scholarly journals Project Work in Moroccan EFL Classroom: between the Official Guidelines’ Recommendation and the Challenges of Implementation

2021 ◽  
Vol 12 (4) ◽  
pp. 462-475
Author(s):  
Tariq BOUQETYB
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Project Work ◽  
Ministry Of Education ◽  
Common Component ◽  
Learning And Teaching ◽  
Teaching Situation ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
Collection Methods

Project work is used in several educational settings, including foreign and second language teaching contexts. In the Moroccan English as a foreign language (EFL) classroom, the Moroccan Ministry of Education recommended implementing project work, and it is a common component of the Moroccan textbooks of English. Yet, there is a scarcity of studies conducted on the use of project work in Moroccan EFL classrooms. The main aim of the study is to investigate students’ and teachers’ attitudes towards project work. The study addresses the question about students’ and teachers’ attitudes towards project work and the factors behind those attitudes. It was conducted with sixty students and eight teachers belonging to two different high schools (Moulay Rachid and Abbas Sebti high schools) in Tangier. To collect data, the researcher made use of two data collection methods, namely the questionnaire and the interview. The results of the study showed that both students and teachers had positive attitudes towards project work. The results also revealed that not all teachers follow the steps of using project work. Based on the results, it was clear that the lack of technology is one of the most severe challenges that hamper the use of project work. The findings of this study could form the basis for further research and contribute to improving the learning and teaching situation in Moroccan high schools.

scholarly journals Project Work in Moroccan EFL Classroom: between the Official Guidelines’ Recommendation and the Challenges of Implementation

2022 ◽  
Author(s):  
Tariq BOUQETYB
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Project Work ◽  
Ministry Of Education ◽  
Common Component ◽  
Learning And Teaching ◽  
Teaching Situation ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
Collection Methods

Project work is used in several educational settings, including foreign and second language teaching contexts. In the Moroccan English as a foreign language (EFL) classroom, the Moroccan Ministry of Education recommended implementing project work, and it is a common component of the Moroccan textbooks of English. Yet, there is a scarcity of studies conducted on the use of project work in Moroccan EFL classrooms. The main aim of the study is to investigate students’ and teachers’ attitudes towards project work. The study addresses the question about students’ and teachers’ attitudes towards project work and the factors behind those attitudes. It was conducted with sixty students and eight teachers belonging to two different high schools (Moulay Rachid and Abbas Sebti high schools) in Tangier. To collect data, the researcher made use of two data collection methods, namely the questionnaire and the interview. The results of the study showed that both students and teachers had positive attitudes towards project work. The results also revealed that not all teachers follow the steps of using project work. Based on the results, it was clear that the lack of technology is one of the most severe challenges that hamper the use of project work. The findings of this study could form the basis for further research and contribute to improving the learning and teaching situation in Moroccan high schools.

scholarly journals Searching for coherence in language teaching: the issue of teaching competencies

2011 ◽  
pp. 95 ◽  
Author(s):  
Carlos Rico Troncoso
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Instructional Materials ◽  
Ministry Of Education ◽  
Language Competence ◽  
Learning And Teaching ◽  
Language History ◽  
Teaching Objectives ◽  
The Impact

This document is an attempt to show some theoretical issues teachers should take into account when adopting the commitment of teaching languages. Many things haven been said about teaching languages, but there has not been any systematic reflection about teaching a foreign language in our context. Our foreign language history has shown that Colombian teachers implement many things in their classrooms without realizing the impact of those implementations in the theoretical and practical field. Nowadays, some changes have been given to the New ICFES State Examination, and The Ministry of Education (MEN) has proposed in the curricula orientations the language competence education. Due to these new demands, it is necessary to revise the way how a foreign language is taught in our educational context. To this respect, the present paper will mention some of the most important aspects teachers should reflect upon when dealing with language teaching. The first thing to do is to define the approach or the method to be used (the nature of language and of language learning) second, it is necessary to define the design to be implemented according to the theory proposed. The design will deal with the teaching objectives, the type of syllabus adopted (content choice and organization), the types of learning and teaching activities, the learner and teachers roles, and the role of instructional materials.

scholarly journals A content analysis on articles related to meta-cognitive listening strategies

2021 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Firda Az Zahra Dawenan
Keyword(s):  
Content Analysis ◽  
Foreign Language ◽  
Sample Selection ◽  
Population Sample ◽  
Target Population ◽  
Selection Methods ◽  
Learning And Teaching ◽  
Listening Strategies ◽  
Almost All ◽  
Collection Methods

This study aims to analyze research articles on the topic of metacognitive listening strategies published in 2016-2019. The type of research used is descriptive content analysis. The sample of this research is 7 articles from national and international journals in the field of learning and teaching English as a foreign language (English as a Foreign Language). The article was analyzed in terms of research methods, target population, sample selection methods, number of samples, data collection methods, data analysis methods, and research results. This study shows that almost all researchers used the MALQ questionnaire to analyze the metacognitive strategies used by students.

scholarly journals Saudi EFL Teachers’ Interpretation toward Creativity

2020 ◽  
Vol 13 (6) ◽  
pp. 162
Author(s):  
Norah Nasser Aldujayn ◽  
Alaa Mesfer Alsubhi
Keyword(s):  
Saudi Arabia ◽  
High Schools ◽  
Foreign Language ◽  
Educational System ◽  
Survey Instrument ◽  
Kingdom Of Saudi Arabia ◽  
Creative Methods ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Definition Of

Purpose, Methods, Results Creativity is an important skill that should be promoted throughout the educational system. However, teachers of English as a foreign language (EFL) in high schools in the Kingdom of Saudi Arabia (KSA) generally do not appear to use creative approaches for reasons that are not well understood. Understanding EFL teachers’ attitudes about creativity would provide valuable insights into their practices in the classroom and facilitate the planning and evaluation efforts to promote creativity in classrooms. Using a validated survey instrument adapted from Al-Qahtani (2016), the researcher collected attitudes toward creativity among 85 female Saudi EFL teachers. The study found that the participating teachers had positive attitudes toward creativity. However, they lacked certainty about the definition of creativity and were not confident in their application of creative methods. The implications of these findings in light of the research are discussed in greater detail.

The Role of Using iPad Technology in Enhancing Students' Motivation toward Learning the English Language

2021 ◽  
pp. 89-98
Author(s):  
Ayat Tarazi ◽  
Susan Arafat
Keyword(s):  
English Language ◽  
Total Degree ◽  
Educational Tool ◽  
Ministry Of Education ◽  
English Classes ◽  
Positive Attitudes ◽  
Student’S Performance ◽  
Teachers Attitudes ◽  
Learning English

This study aimed to find out the role of the iPad in enhancing students' motivation towards learning the English Language. The findings of the study showed that there were improvements in the level of student's performance during English classes. It also showed that there were positive attitudes towards using iPad in learning English from the parents' perspectives. The results also showed that the total degree of teachers’ attitudes towards the use of iPad in motivating students towards learning the English language is dramatically increasing. Based on these results, the researchers recommended the Ministry of Education, and teachers of English to adopt the iPad as an educational tool in their teaching.

Brazilian actions to promote physiology learning and teaching in secondary and high schools

2016 ◽  
Vol 40 (2) ◽  
pp. 253-256 ◽  
Author(s):  
Pâmela B. Mello-Carpes ◽  
Érica Maria Granjeiro ◽  
Luís Henrique Montrezor ◽  
Maria José Alves Rocha
Keyword(s):  
Public Policy ◽  
United Kingdom ◽  
High Schools ◽  
Undergraduate Students ◽  
Ministry Of Education ◽  
Learning And Teaching ◽  
British Council ◽  
And Mathematics ◽  
High Level ◽  
Government Initiative

Members of the Education Committee of the Brazilian Society of Physiology have developed multiple outreach models to improve the appreciation of science and physiology at the precollege level. The members of this committee act in concert with important Brazilian governmental strategies to promote training of undergraduate students in the teaching environment of secondary and high schools. One of these governmental strategies, the Programa Institucional de Bolsas de Iniciação à Docência, a Brazilian public policy of teaching enhancement implemented by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) since 2007, represents a well-articulated public policy that can promote the partnership between University and Schools (7). Furthermore, the Program “Novos Talentos” (New Talents)/CAPES/Ministry of Education is another government initiative to bring together university and high-level technical training with the reality of Brazilian schools. Linked to the New Talents Program, in partnership with the British Council/Newton Fund, CAPES recently promoted the visit of some university professors that coordinate New Talents projects to formal and informal educational science spaces in the United Kingdom (Science, Technology, Engineering, and Mathematics, Brazil-United Kingdom International Cooperation Program) to qualify the actions developed in this area in Brazil, and one of us had the opportunity to participate with this.

scholarly journals An Investigation on EFL Teachers’ Attitude toward Teaching Profession

2016 ◽  
Vol 6 (3) ◽  
pp. 21 ◽  
Author(s):  
Reyhan Agcam ◽  
Muzaffer Pinar Babanoglu
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
Attitude Scale ◽  
Teaching Profession ◽  
Language Teachers ◽  
Professional Performance ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Teachers Attitudes ◽  
Education In Turkey

<p>Teaching is described as a demanding job that requires in-depth knowledge of subject content, age-specific pedagogy, and many varied skills such as patience, leadership, and creativity. Teaching a foreign language constitutes another challenge for the teachers who are already attached the primary liability in raising generations for contributing to the development of their country. Considering that foreign language teachers’ attitudes toward their job largely influence their professional performance, this study aims to scrutinize whether attitude of EFL teachers toward teaching profession significantly differ across level of educational institutions where they are working. Accordingly, an attitude scale was administered to EFL teachers working at state primary schools, secondary schools, and institutions of higher education in Turkey. The results indicated that the majority of the participants have positive attitudes toward their job despite problems they encounter while performing it. The study reported and discussed research findings in comprehensively, and offered a few pedagogical implications, and suggestions for further directions.</p>

scholarly journals Evaluasi Materi Ajar Bahasa Inggris Cambridge IGCSE dan A/AS Level Sebagai Materi Acuan Program SBI tingkat SMA di Indonesia, Studi Kasus SMAN 70 Jakarta

2011 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Ria Herwandar
Keyword(s):  
High Schools ◽  
English Language ◽  
Ministry Of Education ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Educational Qualification ◽  
Material Evaluation

A law no 20/2000 paragraph 50, article 3 has been enacted by the Ministry of education concerning the implementation of International class in high Schools throughout Indonesia. The purpose of this regulation is to standardize the quality of the Indonesian students educational qualification to those of students abroad. As a result, Cambridge International Examinations IGCSE, A/AS Level have become popular to the majority of Indonesian High Schools, especially  for subjects such as Mathematics, English, Physics, Biology and Chemistry. This research will look upon the develompment of school implementation of IGCSE, A/AS Level of English Language in SMA N 70 jakarta as a case study. Through several assessments of students IGCSE, A/AS Level tests, interviews, questionners and material evaluation, a reliable findings will be identified. At the end, ways of effective learning and teaching of IGCSE, A/AS Level  for Indonesian High Schools will be suggested.

Investigating Mobile Assisted English Foreign Language Learning and Teaching in China

2016 ◽  
pp. 1097-1115
Author(s):  
Haixia Liu ◽  
Wenhao Tao ◽  
William Cain
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Survey Data ◽  
Foreign Language Learning ◽  
Self Control ◽  
Learning And Teaching ◽  
Mobile Assisted Language Learning ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Teachers And Students

This study aims to investigate how English as a Foreign Language (EFL) teachers and students in China spontaneously use apps for smartphone and tablets to support their informal language learning. It also seeks to determine EFL teachers' perspectives on informal and formal Mobile Assisted Language Learning (MALL). A total of 240 smartphone and/or tablet users (186 students and 54 EFL teachers) from four colleges in Guangdong China participated in the survey. Twenty-eight teachers selected from the survey participants were interviewed afterwards. Analysis of the survey data showed that all participants were using apps to learn foreign languages informally. Survey data analysis also revealed that the most frequently used apps were based on form-focused behaviorist activities rather than learner-centered constructivist activities. A comparison of usage between EFL teachers and students revealed no significant difference in their choice of apps, yet students expected guidance from EFL teachers in using apps and resources to facilitate language learning. Finally, while the survey data indicated EFL teachers had positive attitudes towards informal MALL, the interviews revealed that many of them held negative sentiments toward MALL in the classroom. We interpret this difference in attitudes as a reflection of the teachers' concerns about learners' self-control and autonomous learning skills, as well as concerns about required teachers' knowledge and perceived changes to teachers' roles. We conclude by discussing the implications of MALL for language teacher education and professional development.

Investigating Mobile Assisted English Foreign Language Learning and Teaching in China

2016 ◽  
pp. 315-333
Author(s):  
Haixia Liu ◽  
Wenhao Tao ◽  
William Cain
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Survey Data ◽  
Foreign Language Learning ◽  
Self Control ◽  
Learning And Teaching ◽  
Mobile Assisted Language Learning ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Teachers And Students

This study aims to investigate how English as a Foreign Language (EFL) teachers and students in China spontaneously use apps for smartphone and tablets to support their informal language learning. It also seeks to determine EFL teachers' perspectives on informal and formal Mobile Assisted Language Learning (MALL). A total of 240 smartphone and/or tablet users (186 students and 54 EFL teachers) from four colleges in Guangdong China participated in the survey. Twenty-eight teachers selected from the survey participants were interviewed afterwards. Analysis of the survey data showed that all participants were using apps to learn foreign languages informally. Survey data analysis also revealed that the most frequently used apps were based on form-focused behaviorist activities rather than learner-centered constructivist activities. A comparison of usage between EFL teachers and students revealed no significant difference in their choice of apps, yet students expected guidance from EFL teachers in using apps and resources to facilitate language learning. Finally, while the survey data indicated EFL teachers had positive attitudes towards informal MALL, the interviews revealed that many of them held negative sentiments toward MALL in the classroom. We interpret this difference in attitudes as a reflection of the teachers' concerns about learners' self-control and autonomous learning skills, as well as concerns about required teachers' knowledge and perceived changes to teachers' roles. We conclude by discussing the implications of MALL for language teacher education and professional development.

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