scholarly journals “INSPIRATION AND SUCCESS FOR ALL LEARNERS”: HOW DO VIETNAMESE EFL SCHOOL TEACHERS PERCEIVE THEIR ROLES AND WHAT STYLE OF TEACHER ARE THEY IN THE ERA OF INDUSTRY 4.0?

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Hoang Van Van
Keyword(s):  
Industry 4.0 ◽  
Communicative Language Teaching ◽  
Success For All ◽  
School Teachers ◽  
Esl Education ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Esl Pedagogy ◽  
Very High

This research is an attempt to highlight how Vietnamese EFL school teachers perceive theirroles and what style of teacher they are in this current changing world – the world of Industry 4.0. Thestudy involved a sample of 300 Vietnamese EFL school teachers throughout Vietnam. The instrumentsemployed for the research were three questionnaires intended to explore different aspects of EFL teachers’ perception of their roles. The data collected were analyzed quantitatively and were discussed in some detail. The research brought to light a number of significant findings of which five are prominent: (i) Vietnamese EFL school teachers displayed a relatively good understanding in identifying what roles are of traditional teacher style (TTS) and what roles are of modern teacher style (MTS); (ii) they rated as high and medium most of the roles of the TTS and reported having performed most of them; (iii) they rated as low some of the roles of the TTS but still kept on performing them; (iv) they rated as very high, high and medium most of the roles of the MTS, but only 2/3 of them were reported having been performed; and (v) they rated as medium many of the remaining roles of the MTS which belong to what has commonly been referred to in modern EFL/ESL pedagogy as the learner-centred approach in communicative language teaching (CLT), but the number of these roles reported having been performed were very modest. Based on the interwoven information obtained from the three questionnaires, it was suggested that although the era of Industry 4.0 is a reality, many of the Vietnamese EFL school teachers seem to be on the traditional side of the traditional ↔ modern teacher style scale. It is recommended that teacher role should be a legitimate component in all EFL teacher training and teacher professional development (PD) programmes in English teacher education departments/faculties in Vietnam to help EFL teachers be better familiarized with their roles, particularly those required in modern EFL/ESL education, so that they can perform their roles more effectively and more appropriately in their teaching for the success of their students as they move along their “journey of learning” (Pullias & Young, 1968: 32) a new means of communication.

scholarly journals Reinforcing Indonesian EFL Teacher Self-Efficacy: Accomplishing the Responsibilities and Avoiding Absenteeism

2018 ◽  
Vol 10 (1) ◽  
pp. 956-965
Author(s):  
Raga Driyan Pratama ◽  
Lies Amin Lestari ◽  
Syafi’ul Anam
Keyword(s):  
Self Efficacy ◽  
Teacher Absenteeism ◽  
Theoretical Contribution ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Professional Development Model ◽  
Teacher Professional ◽  
Teacher Self Efficacy ◽  
To Come ◽  
Teaching Responsibilities

Indonesian EFL teachers are currently facing many oppressive burdens regarding their profession. They are commanded to conduct effective English teaching as part of their pedagogical responsibility including constructing an English milieu at school. In other sides, they are required to cope with non-pedagogical tasks which are likely in a form of administrative things. Moreover, they are mandated to conduct several events and publish papers in accredited journals, of which those tasks can seize up their teaching responsibilities. Such phenomena can tragically cause the presence of teacher burnout that further shrinks their eagerness to perform better. The condition might also influence their self-willingness to commit with teacher absenteeism or even an early retirement as a result of teachers’ handling-capacity overload. Therefore, this study proposes a theoretical contribution that reinforcing teacher self-efficacy can be a penetration to make a robust teachers’ eagerness to perform better pedagogical and non-pedagogical responsibilities. This study is also supplemented with a teacher professional development model as an effort to reinforce teacher self-efficacy. Further, this study is expected to come in useful for Indonesian government to effectively hold certain programs in connection with enhancing Indonesian EFL teacher self-efficacy.

scholarly journals Educational Technology and Teacher-Student Technology Competency: a Pathway to Teaching English with Technology

2019 ◽  
Vol 4 (2) ◽  
pp. 181
Author(s):  
Ismail Anas
Keyword(s):  
Teacher Educator ◽  
Teaching English ◽  
Technology Competency ◽  
Teacher Student ◽  
Technology Tools ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Technology In Instruction ◽  
Wide Access

<p><em>This article presents a pathway to teaching English with technology which focuses on the elaboration of three essential approaches; they are 1) the technology tools (TT), 2) the teacher technology competency (TTC), and 3) the student technology competency (STC). Although EFL teachers have wide access to the high-end technology tools, however, their application in instruction will not be successful without being supported by the teacher professional use and student acceptance of the technology. Preparing the EFL teachers for teaching English with technology requires a continuing evaluation regarding the readiness of the technology tools, TTC, and STC. These three approaches should be taken into account seriously to transform TEFL into technology in instruction. The implications for research, teachers, students, practice, curriculum developers, and EFL teacher educator will also be discussed. </em></p><p><em><br /></em></p>

scholarly journals Saudi EFL Teacher Professional Identity and Emotions: Emotions Regulation Perspective

2020 ◽  
Author(s):  
Mohammed S. AlHarbi ◽  
Hussain Ahmad
Keyword(s):  
Emotion Regulation ◽  
Professional Identity ◽  
Research Question ◽  
Cognitive Strategies ◽  
Teaching Philosophies ◽  
Teacher Emotions ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Teacher Professional Identity ◽  
Teacher Professional

Research has shown that a strong teacher professional identity is an integral part of teaching as well as learning processes. Unlike the traditional view of who teachers are, nowadays conceptualization considers teachers not only as reservoirs of knowledge but individuals that inspire other individuals in unique ways. Teacher professional identity exhibits teachers’ beliefs, emotions, and teaching philosophies. Among other aspects, teacher emotions are a strong indicator of teacher professional identity; therefore, unless teachers are better equipped with cognitive strategies to regulate their emotions and are more emotionally intelligent, achieving their teaching and non-teaching goals will remain a forlorn dream. The current paper encapsulated various aspects of teacher emotions and emotion regulation models and has sought to answer the following overarching research question: How do emotions influence teacher professional identity and how do Saudi EFL teachers regulate their emotions? Hence, the factors that lead to Saudi English as a foreign language (EFL) teachers’ emotional arousal and disturbances have been critically summarized. Finally, the applications of emotion regulation models in the Saudi EFL context have been highlighted. The theoretical conceptualizations presented in this paper have implications for EFL teachers, teacher trainers, and professional development specialists.

scholarly journals Collaborative reflection on shared journal writing to foster EFL teacher CPD

2020 ◽  
Vol 15 (2) ◽  
pp. 271-281
Author(s):  
Summaya W. Elhussain ◽  
Aisha Y. Khoja
Keyword(s):  
Professional Development ◽  
Structured Interview ◽  
Continuous Professional Development ◽  
Proximal Development ◽  
Collaborative Reflection ◽  
Efl Context ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Theoretical Foundations

Despite the importance of Continuous Professional Development in the EFL context, a limited research has been done on EFL teachers’ collaborative reflection on teaching. This study aims to investigate the effectiveness of teachers’ reflection that is fostered and enhanced by the collaborative written exploration of practice using an online-shared teacher journal in a Saudi tertiary context. To achieve this, the study adopted three theoretical foundations: the characteristics of the online teacher professional development, Vygotsky’s zone of proximal development and the constructivist theory of learning. The level of reflection in the teachers’ journal is analysed by using the discourse semantics approach, namely, systemic functional linguistics. Besides, a semi-structured interview is used to collect the qualitative data. They strongly suggest that maintaining an online-shared teachers’ journal will support and augment teachers’ reflection, enhance knowledge and improve teaching performance. Keywords: Continuous professional development, reflective practice.

scholarly journals Framing the Identity of an Ideal Primary School Teacher of English

2020 ◽  
Vol 6 (1) ◽  
pp. 95-110
Author(s):  
Oleksandr Kapranov
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
School Teacher ◽  
Primary School Teacher ◽  
Framing Analysis ◽  
School Teachers ◽  
Primary School Teachers ◽  
School Contexts ◽  
Efl Teacher ◽  
Efl Teachers

The article presents a study that aimed to examine how primary school teachers of English as a Foreign Language (EFL) framed the identity of an ideal EFL teacher. The specific research aim was to identify and classify frames associated with the identity of an EFL primary school teacher in the corpus of reflective essays of approximately 1000 words about an ideal EFL teacher in Norwegian primary school contexts written by 32 Norwegian in-service primary school EFL teachers. It was hypothesised that the participants’ framing would be reflective of the identity of an ideal EFL teacher in Norway. The corpus of the participants’ essays was analysed in accordance with the framing methodology developed by Entman (1993) and Dahl (2015). The results of the framing analysis indicated that the participants in the study framed the identity of an ideal EFL teacher via frames associated with future ideal selves, ought-to selves, the identity of their former EFL teachers, and the identity of an ideal EFL teacher as a fictional character. The study implications would be beneficial to pre-service and current in-service EFL teachers and teacher-trainers alike, who could treat the results as a collective “portrait” of an ideal EFL teacher.

scholarly journals IMPLEMENTATION OF COMMUNICATIVE AND PARTICIPATORY APPROACH IN TEACHING ENGLISH FOR BUSINESS

2020 ◽  
Vol 7 (2) ◽  
pp. 231-244
Author(s):  
Naela Hidayatul Mukaromah
Keyword(s):  
Language Learning ◽  
English Language ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Teaching Techniques ◽  
English As Foreign Language ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Research Findings ◽  
Teaching Learning

Teaching English as Foreign Language (EFL) is quite challenging because teachers should prepare materials properly as well as the teaching technique that will be applied in EFL classroom. The teachers should also pay attention to the communicative purpose of teaching EFL. This study investigates the application of teaching techniques and approaches done by EFL teacher. The researcher observed the teaching techniques applied by the lecturer as well as teaching learning process experienced by college students in English for Business classroom. Based on the research findings and discussions, it can be inferred that the lecturer applied Communicative Language Teaching and Participatory Technique which are involved in two different approaches in his class of English for Business. The two approaches are communicative and participatory approaches. Those two are applicable and appropriate to be conducted in the classroom of students in higher education. Further, it is suggested for EFL teachers to consider the classroom condition in deciding what teaching techniques to be applied. Further, the communicative purpose of language learning is supposed to be the main consideration for the teachers since the students are supposed to use English language communicatively in context.

Enhancing EFL Teachers’ Pronunciation Pedagogy Through Professional Learning: A Vietnamese Case Study

RELC Journal ◽  
2020 ◽  
pp. 003368822095247
Author(s):  
Loc Tan Nguyen ◽  
Jonathan Newton
Keyword(s):  
Professional Learning ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Teaching Skills ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
The Impact

The role of teacher professional learning (TPL) in assisting teachers to teach pronunciation in English as a second/foreign language (ESL/EFL) contexts has received little attention. The study reported in this paper extends this line of research by investigating how six EFL teachers at a Vietnamese university transform and integrate the pronunciation pedagogical knowledge they received from a TPL workshop into teaching practice. It then examines the teachers’ perceptions of the impact of the workshop on their knowledge gains and pronunciation teaching skills. Data were collected from seven lesson plans designed by the teachers, video recordings of 24 subsequent classroom observations, and six individual semi-structured interviews. The study adopted a content-based approach to qualitative data analysis. The findings show that the teachers were all able to translate TPL into classroom practice of pronunciation teaching. The findings further show that workshops designed and implemented in accordance with research-based TPL principles can be effective for promoting teachers’ knowledge of pronunciation pedagogy and refining their pronunciation teaching skills. The study has implications for ESL/EFL teachers’ professional development in pronunciation teaching.

scholarly journals Discourse markers in non-native EFL teacher talk

2017 ◽  
Vol 7 (4) ◽  
pp. 649-671 ◽  
Author(s):  
Gloria Vickov ◽  
Eva Jakupčević
Keyword(s):  
Secondary School ◽  
Classroom Management ◽  
Classroom Discourse ◽  
Secondary School Students ◽  
Discourse Markers ◽  
School Students ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Discourse Organization ◽  
Primary And Secondary School

The present study aims to investigate the use of discourse markers (DMs) in non-native (Croatian) EFL teachers´ talk with primary and secondary school students. The study concentrates on the occurrences and frequencies of DMs, but it also provides an account of the function distribution of the three most frequently used DMs (ok, so, and). The quantitative and qualitative analyses of the recorded transcriptions reveal that the teachers use a variety of DMs, almost exclusively the ones typical of classroom management and classroom discourse organization, with no significant differences in the patterns of DM use with the primary and secondary school students. The DMs fulfill a number of structural and interpersonal functions mainly aimed at providing coherent and stimulating classroom discourse. The findings of this study might contribute to raising awareness of the diversified functions of DMs, which could facilitate non-native EFL teachers´ overall lesson organization and structuring of particular teaching segments.

Sign in / Sign up

Export Citation Format

Share Document