scholarly journals Using English to teach English: Classroom English competence of English language teachers in Vietnam

2017 ◽  
Vol 33 (4) ◽  
Author(s):  
Vu Hai Ha
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Language Teachers ◽  
English Competence ◽  
English Classroom ◽  
Language Teaching Methods

The National Foreign Language Project 2020 (Project 2020) has been laying its emphasis on the development of general English language proficiency and English language teaching methods of English language teachers in Vietnamese schools. This article argues that these focuses might overlook an area which is essential for these teachers to use English efficiently in the classrooms: the development of classroom English proficiency. This argument is corroborated by a case study with qualitative data collected from videotaping 113 teachers in their microteaching sessions. It reveals certain limitations in their classroom English competence, especially linguistic and strategic competence. The article concludes by putting forward certain suggestions for Project 2020 as well as future studies to explore other facets of this competence.

scholarly journals Assessing English Teachers as a Foreign Language (EFL) Telecollaborative Competence: A Case Study from Saudi Arabia

2018 ◽  
Vol 11 (4) ◽  
pp. 52
Author(s):  
Ahmed Abdulateef Al Khateeb
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teachers ◽  
First Century ◽  
Future Research ◽  
Educational Systems ◽  
English Language Teachers ◽  
Future Research Directions

The role of telecollaborative competence has become vital among twenty-first century English language teachers. Yet, the reinforcement of this competence with its establishment within educational systems is not always straightforward; particularly in traditional educational settings. Looking at telecollaborative competence amongst English as a foreign language (EFL) teachers in relation to region, gender and qualification have become central inquiries within this research. The findings have shown correlation among some elements of telecollaborative competence as shown in Tables 1-6. In line with these findings, some recommendations, and future research directions have been suggested.

scholarly journals Classroom Code Switching of English Language Teachers at Tertiary Level: A Bangladeshi Perspective

2013 ◽  
Vol 7 ◽  
pp. 40-61 ◽  
Author(s):  
Nargis Chowdhury
Keyword(s):  
Foreign Language ◽  
Positive Attitude ◽  
English Language ◽  
Survey Result ◽  
Code Switching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Class Room

Classroom code switching is a common scenario in many multi lingual and multicultural classes. In a monolingual country like Bangladesh, classroom code switching has some distinctive attributes. As a part of the global transformation in the methods and techniques of English language teaching, we need to consider classroom code switching as a fact which cannot be ignored in any way especially in a country like Bangladesh where English is taught as a foreign language. In most of the cases Bangladeshi students tend to switch codes, but it is also common in teachers’ discourse. This paper aims to focus on the reasons for teachers’ code switching and the attitude of the teachers and students towards classroom code switching. A survey was conducted for data collection where two different sets of questionnaires were used for teachers and students. 20 English language teachers and 37 undergrad students from different universities participated in the survey. The findings of the survey result in identifying the reasons for teachers’ code switching like ease of communication, explanation, maintaining discipline in the classroom, translation of the unknown terms etc. On the other hand, although many teachers consider that they should not switch codes in the class room, students possess a positive attitude towards it. DOI: http://dx.doi.org/10.3329/sje.v7i0.14462 Stamford Journal of English; Volume 7; Page 40-61

scholarly journals English Language Teaching Methods and Reforms in English Curriculum in Iraq; an Overview

2017 ◽  
Vol 3 (3) ◽  
pp. 578
Author(s):  
Momen Yaseen M.Amin
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Curriculum ◽  
Complex Process ◽  
History Of ◽  
English Language Teachers ◽  
Language Teaching Methods

Language teaching curriculum and teaching methods is a complex process. This process needs the utility of a number of linguistic, psychological, sociological, pedagogical, and political disciplines. Also, a curriculum-designer has to answer the need of the theory. It also needs cooperative efforts in which experienced English language teachers move together with specialists in the subject-matter. (Corder, 1973:13) This paper aims to shed light on the history of English curriculum in Iraq and on the phases of reform it has witnessed. English language teaching methods (traditional and recent) in this country will be discussed as well.

scholarly journals Phonetics Transcription in English Language Teaching (ELT): Implications for English Language Teachers

2020 ◽  
Vol 2 (2) ◽  
pp. 58
Author(s):  
Teddy Fiktorius
Keyword(s):  
Foreign Language ◽  
Literacy Instruction ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
International Phonetic Alphabet ◽  
Phonetic Transcription ◽  
Library Research ◽  
English Language Teachers ◽  
Descriptive Method

This paper is written through descriptive method or library research to discuss the use of phonetic transcription in the teaching of English as a foreign language (EFL) using the International Phonetic Alphabet (IPA). The first part describes the theoretical framework of the transcription basics. Then, the next part discusses the advantages of the phonetic transcription. This is followed by an illustration of understanding basic speech sounds. Some ideas of preparing classroom materials using the IPA are addressed in the next section. Finally, some solutions as well as recommendations are proposed and justification of the researcher’s position toward the use of phonics as an EFL literacy instruction in ELT is presented.Keywordsphonetic transcriptionInternational Phonetic AlphabetEFL literacy instruction

scholarly journals Tailoring Potent Courses for ESP Learners: A Way to Better Fulfil their Demands

2021 ◽  
Vol 12 (2) ◽  
pp. 414-423
Author(s):  
Fatma ZAGHAR ◽  
El-Alia Wafaâ ZAGHAR
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Courses ◽  
Remedial Actions ◽  
Global Language ◽  
Teaching Learning ◽  
The University

In this day and age, it is absolutely indispensable for acquiring competence in English to grapple with the real impediments and huge challenges of the modern epoch. The emergence of English as a global language is among the factors that could explicate its vitality and its expansion. The basic burden of making language courses more relevant to learners’ needs resulted in the advent of languages for specific purposes movement, known in English Language Teaching circles as English for Specific Purposes. ESP then, has since its inception in the early 1960s become one of the most dynamic branches of applied linguistics in general, and of Teaching English as a Foreign Language in particular. To amass relevant data, a case study was conducted through a combination of a questionnaire, classroom observation, and informal interviews with language teachers and subject specialists. The main aim of this present paper is to precisely delineate the teaching/learning process of ESP in the department of Computer Sciences at the University of ORAN1 in Algeria, and the learners’ attitudes towards this teaching. For this purpose, it is necessary to explore the utility of ESP as perceived by learners, and to address problems faced by instructors. The results indicate that the students have a positive attitude towards ESP and that their poor achievement was due to multiple reasons. This digest concludes by offering some suggestions and implications as remedial actions to the major confronted concerns.

scholarly journals Tailoring Potent Courses for ESP Learners: A Way to Better Fulfil their Demands

2021 ◽  
Author(s):  
Fatma ZAGHAR ◽  
El-Alia Wafaâ ZAGHAR
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Courses ◽  
Remedial Actions ◽  
Global Language ◽  
Teaching Learning ◽  
The University

In this day and age, it is absolutely indispensable for acquiring competence in English to grapple with the real impediments and huge challenges of the modern epoch. The emergence of English as a global language is among the factors that could explicate its vitality and its expansion. The basic burden of making language courses more relevant to learners’ needs resulted in the advent of languages for specific purposes movement, known in English Language Teaching circles as English for Specific Purposes. ESP then, has since its inception in the early 1960s become one of the most dynamic branches of applied linguistics in general, and of Teaching English as a Foreign Language in particular. To amass relevant data, a case study was conducted through a combination of a questionnaire, classroom observation, and informal interviews with language teachers and subject specialists. The main aim of this present paper is to precisely delineate the teaching/learning process of ESP in the department of Computer Sciences at the University of ORAN1 in Algeria, and the learners’ attitudes towards this teaching. For this purpose, it is necessary to explore the utility of ESP as perceived by learners, and to address problems faced by instructors. The results indicate that the students have a positive attitude towards ESP and that their poor achievement was due to multiple reasons. This digest concludes by offering some suggestions and implications as remedial actions to the major confronted concerns.

scholarly journals Factors Affecting the Management of Innovative English Language Teaching Methods at People’s Police Universities

2021 ◽  
Vol 8 (10) ◽  
pp. 393-404
Author(s):  
Nguyễn Ngọc Ân ◽  
Nguyen Duc Danh
Keyword(s):  
Teaching Methods ◽  
Theoretical Basis ◽  
English Language ◽  
Influence Factors ◽  
Language Teachers ◽  
English Language Teaching ◽  
Factors Affecting ◽  
English Teaching ◽  
English Language Teachers ◽  
Language Teaching Methods

Based on the theoretical basis of the factors affecting the management of innovative English teaching methods, the paper focuses on researching and investigating the current situation of factors affecting the management of innovative English teaching at People’s Police Universities to assess the importance and influence on management. The results of a survey with 49 leaders and 119 English language teachers at at People’s Police Universities showed the degree of influence factors ranging from quite to very influential and the importance of these factors all reach 100% from important or more across the sample. This result can be useful sources for administrators and lecturers to pay attention and propose measures to manage effectively in the innovative English teaching methods at People’s Police Universities.

scholarly journals Ideal Classroom Setting for English Language Teaching Through the Views of English Language Teachers (A Sample from Turkey)

2020 ◽  
Vol 13 (3) ◽  
pp. 31
Author(s):  
Canan Demir Yıldız
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Language Learning ◽  
Classroom Environment ◽  
English Language ◽  
Language Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Classroom Setting ◽  
English Language Teachers

English is the most common foreign language given as a class in Turkey. Although English language education has been given for many years, it is seen that there is not a desired result yet. There are many factors that affect this situation such as language, program, method, language education policies, teacher, and student. One of the factors affecting language education is the pysical classroom setting. Within this context, it is searched for ideal classroom setting in language education at high schools. 22 English language teachers from 9 different high schools participated in the study. Views of teachers were reported to Word and analyzed through content analysis. In the context of the current research, it is stated that there are some technological problems, the areas where foreign language materials are exhibited in the classroom environment are limited, and the classrooms do not allow different seating arrangements. According to English language teachers, it was stated that there should be technological equipment and hardware in an ideal language learning setting, there should be sufficient areas for displaying visual materials, furniture should be flexible and classroom population should be at an ideal level.

scholarly journals Measuring Digital Competence and ICT Literacy: An Exploratory Study of In-Service English Language Teachers in the Context of Saudi Arabia

2017 ◽  
Vol 10 (12) ◽  
pp. 38 ◽  
Author(s):  
Ahmed Abdulteeef M. Al Khateeb
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
Language Teachers ◽  
Future Research ◽  
Ict Literacy ◽  
Digital Competence ◽  
Diverse Range ◽  
English Language Teachers

The purpose of this research is to measure in-service English language teachers' digital competence, particularly for the enhancement of teaching English as a second/foreign language in schools in Saudi Arabia. Information and communication technology (ICT) knowledge is currently considered as a vital skill for foreign language teachers in addition to their linguistic competence. Recently, there has been a focus on digital competence, since it can be regarded as a gateway for enriching knowledge, economies, societies and individuals. There is also a massive need for teachers to assess their own digital competence according to non-conventional norms (i.e., having the ability to share content and manage information). In light of this rationale, this paper investigates the following research question: to what extent are English language teachers in Saudi Arabia digitally competent and in what aspects? This study used a standardized questionnaire that was constructed using a validated comprehensive framework. This instrument was designed to assess the professional capability of English language teachers in terms of their willingness and readiness to use ICTs along with their current digital competence used throughout their teaching and educational practices. The research included a diverse range of participants who come from various backgrounds, genders and experiences. The study was concluded with a presentation of useful recommendations and key research questions for future research.

scholarly journals Pronunciation Errors of Letter “G” in English Language Made by Saudi Undergraduate Students

2016 ◽  
Vol 6 (4) ◽  
pp. 104 ◽  
Author(s):  
Huda Alqunayeer
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
English Language ◽  
Female Students ◽  
Language Teachers ◽  
Test Results ◽  
Loan Words ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Academic Year

The primary goal of the present study is to identify the problematic areas in the pronunciation of the letter “g” in English written words made by Saudi female learners of English as a foreign language, and the reasons for the weakness associated with mispronunciation of English written words which contain this letter. The population of the study was the female students (90 students) and their English language teachers (12 teachers) at the Qassim University during the academic year (2014-2015). There were two types of instruments used in this study. The first was a pronunciation test for the student participants in order to investigate the problematic areas of pronouncing “g” in different environments in different words; and the second a questionnaire for the teacher participants to provide comprehensive data about the causes of these errors of pronouncing “g” committed by EFL female students at Qassim University. Ninety female students were included for the pronunciation test and 12 teachers were asked to answer the questionnaire. Simple percentage was used for analyzing the data of recording words (pronunciation test). Results of the students’ recording words revealed that the participants mispronounced “g” before nasals (68%). According to the results of the teachers’ responses to the questionnaire suggested many factors that can cause difficulties for students in terms of pronouncing “g” in English written words. According to them, these difficulties are concerned with reading difficulties, nonstandard spellings, letters that follow “g” (many of them may become combinations), loan words, orthography (no correspondence between the English alphabets and their sounds). The researcher offers recommendations that might help teachers and students to overcome and reduce these mispronunciations of this letter in English written words.

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