Urban-originated English Language Teachers Longevity: What Keeps Them in Rural Schools in Sabah?

2021 ◽  
Vol 17 (1) ◽  
pp. 269
Author(s):  
Ameiruel Azwan Ab Aziz ◽  
Sheik Badrul Hisham Jamil Azhar ◽  
Nurul Nadya Mabsah ◽  
Damien Mikeng
Keyword(s):  
Rural Schools ◽  
Rural Areas ◽  
Positive Emotions ◽  
English Language ◽  
Language Teachers ◽  
Structured Interviews ◽  
Contributing Factors ◽  
English Language Teachers ◽  
Fuel Source

The shortage of trained and qualified English language teachers in rural schools has always been a significant issue in Malaysia, particularly in Sabah, due to the higher proportion of rural areas. Various factors have been associated with teachers’ reluctance to serve in rural schools. Nevertheless, several urban-originated teachers are recorded to have shown persistence in serving rural schools. The purpose of this paper is to investigate the reasons and contributing factors behind their long-term longevity in rural schools. The lived experiences of ten teachers were explored through in-depth semi-structured interviews. Data gleaned were thematically analysed following Ryan and Bernard’s (2000) recommended procedures. Results suggest that even participating teachers work in a challenging English teaching environment; this has not been a sufficient drive for them to depart from rural schools. Their longevity is attributed to perceived social supports and students factor. Furthermore, a blended concept of positive emotions was remarked as a fuel-source of teachers’ long-term persistence in rural schools. The contributions and implications of the study are also discussed.   Keywords: English, language teachers, longevity, rural schools, Sabah

scholarly journals Autonomy Perceptions from Teachers of English as a Foreign Language in Diverse Colombian Public Teaching Settings

2019 ◽  
Vol 7 (2) ◽  
pp. 148
Author(s):  
Dr. David Wealthy Guerrero
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
General Purpose ◽  
Language Teachers ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Research Production ◽  
English Language Teachers

<p><em>This qualitative descriptive case study reports the features in autonomy dynamics of three Colombian English language teachers in public schools in the District in Bogota Colombia. Three semi-structured interviews and reflective journals were used for data collection. The research question that guided this study was: What perceptions about autonomy do the three Colombian English language teachers have? The general purpose of this investigation was to identify the main features in teachers’ perceptions related to Autonomy. The specific objective was to identify the strategies that promoted autonomy in Teachers of English as a Foreign Language -TEFL- in different public schools in Bogota, Colombia. The study is, therefore, particularly significant as it can play a role in encouraging Colombian English as a Foreign Language -EFL- teachers to relate the factors needed to get a high quality in Education dynamics. Data indicated that the process heightened the teachers’ awareness of ‘self’ and practice. Autonomy also activated both the teachers’ ability to critically reflect on their context as well as focus on positive aspects of their practice through the willingness to improve their academic abilities and research production. Taken together, the findings serve as baseline data to further professional development in language assessment. </em></p><em></em><em></em>

Effects of Teacher Portfolio Construction on English Language Teachers' Perceived Teaching Competencies

2017 ◽  
pp. 185-207
Author(s):  
Ece Zehir Topkaya ◽  
Handan Çelik
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Portfolio Construction ◽  
Structured Interviews ◽  
Teaching Competencies ◽  
Teachers Perceptions ◽  
Before And After ◽  
Native Teachers ◽  
English Language Teachers ◽  
Teacher Portfolio

This study investigates the effects of teacher portfolio construction upon in-service English language teachers' perceived teaching competencies. With the participation of six non-native teachers, data were collected through questionnaires and semi-structured interviews conducted before and after a sixteen-week teacher portfolio construction program. Analyses of the data through descriptive statistics and inductive content analysis revealed that the teachers' perceptions related to their teaching competencies were quite high prior to the portfolio construction process. After the process, however, decrease was observed in the teachers' perceived competencies. Findings also showed that the portfolio construction program was effective for the teachers' in that the process led them to become more self-evaluative, thus reflective and realistic about their competencies.

Professional Development Landscapes

2017 ◽  
pp. 98-111
Author(s):  
Beril Yucel ◽  
Meral Güçeri
Keyword(s):  
Professional Development ◽  
Action Research ◽  
English Language ◽  
Collaborative Action Research ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Collaborative Action ◽  
English Language Teachers

This chapter aims to present two action research case studies conducted in the English Language Schools of two universities in Turkey and discuss the long-term effects of this Professional Development activity on teachers' professional lives. In both of these studies, teachers were involved in collaborative action research. The first case study discusses a small scale collaborative Action Research project which targeted 16 English language teachers. Case Study Two, on the other hand, is a large scale project which explores 160 English language teachers' collaborative action research study. Detailed information about each case study is provided by highlighting the aims, institutional contexts, participant profiles, methodology used and findings. Teachers' perceptions about action research and the long-term impact of it on their professional growth are also discussed. Conclusion part highlights the factors that need to be taken into consideration while setting up collaborative action research projects in institutions. Finally, future research recommendations are made.

scholarly journals Has Differentiated Instruction Gone ‘Awry’ in Online Teaching and Learning?

2021 ◽  
Vol 12 (3) ◽  
pp. 501-510
Author(s):  
Faizah Idrus ◽  
Nur Afini Zainal Asri ◽  
Nurin Najihah Baharom
Keyword(s):  
Differentiated Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Learning Needs ◽  
Structured Interviews ◽  
Online Teaching And Learning ◽  
Environmental Strain ◽  
English Language Teachers

Differentiated Instruction (DI) is a classroom strategy that helps teachers to cater their teachings to students with different abilities and learning needs. The issue here is whether DI is still relevant in the online teaching and learning amidst the COVID-19 pandemic. Thus, the aim of this paper is to explore selected ESL teachers’ practices of differentiated instructions in their online classes. It also seeks to examine challenges these teachers withstand while implementing DI in their online classrooms. A qualitative design employing the semi-structured interviews and teachers’ reflection notes are used as data collection instruments. A total of six English language teachers from three selected schools in Malaysia took part in this investigation. Thematic analysis following Braun and Clarke (2006) is applied. The findings revealed that environmental strain, resources constraint and students’ and parents’ attitudes are the main challenges in DI while teaching in an online platform.

Meaningfully Engaging EFL Students in the Digital School

2021 ◽  
pp. 92-118
Author(s):  
Stamatia Savvani
Keyword(s):  
Student Engagement ◽  
English Language ◽  
Language Teachers ◽  
Structured Interviews ◽  
Digital Platforms ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Efl Students ◽  
English Language Teachers ◽  
State Schools

Technology is an integral part of our daily and professional lives and is gradually and steadily being introduced into state schools. As for the Greek context, the Digital School project was initiated in 2010 in state schools; digital platforms and materials were made available to teachers and students for the teaching of English. This study follows a mixed-methods approach and employs questionnaires and semi-structured interviews to explore English language teachers' beliefs and practices regarding the use of technology in state schools. The research focuses on how teachers use technology to maximise student engagement. The findings show a tendency from educators to embrace technology despite certain shortcomings found regarding the resources available, content- and technology-wise. Drawing from interview findings and teachers' practices, this chapter proposes educational practices that could be employed to foster student engagement and meaningfully integrate technology in English language classes.

scholarly journals An Analysis of Algerian Manufacturing and Engineering Master’s Students’ Needs

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Nouria MESSAOUDI ◽  
Hafida HAMZAOUI- ELACHACHI
Keyword(s):  
English Language ◽  
Engineering Students ◽  
Research Question ◽  
Language Teachers ◽  
Successful Implementation ◽  
Structured Interviews ◽  
Master's Students ◽  
Main Research ◽  
Education Leaders ◽  
English Language Teachers

Needs analysis is considered as an effective tool to design a course of English for Specific Purposes (ESP) that best fits the students’ needs. Thus, the present paper responds to a main research question focuses on what the Algerian Manufacturing and Engineering Master’s students need English for. It aims at investigating the students’ language needs and identifying the stakeholders’ perceptions of the ESP course. For this purpose, this research is based on a case study design through which a target situation, a present situation, a learner factor and teaching content analyses were undertaken. In fact, this is done in order to help teachers and education leaders in Algeria to draw a clear policy to ensure successful implementation of ESP courses. Two questionnaires and two semi-structured interviews were addressed to Algerian Engineering Master’s students, English language teachers, subject-specialists and administrators. The results revealed that Engineering students were highly motivated to learn English. They also indicated that there is an absence of an adequate proficiency level of English from the part of the students as they are unable to practice effectively the four skills namely listening, speaking, and communication. This is why they need to learn English in order to write exam answer, read textbooks, course handouts, follow lectures, and listen to instructions and explanations. Finally, designing a more focused English language course, training teachers, and providing financial support are highly recommended.

scholarly journals Problems of Female Preservice Kuwaiti English Language Teachers During the Practicum Course

2021 ◽  
Vol 3 (13) ◽  
pp. 01-07
Author(s):  
Ahmad F. Alnwaiem ◽  
Abdullah M. Alazemi
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Basic Education ◽  
Language Teachers ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Female Teachers ◽  
College Of Basic Education ◽  
Special Cases ◽  
English Language Teachers

Knowledge of pre-service teachers' difficulties and the obstacles they face during their practicum is supremely important to designing and implementing a successful field experience. Based on this, the current study explored and discussed the most frequent problems that Kuwaiti English language pre-service teachers face during their practicum course. The purpose of this research is to learn more about the challenges and obstacles that female pre-service Kuwaiti English language teachers (n = 45) may experience throughout their practicum period. To achieve the intended outcomes, the study used a qualitative approach. Semi-structured interviews were conducted with female pre-service English language teachers at the college of Basic Education in Kuwait. The College of Basic Education plays a key role in providing qualified female teachers to the Ministry of Education through a training program that prepares potential English instructors to fulfil the career requirements of English instructors. According to the findings of the research, different issues have been aroused by the participants as they have complained about some aspects of the practicum course, including preparing lesson plans and workload, relationship with colleagues in the department, classroom management (especially dealing with students who have special cases), and academic supervisors. Interpretations of the results and recommendations are discussed in relation to the context of the study.

scholarly journals Pre-Service English Language Teachers’ Levels of Reflectivity during the Process of Identity Construction in Pedagogical Practicum: A Snowball

HOW ◽  
2021 ◽  
Vol 28 (2) ◽  
pp. 53-77
Author(s):  
Angélica María Pita-Castro ◽  
Yury Alicia Castiblanco-Rincón
Keyword(s):  
English Language ◽  
Private University ◽  
Language Teachers ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Reflective Journals ◽  
The People ◽  
Van Manen ◽  
English Language Teachers ◽  
The Way

This research study is about the way pre-service English language teachers’ levels of reflectivity, proposed by Van Manen, give an account of the construction of their identity as language teachers during their pedagogical practicum in a BA program of English Language Teaching at a private university in Bogota, Colombia. This study follows the principles of narrative research to explore the way the participants live their pedagogical practicum experience. Data were collected from the participants’ reflective journals and audio-recorded semi-structured interviews. Findings reveal that pre-service English language teachers possess a level of reflectivity, although they are unaware of it at the beginning of their pedagogical practicum. Thus, their identities as language teachers are constructed depending on the context, the people that are around them, and the specific time; hence, the levels of reflectivity as proposed by Van Manen are set in an incognito manner.

scholarly journals PRIMARY ENGLISH LANGUAGE TEACHERS’ ENGAGEMENT IN PROFESSIONAL DEVELOPMENT

2019 ◽  
Vol 35 (1) ◽  
Author(s):  
Nguyen Thi Thom Thom ◽  
Pham Thi Thanh Thuy
Keyword(s):  
Professional Development ◽  
Mixed Methods Research ◽  
English Language ◽  
Language Teachers ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Efl Teacher ◽  
English Language Teachers ◽  
Teachers Professional Development ◽  
The Impact

Teachers’ professional development (PD) is viewed as the center of educational reforms in many countries, and this topic has been widely researched by scholars such as Avalos (2011), Darling-Hammond & McLaughlin (2011), Le (2002), and Whitehouse (2011). However, primary English language teachers (PELTers)’ PD has been under-researched in Vietnamese contexts. This paper outlines a project researching PELTers’ PD in a period of ongoing educational transformation, initiated by the National Foreign Languages Project. The authors highlight a ‘mixed methods’ research design with data collected from 68 surveys and five individual semi-structured interviews in a province in North Vietnam. Both the impact of language policy on Vietnamese PELTers' PD and their responses to top-down PD requirements and provision are under investigation. Some initial findings are (i) PELTers' rationales for PD; (ii) their engagement in PD forms and topics; (iii) benefits of PD; (iv)their PD need areas; and (v) factors affecting PD engagement. PELTers' suggestions for improving PD in their contexts are also discussed. This paper offers significant insights for EFL researchers, policy-makers, EFL teacher training institutions and other educators.

scholarly journals Perspectives of Using Interactive Slides in ESL Classroom among Primary School English Language Teachers in Pasir Gudang

2019 ◽  
Vol 8 (5C) ◽  
pp. 1208-1217
Keyword(s):  
Primary School ◽  
English Language ◽  
Descriptive Analysis ◽  
Language Teachers ◽  
Analysis Method ◽  
Structured Interviews ◽  
School Teachers ◽  
Primary School Teachers ◽  
English Language Teachers ◽  
Esl Classroom

In technological society, technology plays a crucial role as an integral part of teaching. This research aimed to know teachers’ perspective of using interactive slides in ESL classroom. The population of this research comprises national primary school teachers from Pasir Gudang district. A total of 179 respondents participated in this research. This calculation on the number of respondents was based on Krejcie and Morgan’s (1970) table. The data were gathered via questionnaires and semi-structure interviews. The gathered data were analysed using descriptive analysis method in terms of frequency, percentage, mean and standard deviation. The researchers conducted saturated semi-structured interviews to support the findings through questionnaires. The findings of the research revealed that Interactive Slide (IS) is effective to use in the ESL classroom. The study also showed the challenges faced by teachers in using IS. The implication of this research suggested that schools should provide adequate facilities in encouraging teachers to use IS in ESL classrooms and organise activities or programs for teachers to enhance their IS skills. In future researches, it is recommended to widen the population of respondents to other districts or states.

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