scholarly journals Perceptions of Motivational Teaching Strategies in an EFL Classroom: The Case of a Class in a Private University in Indonesia

2021 ◽  
Author(s):  
◽  
Rachmania Bachtiar Kassing
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Teaching Strategies ◽  
Private University ◽  
Eastern Region ◽  
Teaching English ◽  
Training And Education ◽  
Individual Interviews ◽  
Qualitative Research Methodology ◽  
Specific Teaching

<p>Students’ motivation in an English as a Foreign Language (EFL) classroom is affected by their perceptions of the teaching strategies used. These perceptions are influenced by the context in which they learn. This study aims to explore both tertiary students’ and their lecturers’ perceptions of teaching strategies that both groups consider impact on students’ motivation in learning EFL in an eastern region of Indonesia. This study used a qualitative research methodology. The case was composed of one cohort of student-teachers and their EFL lecturers in one Teacher Training and Education Faculty of one private university in the area of Sulawesi Island of Indonesia. The data were collected from semi-structured individual interviews with EFL (English as a Foreign Language) lecturers and focus groups with student- teachers. Both the lecturers and the student-teachers agreed that creating and maintaining relationships was a highly effective strategy to motivate students in an EFL classroom. However, the findings also showed that the two groups of participants put different values on the teaching strategies employed by EFL lecturers in this context. The study also found that some EFL lecturers were not aware of how some of the strategies that they used in teaching English impacted on their learners’ motivation. Lecturers’ time commitments outside this university proved to be a significant challenge in maximizing the use of some motivational teaching strategies in teaching English. These findings raise implications for lecturers’ practice. By being more aware of how students view specific teaching strategies in the EFL classroom, teachers can enhance students’ motivation, by generating, maintaining and building on initial motivation.</p>

scholarly journals Perceptions of Motivational Teaching Strategies in an EFL Classroom: The Case of a Class in a Private University in Indonesia

2021 ◽  
Author(s):  
◽  
Rachmania Bachtiar Kassing
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Teaching Strategies ◽  
Private University ◽  
Eastern Region ◽  
Teaching English ◽  
Training And Education ◽  
Individual Interviews ◽  
Qualitative Research Methodology ◽  
Specific Teaching

<p>Students’ motivation in an English as a Foreign Language (EFL) classroom is affected by their perceptions of the teaching strategies used. These perceptions are influenced by the context in which they learn. This study aims to explore both tertiary students’ and their lecturers’ perceptions of teaching strategies that both groups consider impact on students’ motivation in learning EFL in an eastern region of Indonesia. This study used a qualitative research methodology. The case was composed of one cohort of student-teachers and their EFL lecturers in one Teacher Training and Education Faculty of one private university in the area of Sulawesi Island of Indonesia. The data were collected from semi-structured individual interviews with EFL (English as a Foreign Language) lecturers and focus groups with student- teachers. Both the lecturers and the student-teachers agreed that creating and maintaining relationships was a highly effective strategy to motivate students in an EFL classroom. However, the findings also showed that the two groups of participants put different values on the teaching strategies employed by EFL lecturers in this context. The study also found that some EFL lecturers were not aware of how some of the strategies that they used in teaching English impacted on their learners’ motivation. Lecturers’ time commitments outside this university proved to be a significant challenge in maximizing the use of some motivational teaching strategies in teaching English. These findings raise implications for lecturers’ practice. By being more aware of how students view specific teaching strategies in the EFL classroom, teachers can enhance students’ motivation, by generating, maintaining and building on initial motivation.</p>

English Vocabulary in the Mind of Student

2019 ◽  
Vol 7 (2) ◽  
pp. 150-159
Author(s):  
Suharyanto H Soro
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Participant Observation ◽  
Teaching English ◽  
Individual Interviews ◽  
English Class ◽  
Actual Application ◽  
Concrete Form ◽  
The Many ◽  
The Mind

Lecturer plays an important role in teaching Englishas a foreign language, in spite of the success of teaching English itself depends on the many factors, one of them is students’ participation in the English class. In the other words, the teaching of English becomes useful and more systematically when the lecturer is fully aware of the aims and values of teaching of English subject since the core principle of any teaching  is “know what you do and only do what you know”. Hence it is essential to understand the aims and values of teaching English. In linguistics study,performance and competence are different, competence is study about language rules in the abstract form or one’s capacity to use a language, while performance is the application of one’s ability in the concrete form, or the actual application of this competence in speaking or listening. Chomsky (1965:18) said that  performance is the effect or the application of competence. Further he said that clearly, the actual data of linguistic performance will provide much evidence for determining the correctness of hypotheses about underlining linguistic structure. Notice the following figure. The data collection procedures in the present study are based on classroom participant observation, student interviews, and questionnaire  are the primary sources of data collection. As a point of departure, unstructured interviews conducted with English and students to gain initial understanding of the learning English as a foreign language. This also serves as a pilot study, paving the way for designing the guidelines for the semi structured individual interviews. Notes taken in these unstructured interviews were included in the data analysis. Taking lecture involves the lecturer and the students in formal setting. Lecturer is one who transfers special knowledge (English teaching materials) to his students in form of academic setting. They are engaged in academic norms, for example lecturer has qualified education (magister or doctorate degree) and the students  have already registered their status as a university student. The lecturer’s function is threefold. In the presentation stage of the material, the lecturer serves as a model, setting up situations in which the need for the target structure is created and modeling the new structure for students to repeat. The lecturer was required to be skillful manipulator, using questions, commands, and other cues to elicit correct sentences from the students. The students wanted the lecturer to give more opportunities for English practice. They can learn from mistakes and develop in real situation. Role play is one of methods can be applied in teaching English. The students like this methods (96%) because they can imitate and practice their English pronunciation.

Cultural and Contextual Affordances in Language MOOCs

2020 ◽  
Vol 10 (2) ◽  
pp. 48-60
Author(s):  
Carolin Fuchs
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Student Teachers ◽  
East Coast ◽  
Online Courses ◽  
Private University ◽  
Massive Open Online Courses ◽  
Elective Course ◽  
In The Beginning

This case study explores cultural and contextual affordances in language massive open online courses (LMOOCs), especially the extent to which an LMOOC effectively promotes optimal language learning. Participants included 15 language student teachers of English as a second or foreign language in a spring technology elective course at a private university on the East Coast. Student teachers enrolled in language MOOCs and tracked and evaluated their learning process and progress through weekly logs and surveys. Data was collected from weekly reflection logs and pre- and post-surveys. Results indicate that the cultural affordances were more salient in the advanced Spanish MOOC and the Hindi MOOC, while in the beginning-level LMOOCs, contextual factors were lacking overall.

Using Activity Theory to understand the contradictions in an online transatlantic collaboration between student-teachers of English as a Foreign Language

ReCALL ◽  
2011 ◽  
Vol 23 (3) ◽  
pp. 233-251 ◽  
Author(s):  
Victoria Antoniadou
Keyword(s):  
Grounded Theory ◽  
Data Analysis ◽  
Foreign Language ◽  
Student Teachers ◽  
Activity Theory ◽  
Conceptual Understanding ◽  
Second Life ◽  
Language Instruction ◽  
Initial Training ◽  
Teaching English

AbstractThis article describes the contradictions reported by student-teachers in Barcelona who engaged in telecollaboration with transatlantic peers via Second Life, during their initial training in Teaching English as a Foreign Language. The data analysis draws upon Grounded Theory and is theoretically informed by Activity Theory and the notion of contradictions. The study discusses technology-based, intra- and inter-institutional contradictions, their impact on the development of the telecollaborative activity, and outcomes in bolstering student-teachers’ conceptual understanding of Network-Based Language Instruction.

scholarly journals Teachers' Attitude Toward a Foreign Language: Factors Affecting the Target Language Teaching Process

2017 ◽  
Vol 5 (1) ◽  
pp. 1 ◽  
Author(s):  
Salwa Al Darwish
Keyword(s):  
Elementary Schools ◽  
Foreign Language ◽  
Language Teaching ◽  
Target Language ◽  
Teaching English ◽  
Teaching Process ◽  
Fall Semester ◽  
Factors Affecting ◽  
Individual Interviews ◽  
Public Elementary Schools

The purpose of this study is to find out the teachers' attitude toward reaching effective teaching process as well as thekey factors which influenced their attitude for selecting this profession. Itwas carried out during the fall semester 2016/ 2017. The participants were 42 males and 117 female Englishlanguage teachers, a total of 159 English teachers. They were all randomly selected and were all teaching English asa foreign language in different stages in Kuwaiti public elementary schools. The data was collected through aquestionnaire and an individual interviews. The results mainly showed the teachers’ attitude reflected on theirpassion to learn more about this language and its culture. Moreover, some teachers associate English languageteaching with the language of the British Colonialization. Others see English simply as a means of doing businessand making money.

scholarly journals Integrating open educational resources in general english courses to strengthen speaking skill

2015 ◽  
Vol 15 (17) ◽  
pp. 83-94
Author(s):  
Angélica María Moya Pachón
Keyword(s):  
Foreign Language ◽  
Learning Style ◽  
Private University ◽  
Primary Objective ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Teaching English ◽  
Digital Skills ◽  
Speaking Skill ◽  
The Way

The current research integrated Open educational resources —OER— in a general english course at Uniminuto, a private university located in Bogotá. The primary objective was to innovate the process of teaching English as a foreign language through the use of Open educational resources to develop speaking skills in students with a B1.1 level. As a result, it was possible to identify that the OER allowed students to improve the way they speak and communicate with others in English. Moreover, the resources helped the students to develop an autono­mous learning style and improve their digital skills.

scholarly journals Teacher Competences for Teaching English as a Foreign Language in the First Educational Cycle of Primary Education

2022 ◽  
Vol 11 (1) ◽  
pp. 423-433
Author(s):  
Mateja Dagarin-Fojkar ◽  
Mirjam Grahut ◽  
Darija Skubic
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Primary Education ◽  
Intercultural Competence ◽  
First Grade ◽  
Teaching English ◽  
Subject Specific ◽  
Teacher Needs ◽  
Teacher Competences ◽  
Teachers Attitudes

<p style="text-align:justify">Foreign language teaching in the Slovenian educational context begins in the first grade (age 6). Many studies report a lack of qualified teachers at this stage of learning around the world and numerous authors emphasise the misconception that basic linguistic and didactic knowledge of teachers is sufficient for teaching children. All three Slovenian public universities are aware of this problem and offer pre-service and in-service programmes for (student) teachers who want to specialise in teaching English to young learners. In the present article, we focus on the subject-specific teacher competences for teaching English in the first three years of primary education; namely, linguistic, subject didactic and intercultural competences. We explore teachers’ self-assessment of these competences and their perception of certain elements pertaining to them. The study seeks to answer the following research questions: (1) What subject-specific competences do teachers consider essential for teaching English in the first cycle of primary education? (2) To what extent do teachers believe they have developed certain subject-specific competences? (3) What are teachers’ attitudes toward certain subject-specific competences that the teacher needs for teaching English in the first cycle of primary education? The results of the quantitative survey, in which 100 teachers participated, show that teachers perceive their subject didactic competence to be the most developed and their intercultural competence to be the least developed. Moreover, they consider that a basic level of English is not sufficient for teaching English in the first grades.</p>

scholarly journals Teacher Competences for Teaching English as a Foreign Language in the First Educational Cycle of Primary Education

2022 ◽  
Vol 11 (1) ◽  
pp. 423-433
Author(s):  
Mateja Dagarin-Fojkar ◽  
Mirjam Grahut ◽  
Darija Skubic
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Primary Education ◽  
Intercultural Competence ◽  
First Grade ◽  
Teaching English ◽  
Subject Specific ◽  
Teacher Needs ◽  
Teacher Competences ◽  
Teachers Attitudes

<p style="text-align: justify;">Foreign language teaching in the Slovenian educational context begins in the first grade (age 6). Many studies report a lack of qualified teachers at this stage of learning around the world and numerous authors emphasise the misconception that basic linguistic and didactic knowledge of teachers is sufficient for teaching children. All three Slovenian public universities are aware of this problem and offer pre-service and in-service programmes for (student) teachers who want to specialise in teaching English to young learners. In the present article, we focus on the subject-specific teacher competences for teaching English in the first three years of primary education; namely, linguistic, subject didactic and intercultural competences. We explore teachers’ self-assessment of these competences and their perception of certain elements pertaining to them. The study seeks to answer the following research questions: (1) What subject-specific competences do teachers consider essential for teaching English in the first cycle of primary education? (2) To what extent do teachers believe they have developed certain subject-specific competences? (3) What are teachers’ attitudes toward certain subject-specific competences that the teacher needs for teaching English in the first cycle of primary education? The results of the quantitative survey, in which 100 teachers participated, show that teachers perceive their subject didactic competence to be the most developed and their intercultural competence to be the least developed. Moreover, they consider that a basic level of English is not sufficient for teaching English in the first grades.</p>

scholarly journals Vietnamese teachers’ self-efficacy in teaching English as a Foreign Language

2016 ◽  
Vol 15 (1) ◽  
pp. 105-128 ◽  
Author(s):  
Nga Thi Tuyet Phan ◽  
Terry Locke
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Cultural Context ◽  
Sense Of Self ◽  
High Status ◽  
Teaching English ◽  
Content Type ◽  
Individual Interviews ◽  
Building Information ◽  
Diverse Data

Purpose The purpose of this paper is to explore the influence of culture on the sense of self-efficacy in teaching English as a Foreign Language of a group of university teachers in Vietnam. Research exploring the relationship between culture and self-efficacy is extremely rare despite the acknowledged importance of culture in the formation of self-efficacy beliefs. Design/methodology/approach This study took the form of qualitative research with diverse, data collection instruments: individual interviews, focus group discussions, observations and journaling. Findings Findings indicate that certain features of the Vietnamese cultural context impacted on the way the study teachers constructed their sense of self-efficacy. Specifically, under the influence of a Vietnamese sense of belonging, the study teachers tended to rely more on efficacy-building information from other people rather than from themselves. The perception of inequality in power may have heightened negative emotional arousal, thus contributing to a negative sense of self-efficacy among the teachers. The Vietnamese concept of face and the high status of teachers in the social hierarchy in part mediated teachers’ sense of self-efficacy. Social implications The perceived burden of performing both parenting and teaching roles and responsibilities may have diminished the self-efficacy in teaching of female teachers. Originality/value The contribution and implications of the study are discussed.

scholarly journals Teacher Educators as Role Models: A Qualitative Examination of Student Teachers’ and Teacher Educators’ Views towards Their Roles

2015 ◽  
Author(s):  
Mahsa Izadinia
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Foreign Language ◽  
Student Teachers ◽  
Role Models ◽  
Teacher Educators ◽  
Language Teachers ◽  
Teaching English ◽  
Teachers Beliefs ◽  
The Impact

Teacher Education is considered to be the first and perhaps the most important stage in the professional development of student teachers (Wideen, Mayer-Smith, & Moon, 1998) as teacher educators who work with student teachers during these programs exert significant influence on who students are and will become (Caires, 2007; Chalies, Ria, Bertone, Trohel, & Durand, 2005). This article highlights the impact of language teacher educators’ ideas and beliefs with regard to Teaching English as a Foreign Language (TEFL) and their teaching practices on their student teachers’ beliefs and perceptions about their role as language teachers. 20 Iranian language student teachers and ten teacher educators teaching at five universities in Tehran were interviewed. The interviews were coded and analyzed in order to develop themes. Considerable similarities were found between student teachers and their teacher educators in terms of their ideas and beliefs about language teaching.

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