An Exploratory Study of EFL Teachers’ Perceptions on Grammar Terminology Use in Kosova

2019 ◽  
Vol 5 (1) ◽  
pp. 39
Author(s):  
Sermin Turtulla
Keyword(s):  
Secondary Schools ◽  
Exploratory Study ◽  
Curriculum Change ◽  
Language Teaching ◽  
National Curriculum ◽  
Communication Competence ◽  
Frequency Count ◽  
Teachers Perceptions ◽  
Percentage Distribution ◽  
Efl Teachers

This exploratory study aims to find out perceptions of EFL teachers on grammar terminology use in Kosova in the light of recent national curriculum change in language teaching. Data was collected through semi-structured questionnaires administered to EFL teachers teaching in primary and lower secondary schools in Prizren. Data was analysed using frequency count and percentage distribution. Findings of the study revealed that teachers show superiority of communication competence over grammar competence in thought and the opposite in practice.

scholarly journals An Exploration into Teachers’ Perceptions towards the challenges of Teaching Reading Skills using Communicative Language Teaching Approach: Focus on Wolaita Sodo Preparatory School

2019 ◽  
Vol 1 (1) ◽  
pp. 1-8
Author(s):  
Tesfaye Buche Bosha ◽  
Desalegn Youpo Ukute
Keyword(s):  
Reading Skills ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Observation Data ◽  
Teaching Reading ◽  
Preparatory School ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Wolaita Sodo

The main purpose of this study is to explore teachers’ perceptions towards the challenges of teaching reading skill using communicative language teaching approach: focus on Wolaita Sodo Preparatory School. Descriptive research design was employed. The data were collected through semi-structured interview and classroom observations. Six grade eleven EFL (English as a Foreign Language) teachers of the Wolaita Sodo Preparatory school were selected as of the study using convenience sampling method. The Interview data were tape recorded and transcribed into textual form and the classroom observation data were noted to analyze. The findings of this study disclosed that EFL teachers have a positive perception in towards teaching/reading skills using communicative language teaching approach but students were negatively perceived in learning/reading using Communicative Language Teaching (CLT). Hence, based on the findings, recommendations were made. In concurrence to this, the researcher recommends that the concerned bodies should give due attention to overcome selected problems which hampers teaching/reading skills using communicative language teaching approach particularly mobilizing EFL teachers through continuous capacity building activity is paramount.

scholarly journals Using Authentic Materials in the Foreign Language Classrooms: Teacher Attitudes and Perceptions in Libyan Universities

2015 ◽  
Vol 5 (3) ◽  
Author(s):  
Abdulhakim M. Belaid ◽  
Dr. Liam Murray
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Language Teaching ◽  
Large Body ◽  
Authentic Materials ◽  
Teachers Perceptions ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Language Classrooms ◽  
The Many

<p>Looking through English as a foreign/ second language EFL /ESL literature, the researcher found a large body of references encouraging the idea of exploiting authentic materials in the process of language teaching. Such strong and positive attitudes toward using such materials could be attributed to the many advantages in improving and developing learners’ language proficiency. Moreover, authentic materials work on intensifying and developing learners’ second language motivation. The current paper is an attempt seeking to recognize deeply and understand the Libyan EFL teachers’ perceptions, attitudes and reactions toward using authentic materials in teaching English within Libyan state universities. EFL teachers from Azzaytuna; Azzawia; Al-Merghib; and Tripoli Universities participated in the current study. The results revealed that most EFL teachers hold positive attitudes to using authentic materials in language teaching. Some EFL teachers furthermore, emphasised on their regular use of the materials in their language classes, which would positively reflect on learners’ language proficiency.         </p>

scholarly journals Growing Musicians in English secondary schools at Key Stage 3 (age 11–14)

2017 ◽  
Vol 34 (3) ◽  
pp. 321-335
Author(s):  
Christopher Dalladay
Keyword(s):  
Secondary Schools ◽  
Exploratory Study ◽  
Classroom Practice ◽  
Music Teachers ◽  
National Curriculum ◽  
Music Learning ◽  
Music Lessons ◽  
The Relationship ◽  
Key Stage 3 ◽  
Research Centres

The National Curriculum for Music in England at Key Stage 3 (KS3; age 11–14) declares its purpose that pupils should be inspired to ‘develop a love of music and their talent as musicians’ (DfE, 2013: KS3 Music). The Office for Standards in Education (Ofsted) have criticised secondary schools for a lack of progress in the musical development of pupils (e.g. Ofsted, 2012). This paper reports on an exploratory study into how far class music lessons at KS3 provide for the development of the musician and the relationship between the musical values of music teachers and classroom practice. The research centres on an investigation into the place of musical competencies in music learning and the contexts within which musicianship can develop. It concludes that classroom music lessons have a tendency to focus more on presenting pupils with a range of ‘taster’ musical experiences than in the development of musicians.

scholarly journals Indonesian EFL Teachers’ Perceptions of Task-Based Language Teaching Approach

2021 ◽  
Vol 9 (1) ◽  
pp. 26
Author(s):  
Tanty Prianty ◽  
Ngadiso Ngadiso ◽  
Agus Wijayanto
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Secondary School ◽  
Language Teaching ◽  
School Context ◽  
Classroom Implementation ◽  
Teachers Perceptions ◽  
Qualitative Research Design ◽  
Positive Attitudes ◽  
Efl Teachers

Task-based language teaching is an approach applying tasks as a key point of pedagogical instruments. This study explores teachers’ perceptions of task-based language teaching in the secondary school context in Indonesia. Descriptive qualitative research design is used with data collected by using questionnaires. This study used purposive sampling to choose the sample. The findings showed that most of the junior and senior high school EFL teachers appeared to embrace positive attitudes towards practicing task-based language teaching, even though their knowledge of task-based language teaching is still low. All teachers in the study said they have implemented task-based language teaching in the classroom. All of them will continue to use TBLT. The implication of the study is to inspire other researchers to investigate task-based language teaching with greater confidence. The researcher hopes that this research will motivate curriculum designers and other researchers to explore more fully the views of those who are key to successful classroom implementation.

scholarly journals English pronunciation teaching at different educational levels: Insights into teachers’ perceptions and actions

2016 ◽  
Vol 14 (2) ◽  
pp. 165-180 ◽  
Author(s):  
Magdalena Szyszka
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Teaching Techniques ◽  
Educational Levels ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Efl Teaching ◽  
English Pronunciation ◽  
On Line ◽  
Line Survey

The aim of the present paper is to reflect upon the place of pronunciation in English as a foreign language (EFL) teaching at different educational levels in Poland. To collect the data, an on-line survey was conducted among EFL professionals teaching at primary, lower secondary, and higher secondary schools in Poland. The questions focused on the respondents’ beliefs about pronunciation, teachers’ competences regarding pronunciation and pronunciation teaching, and the pronunciation teaching techniques they use. The results depict the most and least frequently used pronunciation teaching techniques at each of the three educational stages, and the beliefs of EFL teachers in Poland regarding pronunciation teaching.

scholarly journals A Review Paper on ELT Articles Conducted on EFL Teachers’ Perceptions, Practices and Challenges towards Communicative Language Teaching

2021 ◽  
Author(s):  
Netsanet Haymanot Belete
Keyword(s):  
English Language ◽  
Review Paper ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Sampling Techniques ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Research Findings ◽  
Research Questions

This review paper aimed at reviewing English language teaching articles on EFL teachers&rsquo; perceptions, practices and challenges towards communicative language teaching. In this review, two ELT articles, which have been conducted on teachers&rsquo; perceptions, practices and challenges towards communicative language teaching in EFL classes, were reviewed in detail. While reviewing the articles, the researcher adapted Rideley&rsquo;s (2008) checklist to evaluate elements of article. Thus, articles were reviewed by focusing on the title, abstract, introduction, research questions, objectives, research design, participants, sample and sampling techniques, data collecting instruments, methods of data analyses, findings and references based on the checklist provided above. The review revealed that the articles had clear objectives, researchable questions, appropriate methods and inevitable conclusions. They tried to answer the questions which were raised in each article, and the objectives went along with the overall research findings. The review, on the other hand, revealed that the participants in the articles were not representative so as to conclude and generalize the overall population by taking only few participants which were selected even by using non probability sampling.

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