocational schools in secondary education. Semi-structured interviews were used as a tool for data collection. The research findings suggest a lack of training of EFL teachers regarding specialized foreign language teaching methods for students with intellectual disability. Furthermore, there is a notable lack of training in using digital technology. As a result, further training of EFL teachers in teaching methods and use of digital technology is deemed necessary. Article visualizations:<img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" />

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The Anxiety Factors among Saudi EFL Learners: A Study from English Language Teachers’ Perspective

English Language Teaching ◽

10.5539/elt.v10n6p160 ◽

2017 ◽

Vol 10 (6) ◽

pp. 160 ◽

Cited By ~ 1

Author(s):

Fariha Asif

Keyword(s):

Foreign Language ◽

English Language ◽

Cultural Factors ◽

Language Teachers ◽

Language Anxiety ◽

Efl Learners ◽

English As Foreign Language ◽

College And University ◽

Efl Teachers ◽

English Language Teachers

The purpose of this study is to investigate the factors that trigger language anxiety among Saudi learners in English as Foreign Language (EFL) classrooms. The factor of anxiety is especially found among learners while developing proficiency in over all communication and speaking skills as felt by the EFL teachers. The study also seeks to answer the questions like what are the socio-cultural factors as well as psycholinguistic factors that cause language anxiety. Furthermore, this study also explores strategies that can be designed and used to cope with language anxiety successfully. The scope of the study is limited to the college and university English teachers and subject specialists working in public sectors colleges and universities in Saudi Arabia.

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