Towards Investigation of Instructional “Hiccups” of ELT Fraternity in EFL classroom

2020 ◽  
Vol 8 (3) ◽  
pp. 76-88
Author(s):  
Muhammad Arif Soomro ◽  
Ayyaz Ahmed ◽  
Insaf Ali Siming ◽  
Mukhtiar Ali Rajper ◽  
Sameena Malik
Keyword(s):  
Data Collection ◽  
Private Schools ◽  
Selection Criteria ◽  
English Language ◽  
Main Tool ◽  
Secondary Level ◽  
Language Teachers ◽  
Elementary Level ◽  
Teaching English ◽  
English Language Teachers

Abstract This paper aims to investigate and understand the causes of instructional “hiccups” of English language teachers at private schools in Pakistan. The questionnaire is the main tool for data collection among English language teachers who were teaching at the secondary level. Due to specific selection criteria, purposive sampling was employed among participants of the study. The findings reveal that English language teachers in private schools at the elementary level were facing teaching difficulties while teaching English textbook courses.

Englicious: Teaching English Grammar in Schools

English Today ◽  
2015 ◽  
Vol 31 (4) ◽  
pp. 63-64
Author(s):  
Rachel Fletcher
Keyword(s):  
English Language ◽  
National Curriculum ◽  
Continuing Professional Development ◽  
Secondary Level ◽  
Language Teachers ◽  
Teaching English ◽  
English Grammar ◽  
English Usage ◽  
English Language Teachers ◽  
Online Library

Englicious is a new online library of resources for English language teachers that has been designed by the Survey of English Usage at UCL. It offers not only lesson plans and activities for use in the classroom, but a collection of Continuing Professional Development resources for teachers, all aimed at supporting the teaching of the new National Curriculum in England. There is a particular focus on spelling, punctuation and grammar (SPaG), and especially on preparing pupils for the Year 3 and Year 6 SPaG tests, but users will also find materials covering many other aspects of English Language at both a primary and a secondary level.

scholarly journals Kuwaiti Instructors' Beliefs about English Language Teaching and Their Awareness of Global English

2021 ◽  
Vol 14 (4) ◽  
pp. 87
Author(s):  
Ahmad F. Alnwaiem ◽  
Abdullah M. Alazemi ◽  
Abdullah A. Alenezi
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Qualitative Content Analysis ◽  
Language Teachers ◽  
English Language Teaching ◽  
Global English ◽  
English Language Teachers

The beliefs of EFL teachers are an essential term perceived in a number of educational fields. Especially in teacher education and behavioural research, this term is usually related to teachers' habits and practices in classes, considering their impact on each other. The aim of this study is to add to prior studies on the subject of teachers' beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors' beliefs with Global English (GE). The research question 'what are the Kuwaiti instructors' beliefs about ELT and their awareness of Global English?' formalizes these aims. To accomplish the research: To discover teachers' beliefs about ELT and their awareness of Global English. This research concentrates on English language teachers at the university level. The collection of data has been conducted over two months. For data collection and interpretation, this study adopted a qualitative research methodology. Surveys were chosen as the instrument for data collection. The study used qualitative content analysis in relation to the data analysis method. Moreover, the findings were evaluated based on a deductive and inductive approach to qualitative data analysis. Results indicated various kinds of teachers' beliefs about ELT. Including views about the English language, ELT in relation to the standards, ELT with regard to the GE context. English-language beliefs played a central role in shaping two other views, which were considered secondary beliefs. Except for the content of teachers' beliefs, the study's findings have shown two significant categories of influences: internal and external, that affect the development and application of teachers' beliefs in classrooms. In this study, the internal factor referred mainly to English-language teaching beliefs based on its ability to influence other cognitive constructs (i.e., different convictions, behaviours, sensitivity) and teaching practices. As far as external factors are concerned, the teachers' diverse experiences with individuals (e.g., parents and retired teachers) and administrative legislation (e.g., policy and curriculum) are the main factors. Finally, it was possible to conclude the findings of this analysis in the same manner as previous studies, which combined teacher cognition theory with the field of GE. In other words, teacher beliefs play a crucial part in the teacher's cognitive system as a decisive role in their teaching practice. This study proposes further research to reinforce the results of contemporary research in this area.

scholarly journals An Analysis of Teachers’ Questions in English Language Classroom: A Case Study in Year 10 of SMK N 1 Nunukan

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Eka Pratiwi ◽  
Yuyun Yulia
Keyword(s):  
English Language ◽  
Video Recording ◽  
Language Teachers ◽  
Target Language ◽  
Knowledge Level ◽  
Teaching English ◽  
Language Classroom ◽  
Tenth Grade ◽  
Research Findings ◽  
English Language Teachers

In English language classroom, teachers’ questions are important parts of teaching English language. Teachers need to know what kind of questions which potentially support students learning target language.  However, students did not actively participate in learning particularly when responding teachers’ questions. To overcome this problem, it is important for teachers to modify their question through some techniques in order to get students’ responses. This study reports the types of teachers’ questions used by English teachers in classroom, and the classification of modification questions used by teachers during teaching English language in class.This research belongs to classroom discourse analysis. The research was conducted at tenth grade of SMKN 1 Nunukan. The data were collected through observation, video recording, and interview. The teachers’ questions were analyzed using Miles and Huberman’s (1995) model of qualitative data analysis.The research findings show that both teachers pose more questions of knowledge level than other levels, and the teachers used various techniques to modify their questions when the students did not give response. The modification of modifying questions are repeating and rephrasing. Then sometimes teachers negotiated questions by in Bahasa Indonesia or first language (local language). The domination of knowledge level questions and how teachers modified the questions is influenced by teachers’ competence, students’ competence, situation of teaching English language, and teaching material.

scholarly journals Challenges in implementing CLT at secondary schools in rural Bangladesh

IIUC Studies ◽  
2018 ◽  
Vol 13 ◽  
pp. 93-102
Author(s):  
Md Morshedul Alam
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Secondary Level ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Policy Makers ◽  
Large Class Size ◽  
Rural Bangladesh ◽  
English Language Teachers ◽  
Materials Used

This paper tries to identify the factors that hinder implementing Communicative Language Teaching (CLT) in the secondary schools in rural Bangladesh. This article takes a qualitative approach, and it is carried out in four rural schools in Banskhali, which is situated in Chittagong district in Bangladesh. Eight secondary level English language teachers were interviewed to generate data about the problems in implementing CLT in their respective institutions. The findings indicate several challenges that include: shortage of skilled teachers, unusually large class size, deficiency of modern materials used in CLT oriented classrooms, etc. This research may provide implications for the language policy makers and the practitioners for the improvement of CLT practices in the rural contexts of Bangladesh.IIUC Studies Vol.13 December 2016: 93-102

scholarly journals Should teachers use L1 in EFL classroom?

2018 ◽  
Vol 23 (1-2) ◽  
pp. 25-39
Author(s):  
Shahnaz Mahmud
Keyword(s):  
English Language ◽  
Mother Tongue ◽  
Language Teachers ◽  
Teaching English ◽  
University Teachers ◽  
Teachers And Students ◽  
English Language Teachers ◽  
English Classroom ◽  
Method Approach ◽  
Rule Out

English language teachers customarily rule out the use of mother tongue for teaching English. Reflecting on the theoretical underpinnings and empirical research on the use of mother tongue (L1) in English classroom and its ongoing debate the present study aims to explore teachers’ and students’ perceptions of it. A mixed method approach using questionnaire and interview is employed to analyze Bangladeshi university teachers’ and students’ belief and perceptions of teaching English with the help of L1. The study also attempts to discuss the strengths and weaknesses of using L1. Results indicate that both teachers and students perceive the necessity of judicious use of L1 to facilitate learning and acquisition of English as a foreign language (EFL).

scholarly journals Syllabus Design for Pre-service English Language Teachers in Spain

2018 ◽  
pp. 26
Author(s):  
Gloria Luque Agulló
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Educational Programs ◽  
Language Teachers ◽  
Teaching Program ◽  
Teaching English ◽  
Educational Law ◽  
Self Confidence ◽  
Language Classroom ◽  
English Language Teachers

This paper describes the steps involved in designing educational programs for pre-service English language teachers in Secondary education within the Spanish context, following the current educational law (LOMCE).  Considering the century-long search for the best method within TEFL (Teaching English as a Foreign Language), and the continuous reforms of educational laws in Spain, pre-service teachers must learn the competences and skills essential for designing of their own teaching program. The series of steps described here will enable teachers to show accountability to educational authorities and increase their self-confidence, subsequently improving their craft in the language classroom.

scholarly journals Relationship between Teachers’ Competency Level in Teaching English Language and Students’ English Language Proficiency in Secondary Schools in Rwanda

2021 ◽  
Vol 4 (7) ◽  
pp. 104-122
Author(s):  
Girimbabazi Serge ◽  
◽  
Mrs Adegoke Oyebimpe ◽  
Dr. Hesbon Opiyo Andala ◽  
◽  
...  
Keyword(s):  
Secondary Schools ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
English Language Proficiency ◽  
Language Teachers ◽  
Teaching English ◽  
Proficiency Level ◽  
English Language Teachers

The improvement of students’ English proficiency depends on the level of teaching English language and the competency of teachers in teaching career. The purpose of this study therefore, was to investigate the relationship between teachers’ competency in English language and students’ English language proficiency within secondary schools of Karongi in Rwanda. The study adopted correlation research design research design. Data collection tools were questionnaire and interview guide. The target population was 1794 people comprised of 1560 students, 14 Sector Education Officers, 20 Head Teachers, 200 teachers. A simple random sampling and purposive sampling techniques were used to get a sample size of 395 respondents. The study findings revealed that majority of the students with a total of 290 (91.2%) agreed that in their school, teachers are not competent enough in English language. Moreover, almost 292 (91.8%) of the respondents agreed that in their school, students English reading, writing, listening and speaking proficiency level is low and 70 (90.9%) of key informants agreed that both in public and private secondary schools of Karongi District, students’ English language proficiency level in reading, writing, speaking and listening is low. The correlation results showed the association between between teachers’ inability to teach in English, teachers’ inability to read classroom interactions in English language, teachers’ incompetency in English language, teachers’ inability to express themselves in English language as well as teachers’ inability to develop English language educational materials) and dependent variables (students’ reading, writing, speaking and listening English language proficiency and students’ English language proficiency (reading, writing, speaking and listening English proficiency) is positive. The study recommended the Ministry of Education through Rwanda Basic Education Board to avail enough English teaching and learning materials, including charts, textbooks and dictionaries which are adequate in enhancing English language proficiency mastery among students at an early age. All stakeholders of the education sector are recommended to support English teaching and learning activities in Rwanda, as it is the only and one shortcut for making Rwandans master the English language. Keywords: Teachers’ competency, English Language, English proficiency, Rwanda

scholarly journals A Tale of Two Teachers: A Duoethnography of the Realistic and Idealistic Successes and Failures of Teaching English as An International Language

RELC Journal ◽  
2018 ◽  
Vol 49 (1) ◽  
pp. 88-101 ◽  
Author(s):  
Heath Rose ◽  
Anuchaya Montakantiwong
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Teaching English ◽  
English As Foreign Language ◽  
International Language ◽  
Innovative Methodology ◽  
Language Classrooms ◽  
English Language Teachers ◽  
Autobiographical Accounts ◽  
Ideological Fantasy

With the growth of English worldwide there have been numerous calls for a paradigm shift from teaching English as foreign language to teaching English as an international language (EIL). While there is a growing body of conceptual literature for teaching EIL, the voices of teachers remain severely underrepresented in this movement. As such, current EIL research is missing the perspective of this key stakeholder, who is in a prime position to report ‘on-the-ground’ challenges of integrating EIL approaches into English language classrooms. This article addresses this gap by offering an in-depth joint autoethnography of two English language teachers, who actively experimented with EIL-informed pedagogy at universities in Japan and Thailand, and who provide very different tales of the resulting challenges and successes. Data was collected via a duoethnographic approach, an innovative methodology which presents two juxtaposing dialogic narratives in order to show readers in-depth, personal and autobiographical accounts from both teachers’ experiences. Analysis of these narratives provides an illustration of the issues surrounding the implementation of research-informed innovations into ELT classrooms. The findings are discussed in terms of whether teaching EIL is a possible reality, or whether it remains an ideological fantasy.

scholarly journals Teaching English in Multilingual Contexts: Teachers' Perspectives

2020 ◽  
Vol 3 ◽  
pp. 33-46
Author(s):  
Pitambar Paudel
Keyword(s):  
English Language ◽  
Classroom Behavior ◽  
Linguistic Diversity ◽  
Language Teachers ◽  
Teaching English ◽  
Policy Makers ◽  
Reading Materials ◽  
English Language Teachers ◽  
Teachers Perspectives ◽  
Basic Level

 The national and international migration has made multilingualism a common phenomenon; Nepal is no exception. Nepal is regarded as a multilingual country where more than 129 languages are spoken. Despite multilingualism, English language has been taught from basic to advance levels of education as a core or optional subject. In this context, this article has investigated challenges faced by English teachers in teaching English in multilingual classes of Nepal. The article has also attempted to explore the strategies employed by teachers to deal with the challenges that they faced. To achieve these objectives, explanatory sequential mixed research design was used. Eighty basic level English language teachers from forty different (2 from each) schools of Kaski district were selected purposively. The data was collected through survey questionnaires, interview and classroom observation. The research showed that linguistic diversity, students classroom behavior and demotivation towards English, uncontextual and lengthy syllabus, lack of teachers' involvement in curriculum designing process and refresher courses programmes were the major challenges that the teachers have faced while teaching English. The research also indicated that the use of translation, use of increasing reading materials, managing rewards to the students, and repetition of the text were the major strategies that teachers employed to cope with the challenges in multilingual contexts. This implies that the policy makers, curriculum designers, and administrators should train the teachers to address these issues that are related to teaching English in a multilingual context like in Nepal.

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