scholarly journals The Practices of English Language Teachers’ Error Treatment on Students’ Writing: The Case of Secondary School Teachers in Benishangul Gumz Regional State, Ethiopia

2019 ◽  
Vol 7 (11) ◽  
Author(s):  
Ashagre Ayele
Keyword(s):  
Secondary School ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teachers ◽  
School Teachers ◽  
Regional State ◽  
Error Treatment ◽  
English Language Teachers

scholarly journals EXPLORATORY FACTOR ANALYSIS OF TPACK IN THE CONTEXT OF ESL SECONDARY SCHOOL TEACHERS IN SABAH

2021 ◽  
Vol 6 (38) ◽  
pp. 137-146
Author(s):  
Ahmad Abdul Rauf ◽  
Suyansah Swanto ◽  
Syahrul Nizam Salam
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Exploratory Factor Analysis ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teachers ◽  
School Teachers ◽  
Esl Teachers ◽  
Pedagogical Content ◽  
English Language Teachers

The aim of this study was to adapt the Survey of EFL-Technological Pedagogical Content Knowledge (EFL-TPACK) by Bostancıoğlu & Handley (2018) and to investigate its factor structure through exploratory factor analysis. 100 ESL teachers of secondary schools in Sabah participated in this study. SPSS application has been used for statistical analyses. The reliability of the subscales from Cronbach Alpha is ranging from 0.898 to 0.902. The final TPACK survey included a total of 33 items: 6 TK, 3 CK, 6 PK/PCK, 6 TCK, 6 TPK, and 6 TPACK. Based on the findings also, the TPACK Survey has been found to be ideal to study on TPACK level of English language teachers in Malaysia.

scholarly journals An Investigation into the Level of Burnout in Secondary School English Language Teachers and their Perception of Prevention of it

2020 ◽  
Vol 1 (4) ◽  
pp. 133-138
Author(s):  
Ziaullah ◽  
Dr. Farooq Nawaz Khan ◽  
Dr. Shazia Kanwal
Keyword(s):  
Secondary School ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teachers ◽  
School Level ◽  
Average Score ◽  
Systematic Sampling ◽  
Country Level ◽  
English Language Teachers ◽  
Teaching Learning

Research on burnout gained popularity in the 1970s but in the last three decades’ research about burnout gained immense popularity (Hedden, 2005, Harmesh, Laurenz, Maulana & Veen., 2018). Frudenberger (1974) defined the term (Burnout) for the first time who opined that when there are too many professional demands with limited resources and rewards, it causes a sense of chronic stress and failure. The current research study was undertaken to find out the level of burnout among secondary school English teacher and also their perception of prevention from burnout. The data from the respondents were collected through CBI inventory to measure their level of burnout and its effects on teachers at the secondary school level in district Swat. An open-ended 7 items questionnaire was used to identify the perception of the teachers about preventing them from burning out. The population for this study is comprised of government secondary schools’ teachers (230) male-only from which the sample group was selected through systematic sampling techniques. The reliability coefficient was measured through the Cronbach alpha method the= .00000. All the respondents used the categories indicating a low level of burnout and the average score of all the respondents is below 40 in most of the categories of burnout.  The study recommends that the school management should take preventive measures to help teachers fight burnout on a school level and larger scale (directorate level) organizations should help teachers maintain balance in their work so that they do not fall victim to burnout. The study is of immense importance for the wellbeing of the teachers and the effective teaching-learning process. To be able to generalize the findings of the study, it is recommended for future researchers to undertake it on a larger scale such as provincial or country level. Moreover, the current research has been conducted only among male secondary school teachers. It would be interesting to see the research-based results across both genders.

scholarly journals THE RURAL SECONDARY SCHOOL TEACHERS’ USE OF I-THINK IN THEIR CLASSROOM

2019 ◽  
pp. 86-96
Author(s):  
Nazrah Sarbini ◽  
Melor Md. Yunus
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Industrial Revolution ◽  
Secondary School Teachers ◽  
Language Teachers ◽  
Ministry Of Education ◽  
School Teachers ◽  
Positive Attitudes ◽  
English Language Teachers ◽  
New Education

The Malaysian Ministry of Education has introduced the new Education Blueprint with the objective of elevating the Malaysian education standard to international level. The fourth industrial revolution prompts the urgent needs for transformation in the way teachers teach in class. The researcher believes that the use of I-THINK can be an effective approach to teach English in rural schools to promote students’ ability to think critically. However, despite the efforts executed, the level of practice on the use of i-THINK among English language teachers in rural secondary schools after the training and exposure is average. This paper aimed to investigate the attitude and practice level of English language teachers in rural secondary schools on the use of i-Think maps. Data was collected via a questionnaire survey of ESL school teachers in Merlimau Zone, Melaka. The data were analyzed using descriptive statistics. The findings show that the teachers had positive attitudes towards I-THINK use in the classroom despite the average practice in their teaching. The implication of the study is the Ministry of Education through effective supervision of the District Education Office should ensure the teachers go for I-THINK courses to arm them with ample knowledge to successfully implement I-THINK maps in their practice.

scholarly journals Interplay between Beliefs about Reading Stratagems and Classroom Practices of Secondary School Teachers in Teaching Reading Comprehension

2020 ◽  
Vol 1 (3) ◽  
pp. 56-62
Author(s):  
Itbar Khan ◽  
Farooq Nawaz Khan ◽  
Nazia Saeed
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
English Language ◽  
Classroom Practices ◽  
Secondary School Teachers ◽  
Pearson Correlation ◽  
Belief System ◽  
Study Data ◽  
Language Teachers ◽  
English Language Teachers

The current study is built on the idea that teachers’ classroom practices are influenced by their belief system. The research investigated the beliefs of teachers about the position of reading stratagems, and their classroom implementation among 141 secondary school English teachers and found the association between their beliefs about the position of reading comprehension stratagems and their classroom application. It is a descriptive study, data were collected through a questionnaire. Means and Pearson correlation were calculated for finding out the relationship between the variables. The study found that reading stratagems in reading comprehension and their practices in classrooms are positively correlated. The study recommends understanding the conceptions of English language teachers in schools for the effective teaching of English in general and reading stratagems in particular.

scholarly journals Demotivational Factors among Secondary School EFL Teachers in Iran

2015 ◽  
Vol 6 (2) ◽  
pp. 932-942
Author(s):  
Abolhassan Nazari ◽  
Saeed Taki
Keyword(s):  
Secondary School ◽  
High School Teachers ◽  
English Language ◽  
Language Teachers ◽  
School Teachers ◽  
Attitudes And Behaviors ◽  
South West ◽  
Efl Teachers ◽  
English Language Teachers ◽  
Teachers Attitudes

Demotivating factors negatively influence teachers attitudes and behaviors and hence lead to undesired teaching outcomes. The endeavor of this thesis was to scrutinize some sources of demotivational factors among Iranian English language teachers junior and senior high schools. To begin with, 100 junior and senior high school teachers in Chaharmahal Va Bakhtiari province, South West of Iran participated in this study. Two instruments (questionnaire and interview) were used for collecting data. Descriptive and inferential statistics for all questions and categories were generated and reported. The overall results showed that five out of six top items are related to working conditions and class facilities. The lowest number of demotivating factors related to lack of communication among teachers, lack of expression of straight opinion by colleagues, heterogeneity of learners in one class, students' forgetting to do homework, students' forgetting to bring textbook. The results also showed that recognizing and eradicating such impeding factors serve promising attention to learning, teaching and attainment.

scholarly journals Need analysis on the usage of multimodal reading assessment among secondary school teachers

2021 ◽  
Vol 5 (S1) ◽  
Author(s):  
Bhavarita Subramaniam ◽  
Azlina Abdul Aziz ◽  
Mohd Effendi Ewan Mohd Matore
Keyword(s):  
Secondary School ◽  
English Language ◽  
Reading Skills ◽  
Secondary School Teachers ◽  
Reading Assessment ◽  
Language Teachers ◽  
School Students ◽  
Need Analysis ◽  
English Language Teachers ◽  
Consistent Assessment

Strategically developed assessment rubrics are essential to ascertain fair and consistent assessment grading. Nevertheless, devising assessment rubrics poses certain drawbacks as scores that determine students’ capability are awarded holistically. In order to assure that students’ grades indeed reflect their current capability and to provide effective feedback on aspects that demand improvement, rubrics must accurately evaluate and measure the performances displayed by students. Hence, this study identified the suitability and acceptability of multimodal reading assessment upon assessing reading skills among secondary school students. This study, which involved English language teachers from several schools located across Negeri Sembilan, Malaysia, had adopted the survey research method to design a multimodal reading assessment rubric and to obtain teachers’ views on multimodal reading and viewing (MMRV). The study outcomes signified that although the teachers acknowledged and were aware of the advantages of applying MMRV, the absence of such rubric that specifically assesses MMRV seemed to limit this practice in classroom. This study concludes that it is imperative to formulate a comprehensive MMRV-based rubric to enable teachers assess their students’ reading skills in a more accurate manner.

Qualifications for Secondary School Teachers of Modern Foreign Languages

PMLA ◽  
1955 ◽  
Vol 70 (4-Part2) ◽  
pp. 46-49 ◽  
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Teachers ◽  
School Teacher ◽  
Language Teachers ◽  
Foreign Languages ◽  
Secondary School Teacher ◽  
School Teachers ◽  
National Welfare

It is Vitally important that teachers of modern foreign languages be adequately prepared for a task which more and more Americans are declaring essential to the national welfare. Though a majority of the language teachers in our schools are well trained, many have been poorly or inadequately prepared, often through no fault of their own. The undersigned therefore present this statement of what they consider the minimal, good, and superior qualifications of a secondary school teacher of a modern foreign language.

scholarly journals On the Interaction of Test Washback and Teacher Assessment Literacy: The Case of Iranian EFL Secondary School Teachers

2011 ◽  
Vol 4 (1) ◽  
pp. 156 ◽  
Author(s):  
Razavipour Kiomrs ◽  
Riazi Abdolmehdi ◽  
Rashidi Naser
Keyword(s):  
Secondary School ◽  
English Language ◽  
Secondary School Teachers ◽  
Teacher Assessment ◽  
English Language Teaching ◽  
Assessment Literacy ◽  
School Teachers ◽  
High Stakes ◽  
English Teaching ◽  
Teachers Professional Development

It is by now well established that teacher characteristics play a major role in the way high stakes tests impact education (Alderson and Hamp-Lyons 1996). What remains an open question, however, is specifying the type of characteristics that have the potential to moderate the backwash effects of tests. This study was designed to isolate the effects of teachers’ assessment literacy in moderating the washback effects of summative tests in the EFL context of Iran. A test of assessment literacy and a questionnaire on English language teaching practices were administered to 53 EFL secondary school teachers. Results show that teachers are suffering from a poor knowledge base in assessment and no matter how assessment literate they are; they do tailor their English teaching and testing to the demands of external tests. However, more assessment literate EFL teachers seem to be more likely to include non-washback practices in their English teaching. The implications for teacher training and teachers’ professional development programs are then discussed.

scholarly journals Understanding EAL: International Secondary School Teachers’ Experiences and Attitudes in Ukraine and Eastern Europe

2021 ◽  
pp. 147524092110337
Author(s):  
James Spencer
Keyword(s):  
Secondary School ◽  
Eastern Europe ◽  
International Baccalaureate ◽  
English Language ◽  
Secondary School Teachers ◽  
International Schools ◽  
School Teachers ◽  
Collaborative Relationships ◽  
Mainstream Teachers ◽  
Teachers Attitudes

This article highlights the need to understand mainstream international secondary school teachers’ attitudes to and experiences of accommodating English as an Additional Language (EAL) learners, and what current collaborative relationships there are between mainstream and EAL teachers in terms of co-teaching and co-planning. The article draws on data collected from a questionnaire sent to secondary teachers at an international school in a major city in Ukraine and to other international schools that offer International Baccalaureate programmes in Eastern Europe. The questionnaire investigated English language training in education, attitudes to EAL in mainstream subjects and participants’ collaboration with EAL teachers. Further follow-up qualitative data collected from a focus group in the school in Ukraine investigated the topics of competencies, responsibilities and collaboration with respect to EAL in the mainstream classroom. Building on this data, the discussion ultimately focuses on the challenges for mainstream teachers and how collaboration with EAL teachers is often confused and lacks definition in terms of current practice and ways forward. Recommendations for next steps of research are made.

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