English as Foreign Language Teaching in High Schools: A Chilean Case Study

In Chile, English is taught as a foreign language and its poor performance, as per the English Proficiency Index report, is a disturbing factor now that Chile is an official member of the Organisation for Economic Cooperation and Development (OECD). This study seeks to understand the dynamics of English language teaching by focusing on the didactics, methodologies, evaluative tools, techniques and resources commonly used in the municipal schools in the city of Talca. This case study involves a quantitative method within the characteristics of a descriptive, interpretative and correlational framework. The purposefully selected participants were fifteen teachers from four municipal schools in the city of Talca to whom an open-ended questionnaire was distributed to collect the primary data. The secondary data consisted of the Sistema de Medición de la Calidad de la educación (education quality measurement system) (SIMCE) results from 2010 to 2014 and the National Study results of the English language testing in 2017. The results show that the teaching of English as a foreign language is a difficult task because the didactics and methodologies used by the teachers are not adequate to favour students’ reaching the level of proficiency established by the Chilean Ministry of Education. The findings suggest a systematic teacher training programme and continuous focus on the teaching of the English language to enhance learners’ language proficiency.

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The Practices and Obstacles of English Language Teaching in Intellectual Disability Classroom: A Case Study at Special School (SLB) in Palembang

PANYONARA: Journal of English Education ◽

10.19105/panyonara.v3i1.4319 ◽

2021 ◽

Vol 3 (1) ◽

pp. 1-18

Author(s):

Dalilan ◽

Eka Sartika ◽

Deyana Indah Lestari

Keyword(s):

Intellectual Disability ◽

Teaching Practices ◽

English Language ◽

Language Teaching ◽

Sampling Technique ◽

English Language Teaching ◽

Mental Condition ◽

Study Results ◽

Learning English

Individuals with disabilities learn with difficulties such as physical, emotional, mental, and social deficiencies. In a limited physical and mental condition, they are faced with problems in learning, particularly in learning English. This study aims at revealing practices and obstacles in learning English in an intellectual disability classroom that affected the teaching practices. A case study method was used in this study. This study's participants were two teachers at SLB-C Tuna Grahita Palembang selected by a typical sampling technique. The observation and interview were used to collect data regarding realized practices and obstacles in teaching English to students with intellectual disabilities. Data were analyzed using thematic analysis. The study results indicated that English language teaching practices in intellectual disability classrooms were similar to the regular ones but more oriented to students' needs. The obstacles of English language teaching were affected by intellectual disability students' limitations in writing, reading, speaking, listening skills, and heterogeneous ability.

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Integrated Components of Intercultural Competence in English Language Teaching at College: Case Study

IJET (Indonesian Journal of English Teaching) ◽

10.15642/ijet2.2019.8.1.72-80 ◽

2019 ◽

Vol 8 (1) ◽

pp. 72-80

Author(s):

Muh Hesan ◽

Slamet Setiawan ◽

Ahmad Munir

Keyword(s):

Foreign Language ◽

Intercultural Competence ◽

English Language ◽

Language Teaching ◽

English Teachers ◽

Foreign Language Teaching ◽

English Language Teaching ◽

College Level ◽

Intercultural Integration

In this global world, foreign language teaching has been demanded to be intercultural teaching which means that cultural teaching should be integrated in language teaching as well as language competence, in English language teaching for instance. On the ground that the importance of foreign language teaching and learning is largely for purpose of international communication, and intercultural knowledge has crucial role in successful communication. Therefore, this paper reports on a qualitative case study which investigates two English teachers’ practice of integrating intercultural competence in English language teaching at college level. Specifically, this paper provides analysis of intercultural components embedded in teachers’ practice of intercultural integration in teaching English. The data were collected through observation, and unstructured observational notes were employed. The observational data were analysed following sub-processes, are familiarizing, reducing, identifying and classifying, interpreting, and presenting. The result indicates that both English teachers’ understand the objective of English language teaching that teaching language is also teaching the culture as it is showed in their teaching process an intercultural integration, which includes some intercultural components such as attitudes, knowledge, and skills.

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Item Analysis of a Multiple-Choice Exam

Advances in Language and Literary Studies ◽

10.7575/aiac.alls.v.8n.6p.141 ◽

2017 ◽

Vol 8 (6) ◽

pp. 141 ◽

Cited By ~ 1

Author(s):

Sibel Toksöz ◽

Ayşe Ertunç

Keyword(s):

Foreign Language ◽

English Language ◽

Language Teaching ◽

Item Analysis ◽

Multiple Choice ◽

Language Instruction ◽

English Language Teaching ◽

Item Discrimination ◽

Study Results ◽

Multiple Choice Items

Although foreign language testing has been subject to some changes in line with the different perspectives on learning and language teaching, multiple-choice items have been considerably popular regardless of these perspectives and trends in foreign language teaching. There have been some studies focusing on the efficiency of multiple choice items in different contexts. In Turkish context multiple choice items have been commonly used as standardized stake holder tests as a requirement for undergraduate level for the departments such as English Language Teaching, Western Languages and Literatures and Translation Studies and academic progress of the students in departments. Moreover, multiple choice items have been used noticeably in all levels of language instruction. However, there hasn’t been enough item analysis of multiple-choice tests in terms of item discrimination, item facility and distractor efficiency. The present study aims to analyze the multiple choice items aiming to test grammar, vocabulary and reading comprehension and administrated at a state university to preptory class students. In the study, 453 students’ responses have been analyzed in terms of item facility, item discrimination and distractor efficiency by using the frequency showing the distribution of the responses of prepatory students. The study results reveal that, most of the items are at the moderate level in terms of item facility. Besides, the results show that 28% of the items have a low item discrimination value. Finally, the frequency results were analyzed in terms of distractor efficiency and it has been found that some distractors in the exam are significantly ineffective and they should be revised.

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Perception of Lecturer on Intercultural Competence and Culture Teaching Time (Case Study)

European Journal of Interdisciplinary Studies ◽

10.26417/ejis.v1i3.p197-201 ◽

2015 ◽

Vol 1 (3) ◽

pp. 197

Author(s):

Enkeleda Jata

Keyword(s):

Foreign Language ◽

Intercultural Competence ◽

English Language ◽

Language Teaching ◽

Culture Teaching ◽

Teaching Time ◽

The Way

Of all the changes that have affected language teaching theory and method in recent years, the greatest may be the transformation in the role of culture. This change reflects a broader transformation in the way that culture itself is understood. Culture is listed nowadays the fifth element of learning the foreign language. However, the perception of the professors to include culture as part of their teaching is still vain. This article involves ten English professors to understand their opinions regarding culture, and why they cannot develop intercultural competence during their classes. How culture is served in the classrooms depends from the professors opinions. This research was conducted based on the need to investigate culture teaching in English language in Albania. The data collected show that all the professors perform their lessons based on a curriculum which is limited regarding the culture aspects.

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FACTORS INFLUENCING TEENAGER'S MOTIVATION IN LEARNING ENGLISH IN UZBEKISTAN – A CASE STUDY OF WESTMINSTER INTERNATIONAL UNIVERSITY IN TASHKENT, PRE-FOUNDATION COURSE

European Journal of Foreign Language Teaching ◽

10.46827/ejfl.v5i5.3890 ◽

2021 ◽

Vol 5 (5) ◽

Author(s):

Nigora Mamadaminova ◽

Sabina Khadjikhanova

Keyword(s):

Foreign Language ◽

Teaching Methods ◽

Online Survey ◽

English Language ◽

Language Understanding ◽

Personal Attitude ◽

Study Results ◽

International University

Motivation carries a key role while learning a foreign language. Understanding the motivators and factors which impact students’ motivation would help to improve the quality of the lessons. Thus, this study aims to identify the main motivator in acquiring the English language among teenage students at the Pre-Foundation course of Westminster International University in Tashkent. The research also finds out general impressions of students towards their teachers, parents, and group mates at the course. Quantitative type of research was implemented. The questionnaire was designed and the teenage students of the Course for Pre-Foundation Studies were invited to complete online survey. The methodology of the study was adopted from Abdul Rahman H., et al (2017) and modified appropriately. According to the current study results, teachers are the motivators with prevalent influence on teenage students’ learning, whereas personal attitude and peers also had enormous impact in studying English language. The results of the research can be implied to develop or upgrade teaching methods and improve conditions at the educational centers, private or public secondary schools and lyceums. Article visualizations:<img src="/-counters-/edu_01/0895/a.php" alt="Hit counter" />

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Perception of Lecturer on Intercultural Competence and Culture Teaching Time (Case Study)

European Journal of Interdisciplinary Studies ◽

10.26417/ejis.v3i1.p197-201 ◽

2015 ◽

Vol 3 (1) ◽

pp. 197

Author(s):

Enkeleda Jata

Keyword(s):

Foreign Language ◽

Intercultural Competence ◽

English Language ◽

Language Teaching ◽

Culture Teaching ◽

Teaching Time ◽

The Way

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Inverse translation and the language student: A case study

Language Learning in Higher Education ◽

10.1515/cercles-2020-2013 ◽

2020 ◽

Vol 10 (1) ◽

pp. 171-193

Author(s):

Lucía Pintado Gutiérrez

Keyword(s):

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

Language Teaching ◽

Language Skills ◽

Language Teachers ◽

Language Classroom ◽

Inverse Translation ◽

The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

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Impact of inquiry-based English teaching through digital applications on primary schoolchildren's reading comprehension and autonomy in pandemic situation

Linguistics and Culture Review ◽

10.21744/lingcure.v5ns3.1845 ◽

2021 ◽

Vol 5 (S3) ◽

Author(s):

Ekaterine Pipia ◽

Irina Chikovani

Keyword(s):

Academic Performance ◽

Reading Comprehension ◽

English Language ◽

Language Teaching ◽

English Language Teaching ◽

Autonomy Development ◽

Study Results ◽

Before And After ◽

Quantitative Manner ◽

The Impact

Considering the urgency of integrating technologies in the contemporary classrooms, the aim of the presented study has been shaped to outline the impact of inquiry-based English language teaching through digital applications on primary learners’ reading comprehension and autonomy development during a pandemic outbreak of COVID-19. The research context has been designed in a quantitative manner to analyze experiment results and compare control and treatment group learners’ reading comprehension and academic achievement levels as well as to measure primary schoolchildren’s level of autonomy before and after the treatment. The subjects’ autonomy level, curiosity and interest in reading through digital applications before and after the experiment have been evaluated through pre and post-experimental questionnaires. Learning processes of two experimental and two control groups were compared to create four research contexts for the study. Discrepancy between inquiry-based teaching through a digital library and a traditional way of teaching reading has been emphasized in the study results. The obtained data has been analyzed using SPSS to compare the academic performance results. The study revealed that inquiry-based English language teaching through digital applications highly enhanced the primary learners’ academic performance in reading and increased their motivation level to study independently.

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English foreign language teaching anxiety of Indonesian pre-service teachers of undergraduate internship program

EduLite Journal of English Education Literature and Culture ◽

10.30659/e.6.2.222-237 ◽

2021 ◽

Vol 6 (2) ◽

pp. 222

Author(s):

Huyi Intan Sari ◽

Choiril Anwar

Keyword(s):

Foreign Language ◽

Language Proficiency ◽

Time Management ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Language Education ◽

Teaching Experience ◽

Negative Evaluation ◽

Teaching Anxiety

Anxiety is a topic mostly investigated in the field of foreign language education. Unfortunately, the main focus of the studies on the aforementioned topic has primarily been provided in relation to anxiety suffered by students not teachers. Anxiety in speaking English while teaching has been proven to be a separate obstacle to the success of the language teaching and learning. This still happens to teachers who even have years of teaching experience. This study aims to investigate the English language teaching anxiety as experienced by the pre-service teacher at the department. The FLTA questionnaire consisting of 27 out of 45 items was adopted to collect data. Since this study was carried out during the COVID-19 pandemic, the questionnaire was distributed to the participants via email. The analysis was then made by implementing the qualitative descriptive approach and simple quantification to support the description. The results show that there were five factors of anxiety occur during the program. They were teaching inexperience, self-perception of language proficiency, fear of negative evaluation, lack of student�s interest, and difficulty with time management. These findings are expected to become a reference for the efforts of developing an internship preparation program.

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Millennial and gen Z perspective towards eco-office campaign implementation in public sector

IOP Conference Series Earth and Environmental Science ◽

10.1088/1755-1315/905/1/012122 ◽

2021 ◽

Vol 905 (1) ◽

pp. 012122

Author(s):

H P Pramana ◽

S Hastjarjo ◽

Sudarmo

Keyword(s):

Change Agents ◽

Secondary Data ◽

Primary Data ◽

Structured Interviews ◽

Fully Integrated ◽

Study Results ◽

Self Actualization ◽

New Policies ◽

Electronic Media Use

Abstract This study explains millennial and Gen-Z attitudes, perspectives, and behaviors in implementing the eco-office concept. As a qualitative method study, the study uses primary data through semi-structured interviews and secondary data collected from reports, public/private publications, and census results, using the Yin case study model as data analysis. The study results reveal that the biggest challenge in implementing new policies is self-thinking. Leaders, as change agents, play an essential role in penetrating messages that make them act pro-environment. The reward system will be very effective, especially providing satisfaction for self-actualization. The findings of this study have implications for policymakers as input. For example, the results show that social media plays a crucial role in increasing environmental awareness. In addition, simple shifts such as electronic media use at work will cut the file chain, making it more effective and favored by young people. They understand the consequences of their actions on the environment and have the education, motivation, and social awareness to participate in the green movement. However, beliefs and actions are not fully integrated, and investigating and understanding their behavior and unique needs in the workplace will lead employees to integrate and succeed together to support the environment.

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