scholarly journals The Attitudes of the Jordanian EFL Teachers toward Employing the Phonological Awareness Skills in Teaching English as a Foreign Language

2019 ◽  
Vol 8 (8) ◽  
Author(s):  
Samer Radwan Hmeadat ◽  
Kamariah Yunus
Keyword(s):  
Foreign Language ◽  
Phonological Awareness ◽  
Teaching English ◽  
Efl Teachers

scholarly journals An Exploration of Teachers' Perspectives towards Cognitive, Affective and Linguistic Teaching Principles while Teaching English as a Foreign Language

2021 ◽  
Vol 13 (1) ◽  
pp. 17-40
Keyword(s):  
Foreign Language ◽  
Teaching English ◽  
Male And Female ◽  
The Third ◽  
Teaching Principles ◽  
Efl Teachers ◽  
Cognitive Principles ◽  
Utmost Care ◽  
Males And Females ◽  
Teachers Perspectives

The study aimed at exploring EFL teachers' perspectives towards cognitive, affective and linguistic teaching principles while teaching English as a foreign language. To conduct the study, the researchers prepared a questionnaire of 30 items that was distributed into three group domains. The first group was the cognitive principles. The second one was the affective principles, and the third group was the linguistic principles. Forty-six male and female EFL teachers responded to the questionnaire's items. Suitable statistical analyses were used to analyze the data. The results of the study pointed out that EFL teachers had positive perspectives towards these teaching principles, as the analysis showed that they looked at these principles positively and they gave them their utmost care and concern. Besides, the analysis showed that the cognitive principles came in the first rank compared with the other two groups (affective and linguistic) as they got the highest mean. Moreover, the results revealed that there were no statistical significant differences, regarding gender, in the participants' perspectives towards the importance of these teaching principles while teaching English as a foreign language as the means of males and females were closer to each other. Keywords: Cognitive Principles, Affective Principles, Linguistic Principles, Foreign language.

scholarly journals THE REFLECTIONS OF PRE-SERVICE EFL TEACHERS ON OVERCOMING FOREIGN LANGUAGE TEACHING ANXIETY (FLTA) DURING TEACHING PRACTICUM

2019 ◽  
pp. 389
Author(s):  
Dilek Tüfekçi Can
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Teaching English ◽  
Teaching Practicum ◽  
Efl Teachers ◽  
Teaching Anxiety

Whereas research on English as a Foreign Language Learning (EFLL) anxiety has been the focus of many researchers, English as a Foreign Language Teaching (EFLT) anxiety as a newly pop-up concept has gained lesser attention than EFLL. Moreover, the research on EFLL commonly focuses on the anxiety provoking factors. Yet again, there has been very limited research on how to overcome anxiety-provoking factors on both research areas. Accordingly, as this study was two of the three segments of a university-based project and the subject of anxiety-provoking factors was the issue of another study, the purpose of this study was firstly to explore how to overcome anxiety-provoking factors among pre-service EFL teachers while teaching English to young language learners at a real classroom setting as a part of teaching practicum. Secondly, this study also attempted to make a holistic classification rather than an atomistic one as it classified the findings of overcoming anxiety provoking factors into subtitles such as cognitive, affective, socio-cultural resolutions and some other official resolutions. In the study, 25 EFL pre-service teachers at Balikesir University were the sample group. The qualitative data was collected through background questionnaires, interviews and reflections. The study concluded that pre-service EFL teachers revealed their reflections on how to overcome anxiety-provoking factors as they experienced Foreign Language Teaching Anxiety (FLTA) whilst practicing teaching English to young language learners during teaching practicum courses. Some practical recommendations were given at the end of the study. 

Teaching English in Taiwan: issues of inequality and low motivation

English Today ◽  
2002 ◽  
Vol 18 (4) ◽  
pp. 50-52 ◽  
Author(s):  
Aiden Yeh
Keyword(s):  
Foreign Language ◽  
Early Stage ◽  
Private Language ◽  
Teaching English ◽  
Young Learners ◽  
Efl Teachers ◽  
Language Schools ◽  
The Impact ◽  
Sensitive Issues ◽  
Low Motivation

A discussion of the impact of parental demand on the terms of employment of imported native-speaking and local non-native-speaking teachers in private language schools.As more and more parents realize the importance of learning the language at an early stage, the teaching of English as a Foreign Language (EFL) to young learners has become a lucrative adventure for Taiwanese entrepreneurs. Taiwanese students and parents alike represent a stable and growing market, at least for now. The demand for both Native Speaking (NS) and Non-Native Speaking (NNS) teachers is also on the rise and can certainly be attributed to the flourishing EFL industry in Taiwan. However, there is a distinctively huge difference in the pay and reward policies and practices for the two kinds of teacher. This article touches on relatively sensitive issues concerning NS/NNS as EFL teachers and as members of staff.

scholarly journals Influence of Discrimination in the Field of TESOL: Perspectives of Mexican EFL Teachers

2020 ◽  
Vol 21 ◽  
pp. 69-89
Author(s):  
Edgar Emmanuell Garcia-Ponce
Keyword(s):  
Decision Making ◽  
Foreign Language ◽  
Research Evidence ◽  
Teaching English ◽  
Negative Effects ◽  
Online Questionnaire ◽  
Effective Strategies ◽  
Language Status ◽  
Efl Teachers ◽  
Speakers Of Other Languages

In the last few decades, several studies have documented the discrimination that teachers face in the field of Teaching English for Speakers of Other Languages (TESOL). To date, research evidence has shown that discrimination tends to be motivated by issues concerning the native- vers. non-native language status of these professionals. However, recent evidence has suggested that discrimination in TESOL is intricate involving factors that are associated with the language status of teachers, their pronunciation, gender, race, sexual preference, age, among others. Despite the fact that this evidence has revealed the struggles of these professionals, no research discourse, to my knowledge, has shown the extent to which these phenomena impact on the professionals’ perceptions, feelings and decision making. In response to this, the present study was conducted to understand the effects and results of discrimination in the field of TESOL in Mexico from the professionals’ perspectives. Through an online questionnaire, 78 Mexican English as a foreign language (EFL) teachers were asked to describe the instances in which they felt discriminated, and how these influenced their perceptions and decision making concerning their profession. The results show that the discrimination practices impact in complex ways, showing negative effects on the professionals’ perceptions, feelings and decisions regarding their current profession. This evidence calls for more effective strategies in order to stop affecting teachers in ELT.

scholarly journals The Central Characteristics of Successful ESL/EFL Teachers

2017 ◽  
Vol 8 (5) ◽  
pp. 881
Author(s):  
Khalid Al-Seghayer
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching English ◽  
Theoretical Understanding ◽  
Key Characteristics ◽  
Efl Teachers ◽  
Key Variables ◽  
The Many

Achieving optimal success in teaching English as a second language (ESL) or English as a foreign language (EFL) requires teachers to demonstrate varying essential characteristics that consist of several underlying and interacting constructs. The purpose of this article is to orient the reader and succinctly identify the key variables that lead ESL/EFL teachers to distinctive success. It clearly delineates the characteristics of successful ESL/EFL teachers embedded within five central dimensions, along with their underlying structures. It also provides common taxonomies of successful EFL teachers’ attributes without burdening the reader with unnecessary detail concerning the many other validated attributes associated with ESL/EFL teachers’ salient attributions of success. To this end, this discussion contributes to a theoretical understanding of the development of successful ESL/EFL teachers and to improved knowledge of the key characteristics of successful ESL/EFL teachers.

scholarly journals Needs Analysis in EFL Teaching in Greece: The Teachers’ Stance

2019 ◽  
Vol 5 (1) ◽  
pp. 11
Author(s):  
Marina Chatzikyriakou ◽  
Makrina Zafiri
Keyword(s):  
Foreign Language ◽  
Quantitative Research ◽  
Course Design ◽  
Needs Analysis ◽  
Teaching English ◽  
Quantitative Research Methods ◽  
Qualitative And Quantitative ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Syllabus Design

The present research aims at identifying the way teachers in the Greek private sector become aware of their students’ needs and how they implement this knowledge in course and syllabus design. More specifically, teachers’ beliefs on the role and effectiveness of needs analysis in course and syllabus design were explored through both qualitative and quantitative research methods. The reason for conducting a study of this kind and caliber is the fact that syllabuses are mainly test-oriented within the context of Teaching English as a Foreign Language (TEFL) in private institutes in Greece, as obtaining certificates is the primary goal, and teachers are asked to align courses and syllabuses to their students’ needs. The findings revealed that teachers acknowledge the significance of needs analysis and implement their findings in course design. They also revealed the methods they use in order to become aware of their students’ needs. These results will benefit EFL teachers who want to maximize their potential and facilitate their students’ learning.

scholarly journals Pedagogic Effectiveness of Digital Storytelling in Improving Speaking Skills of Saudi EFL learners

2019 ◽  
Author(s):  
Hayam Mohamed Salama Eissa
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Teaching English ◽  
Kingdom Of Saudi Arabia ◽  
English As Foreign Language ◽  
Efl Teachers ◽  
Speaking Skill ◽  
Conventional Methods

The purpose of this study is to find why adult learners are unable to speak English as Foreign language (EFL) in the Kingdom of Saudi Arabia. Moreover, it tests the pedagogy of adopting the strategy of Digital Story Telling (DST) in teaching English as a foreign language. The study is applied on Northern Boarder University as a case study. The first question raised in this study is whether the conventional methods of teaching are the reason behind their failure of speaking the English language and whether the modification in the pedagogy of teaching affects the learners' speaking skill. To this end, data are collected through a questionnaire. Furthermore, a model of a teaching program, based on using DST strategy, is improved and tested with a group of learners at the chosen university in Saudi Arabia. The findings reveal that the learners at the selected university find difficulty in speaking English, and that applying DST as a pedagogy help the students to develop their overall speaking skill. These findings assist EFL teachers in Saudi Arabia in creating a conducive atmosphere in and out their classes, which will motivate the learners a lot to speak English fluently. The conclusion of the research recommends that EFL teachers should modify their conventional methods of teaching English as a foreign language; they may apply the strategy of using DST on their students to test the competence of the hypothesis.

Memory and Cognitive Learning Strategies from the Teachers and Learners Perspectives

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Darin Nshiwi ◽  
Feisal Aziez ◽  
Hazim Alkhrisheh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Cognitive Learning ◽  
Teaching Approaches ◽  
Language Learning Strategies ◽  
Teaching English ◽  
Efl Teachers ◽  
The Impact

This research falls within the area of language learning strategies (LLS) in English as a foreign language (EFL).  Although the impact of LLS on vocabulary learning has attracted ample of studies in the field on teaching English as a second or foreign language. However, teachers and learners’ views of LLS have not been investigated enough. To that end, this research sheds light on the adopted approaches while teaching these strategies by EFL teachers at the Higher Language Institute. It investigates whether these strategies are taught implicitly, explicitly or both. To conduct this study, the researcher applied two questionnaires: the questionnaires are used to evaluate the used memory and cognitive strategies by teachers and intermediate learners at the HLI. These instruments are applied on the sample that includes 36 intermediate and 30 EFL teachers at the HLI. The data obtained was dealt with descriptively and analytically. The findings show that the majority of teachers tend to train students to use memory and cognitive strategies implicitly. In addition, it was noticed that both teachers and learners use the same set of strategies which implies that teaching approaches has a direct impact on the used strategies by the learners.

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