scholarly journals Attitudes of EFL Teachers toward the Competency Based Language Teaching: The Case of South Algerian Secondary Schools in Adrar

2020 ◽  
Vol 11 (3) ◽  
pp. 585-598
Author(s):  
Bachir Bouhania
Keyword(s):  
Secondary Schools ◽  
Language Teaching ◽  
Efl Teachers ◽  
Competency Based

scholarly journals Attitudes of EFL Teachers toward the Competency Based Language Teaching: The Case of South Algerian Secondary Schools in Adrar

2020 ◽  
Author(s):  
Bachir Bouhania
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Language Teaching ◽  
Field Investigation ◽  
Ministry Of Education ◽  
Negative Attitudes ◽  
Efl Teachers ◽  
Competency Based ◽  
Micro Level ◽  
Teachers Attitudes

After more than seventeen years of implementation (2003) in the Algerian educational system, English as a Foreign Language (EFL) teachers react unexpectedly to the Competency-Based Language Teaching (CBLT). They show resistance and resilience to change via variable attitudes towards CBLT. The paper reports the results of a field investigation carried out in eight secondary schools in Adrar, cultural and administrative capital of the southwest of Algeria. It assesses south Algerian EFL teachers’ attitudes towards CBLT through a questionnaire administered to twenty educators. The most striking answers are the teachers’ negative attitudes and diverging opinions toward its “top-down” implementation. The findings highlight a major issue to the Ministry of Education, the syllabus designers and the teachers at the micro-level, for they impact negatively on the spread and success of CBLT. The paper invites for debates about curricula and pedagogy in Algeria.

An Exploratory Study of EFL Teachers’ Perceptions on Grammar Terminology Use in Kosova

2019 ◽  
Vol 5 (1) ◽  
pp. 39
Author(s):  
Sermin Turtulla
Keyword(s):  
Secondary Schools ◽  
Exploratory Study ◽  
Curriculum Change ◽  
Language Teaching ◽  
National Curriculum ◽  
Communication Competence ◽  
Frequency Count ◽  
Teachers Perceptions ◽  
Percentage Distribution ◽  
Efl Teachers

This exploratory study aims to find out perceptions of EFL teachers on grammar terminology use in Kosova in the light of recent national curriculum change in language teaching. Data was collected through semi-structured questionnaires administered to EFL teachers teaching in primary and lower secondary schools in Prizren. Data was analysed using frequency count and percentage distribution. Findings of the study revealed that teachers show superiority of communication competence over grammar competence in thought and the opposite in practice.

A Study of Localization of Task-Based Language Teaching in China

2020 ◽  
Vol 43 (2) ◽  
pp. 205-218
Author(s):  
Chunyan Liu ◽  
Rui Guo
Keyword(s):  
Secondary Schools ◽  
Language Teaching ◽  
Language Assessment ◽  
Theory And Practice ◽  
Front Line ◽  
Classroom Strategies ◽  
Chinese Characteristics ◽  
Willingness To Use

Abstract In view of a series of challenges since Task-Based Language Teaching (TBLT) was introduced into China, we interviewed 14 front-line teachers in primary and secondary schools about their viewpoints and classroom strategies of TBLT. The results show teachers’ willingness to use TBLT. They adopt flexible teaching procedures, apply TBLT creatively, and explore task-based language assessment. The authors argue for inclusive non-doctrinaire approaches to TBLT, and propose to construct localized TBLT theory and practice with Chinese characteristics.

The Students’ Perceptions towards the effects of EFL Teachers’ Classroom Assessment Technique on their Academic Achievements: The Case of Four Selected Secondary Schools in Wolaita Zone, Ethiopia

2019 ◽  
Vol 7 (4) ◽  
pp. 20-27
Author(s):  
Faskal Faranso Faltamo
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Classroom Assessment ◽  
Qualitative And Quantitative ◽  
Secondary Sources ◽  
Qualitative And Quantitative Methods ◽  
Academic Achievements ◽  
Efl Teachers ◽  
Data Collections

Assessment is an integral part of measuring effectiveness of teaching and learning processes. It basically focused on measuring the students’ progress in what they learned. Current study examined the relation between the students’ perceptions towards EFL teachers Classroom Assessment methods and their academic achievements. To this end, descriptive research design with qualitative and quantitative methods of data collections was employed. Data were collected from primary and secondary sources via questionnaire, interview and observations. Target populations of current study were randomly selected 281students and purposely selected four teachers of secondary schools at Wolaita zone, Ethiopia. The data were analyzed using mixed methods of data analysis. Based on results obtained from qualitative and quantitative data, it was found out that the students’ perceptions towards teachers’ assessment was proportional to their achievement. Most dominantly, low achievers were not satisfied with their teachers’ methods of assessment as their students were low and the vice versa it true.

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.

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