The Model of Educational Environment for Prospective Ukrainian ESL Teachers within Competency-Based Education

Competency Based Education ◽

Second Language Teachers ◽

Competency Based

Ukrainian Universities today encourage the principles of competency-based education in higher education, but the study of literature generally seems to discourage this process in a more theoretical way. The research reported here is a part of a more extensive doctoral study that aims to examine the process of competency-based education of English as Second Language teachers in Ukraine. This paper seeks to answer the following questions: could one apply the principles of competency-based education to create an appropriate educational environment for prospective English as Second Language teachers; would it improve the way to design the programs for their professional training and advance the language teaching process in Ukrainian Universities? This article reports on an investigation associated with the implementation of a pedagogical experiment that proves the effectiveness of the specially modeled educational environment created to design the training programs for prospective English as second language teachers within competency-based education at Taras Shevchenko National University and Donbas State Pedagogical University. This paper contains the comparative analysis of two Philology Master students groups to discover whether the traditional educational environment or competency-based one produces a better educational effect on the language teaching process. This study employs a mixed-method resulting in qualitative and quantitative data. The paper concludes by presenting recommendations for Ukrainian Universities, which major in training prospective English as Second Language teachers. Moreover, future research related to applying this educational model for students in different grades is still a potential area to be studied further.

Proceedings of International Conference on Emerging Technologies and Intelligent Systems - Lecture Notes in Networks and Systems ◽

Perceptions About English as Second Language Teachers’ Technology Based English Language Teaching in Pakistan: Attitudes, Uses of Technology and Challenges

10.1007/978-3-030-82616-1_28 ◽

2021 ◽

pp. 314-325

Author(s):

Wajahat Taj Abbasi ◽

Ainol Haryati Ibrahim ◽

Fatima Binti Ali

Keyword(s):

Second Language ◽

English Language ◽

Language Teaching ◽

Language Teachers ◽

English Language Teaching ◽

Co-teaching as a model of instruction for English as second language teachers in a general education classroom

10.17760/d20195502 ◽

2015 ◽

Author(s):

Susan Vatalaro

Keyword(s):

Second Language ◽

General Education ◽

Language Teachers ◽

General Education Classroom ◽

3 — Mathematics Teachers Collaborating with English as Second Language Teachers

Teaching Mathematics to English Language Learners ◽

10.4324/9780203098561-34 ◽

2014 ◽

pp. 176-180

Keyword(s):

Second Language ◽

Mathematics Teachers ◽

Language Teachers ◽

Speech Processing and Fluency Model: New Directions for improving Speaking Skills

International Journal of Recent Technology and Engineering - 2 ◽

10.35940/ijrte.b1372.0982s1119 ◽

2019 ◽

Vol 8 (2S11) ◽

pp. 2930-2933

Keyword(s):

Second Language ◽

Speech Processing ◽

Oral Language ◽

Language Teaching ◽

Applied Linguistics ◽

Language Teachers ◽

Language Performance ◽

Second Language Speakers ◽

New Directions ◽

The framework of complexity, accuracy and fluency (CAF) has gained currency in the area of applied linguistics research, language teaching and testing in order to analyze the oral language performance of second language speakers ever since Skehan (1996) proposed it. Many studies have tried to relate CAF framework with the various models of speech processing in order to ground it psycholingustically. However, there is a need to offer more clarity regarding the psycholinguistics of speech processing and its specific relationship with the complexity, accuracy and fluency. This paper is an attempt to situate CAF framework on Levelt’s Model of Speech Processing (Levelt 1989) thereby providing it a stronger psycholinguistics foundation. It also aims to provide a more specific explanation about what gets reflected as accuracy, complexity and fluency in speech. The paper concludes by offering more specific questions that second language teachers in particular and applied linguists in general may consider exploring the concept further.

REVITALIZING EDUCATION THROUGH: INTEGRATING TELEGRAM AS CORRECTIVE FEEDBACK IN LANGUAGE TEACHING

Sokoto Educational Review ◽

10.35386/ser.v17i1.21 ◽

2017 ◽

Vol 17 (1) ◽

pp. 6

Author(s):

Muhammad Ladan Bello ◽

Hadiza Bello Dange

Keyword(s):

Second Language ◽

Teaching And Learning ◽

Language Teaching ◽

Corrective Feedback ◽

Language Teachers ◽

Smart Phones ◽

Handheld Device ◽

Use Of Technology ◽

Language Classroom ◽

Recently the use of technology and its integration into the curriculum has gained a great importance. One of this technological devices is mobile phones which is usually banned at school due to the distractions and problems caused by different built-in and installed applications, However, the use of these installed applications such as Telegram on these handheld device especially smart phones in second language teaching is going to assist in effective language teaching and allow students to actively participate in teaching and learning. Keeping all these in mind, the purpose of this presentation is to provide the required information for second language teachers so that they can make use of Telegram efficiently in language classroom.

Perceived View of Teachers Towards Pentaksiran Tingkatan Tiga (PT3) (Form Three Assessment) English Language: A Case Study

Asian Journal of University Education ◽

10.24191/ajue.v15i3.7819 ◽

2019 ◽

Vol 15 (3) ◽

pp. 34

Author(s):

Fatima Sabbir

Keyword(s):

Second Language ◽

Secondary Schools ◽

English Language ◽

Language Teachers ◽

Snowball Sampling ◽

Study Approach ◽

Second Language Teachers ◽

The Common

The Standard-Based Curriculum for Secondary Schools (KSSM) was introduced in secondary schools in 2017. Parallel to the changes in the curriculum, Malaysian ESL (English as a Second Language) was revised to align with the Common European Framework of References (CEFR). Similarly, there is a change in the assessment of form three students. Therefore, this study aims to identify the perceived view of teachers towards ‘Pentaksiran Tingkatan Tiga’ (PT3) (Form Three Assessment) English Language. A qualitative research method using snowball sampling was employed in obtaining the data. This study is designed based on a case study approach. Five TESL (Teaching English as Second Language) teachers were interviewed by using open-ended questions to ascertain their perceived view on the PT3 English language. The findings show that the teachers were generally positive on the CEFR-aligned PT3 English language. However, the teachers indicated that the teaching of CEFR-aligned English language in an ESL classroom must be tailored by the teachers according to the proficiency levels of the students. This study also illustrated that teachers faced challenges of facilities and relevant materials in assessing the students. Further research should employ a larger sample size to obtain a broader perspective on the perceived view of teachers towards PT3 English Language. KEYWORDS: Form Three Assessment (PT3), Pentaksiran Tingkatan Tiga (PT3), Perception of teachers.

Taking risks, getting messy, and having fun with professional learning: Makerspaces as professional development for 21st century second language teachers

International Journal of Pedagogy Innovation and New Technologies ◽

10.5604/01.3001.0013.2880 ◽

2019 ◽

Vol 6 (1) ◽

pp. 94-106

Author(s):

Katherine MacCormac

Keyword(s):

Professional Development ◽

Second Language ◽

Professional Learning ◽

Professional Growth ◽

Language Teaching ◽

Early Career ◽

Language Teachers ◽

Target Language ◽

Second Language Teaching ◽

The use of makerspaces in education has exploded around the world over the past decade (Halverson & Sheridan, 2014); however, their employment in professional development for teachers has only recently emerged within the literature. Previous studies have found that makerspaces have the potential to radically transform how professional development is delivered to teachers by fostering nurturing opportunities to collaboratively engage in professional learning (see Girvan et al., 2016; Kjällander et al., 2017; Panganelli et al., 2017). Despite its emergence in the literature, the study of makerspaces in teacher professional development is limited to those studies inspired by STEAM education (science, technology, engineering, arts, and math). Consequently, little knowledge exists about their use in professional development for second language teachers. While presenting data gathered from reflective feedback questionnaires of teacher participants taking part in makerspace workshops, this paper contributes to the conversation in the literature by exploring the utility and application of makerspaces as professional development for second language teaching. The goal of the study was to explore in what ways this type of experiential professional development might enhance professional learning and reflective practice and contribute to professional growth and development among early career second language teachers. Findings strongly indicate that makerspace professional development sessions offer second language teachers a positive and supportive space in which to reflect and expand on their professional knowledge of best practices in second language teaching by directly engaging with learning activities meant to support students in their acquisition of the target language.