scholarly journals Evaluating Certified Indonesian EFL Teachers’ Performance: A Case Study in a High School in Aceh

2021 ◽  
Vol 8 (1) ◽  
pp. 60
Author(s):  
Zulfikar Zulfikar
Keyword(s):  
High School ◽  
Foreign Language ◽  
Thematic Analysis ◽  
Certification Program ◽  
Strict Adherence ◽  
Efl Learners ◽  
Depth Interview ◽  
Efl Teachers ◽  
Vice Principal

This study is entitled “Evaluating Certified Indonesian EFL Teachers’ Performance: A Case Study in a High School in Aceh”. The objective of this study is to identify to what extent Indonesia’s teacher certification program affects English as a Foreign Language (EFL) teachers’ instructional performance. The data were collected through in-depth interview and observations in a prominent state senior high school in Aceh Besar, Aceh, involving three certificated EFL teachers, fifteen EFL learners and the vice principal of curriculum affairs as participants. The data were subsequently analyzed by thematic analysis with the results distributed into separate themes. The results showed that even though all the teachers were knowledgably well-versed in their ability to devise well-elaborated lesson plans, two of them still exhibited a relatively strict adherence to the whole-class and teacher-centered instructions, with limited use of medias and varied learning sources, causing concern for both EFL learners and the school’s vice principal of curriculum affairs.

scholarly journals The Using of Communicative Language Teaching (CLT) Approach: A Case Study of Jordanian Female EFL Learners at University of Jordan

2021 ◽  
Vol 4 (6) ◽  
pp. 141-147
Author(s):  
Kosay Alshwater
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Data Interpretation ◽  
Communicative Language Teaching ◽  
Female Students ◽  
Efl Learners ◽  
Institutional Issues ◽  
Efl Teachers

This paper aims to explore the experiences of Jordanian English as a foreign language (EFL) student concerning communicative language teaching. Classroom surveys were used to gather data from three separate sources. The quantitative method was applied to collect and evaluate data through classroom surveys, which were statistically assessed using suitable methods. Female students (N = 115) who participated in the research. In terms of the significant conclusions, data interpretation revealed gaps in the subjects' experiences of EFL Learning. Furthermore, the results showed that EFL teachers in Jordan face various difficulties when introducing communicative language learning in their classrooms. Three points of concern were regularly identified: student challenges, institutional issues, and problems with the administrative structure. Overall, the findings showed that despite the problems, Jordanian EFL learners regard the CLT method favourably.

scholarly journals Minimizing Students’ Spelling Mistakes through the Use of Facebook: A Case Study of Second Baccalaureate EFL Learners at Abdurrahman Ennacer High School

2020 ◽  
Author(s):  
Samir BASSAOUI
Keyword(s):  
High School ◽  
Data Collection ◽  
Foreign Language ◽  
Diagnostic Test ◽  
Positive Attitude ◽  
Classroom Observation ◽  
Writing Skills ◽  
Educational Tool ◽  
Efl Learners

The present research studies the effects of using Facebook as a medium to minimize students’ spelling mistakes of high school EFL (English as a Foreign Language) students. The study used four types of data collection which are: students’ questionnaire, classroom observation, Spelling Mistakes Group on Facebook, and Diagnostic test which was administered to students in order to check their spelling mistakes. The finding of the questionnaire found that students had positive attitude toward using Facebook as a means of developing their writing skills in general. As an educational tool assisting, Facebook will provide students with an attractive medium to help them engage in discussions with their teachers and classmates to share their knowledge.

INVESTIGATING ENGLISH DEPARTMENT STUDENTS’ FOREIGN LANGUAGE SPEAKING ANXIETY: A CASE STUDY IN UNIVERSITAS AIRLANGGA, INDONESIA

2020 ◽  
Vol 1 (2) ◽  
pp. 22
Author(s):  
Dyas Intan Rachmawati ◽  
Jurianto Jurianto
Keyword(s):  
Foreign Language ◽  
Significant Negative Correlation ◽  
English Department ◽  
Common Phenomenon ◽  
Speaking Anxiety ◽  
Pearson Product Moment Correlation ◽  
Efl Learners ◽  
Achievement Score ◽  
Anxiety Levels

Anxiety during a speaking performance is a common phenomenon experienced by any EFL learners, including students majoring in English. Focusing on the issue, this study investigates the correlation between students’ foreign language speaking anxiety and speaking achievement. Moreover, this study also observes the levels and the sources of the speaking anxiety among the English Department’s fifth-semester students of Universitas Airlangga. This study used the Foreign Language Speaking Anxiety Scale (FLSAS) by Öztürk and Gurbuz (2014). The FLSAS questionnaire was distributed to 114 students in order to explore the correlation between speaking anxiety and speaking achievement, the speaking anxiety levels, and the speaking anxiety sources. The data collected through questionnaire were analyzed with SPSS 25.0. Pearson Product Moment Correlation isused to determine the correlation, while descriptive statistic alanalys is isused to investigate the levels and the sources for speaking anxiety. Horwitz, Horwitzand Cope’s(1986) theory and Horwitz and Young (1991) about the source and the levels of foreign language speaking anxiety are also used in this study. This study found that there is a significant negative correlation between speaking anxiety levels and speaking achievement. This means the higher the speaking anxiety they experience, the lower the achievement score they get. Most of the students have moderate levels of speaking anxiety, which is mainly due to the fear of negative evaluation.This study indicates that although the EFL learners are often exposed to English, they still experience speaking anxiety. These findings suggest that the lecturers should be more aware of students’ anxiety and use strategies that might encourage the students to speak more confidently.

scholarly journals An Analysis of an EFL Teachers' Guide: A Case Study

2011 ◽  
Vol 2011 ◽  
pp. 1-7 ◽  
Author(s):  
Ahmad Nazari
Keyword(s):  
Foreign Language ◽  
Language Policy ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Language Policies ◽  
Policy Documents ◽  
Classroom Activities ◽  
Teaching Objectives ◽  
Efl Teachers

This paper is an attempt to analyse one of the documents which may affect the classroom activities of English as a Foreign Language (EFL) teachers, namely teachers' guides. It also explores the context at which the document is aimed and critiques how EFL teachers are advised to teach as well as how EFL is taught. As such, the paper stands where critical discourse analysis and language policy come together in the study of language policies in education. The teachers' guide chosen and the analysis carried out here are not necessarily concerned with their representativeness and typicality but with the opportunity they provide to the researchers and teachers to learn about such language policy documents and how language and language teaching objectives are represented in them. The issues raised in this paper will have relevance to the EFL teachers' guides and EFL education in other contexts, as these issues are likely to be true of other EFL milieux.

scholarly journals CLASSROOM ACTIVITIES FOR TEACHING SPEAKING: VOICES OF INDONESIAN EFL LEARNERS

2020 ◽  
Vol 9 (1) ◽  
pp. 35
Author(s):  
Arif Nugroho ◽  
Novrika Nartiningrum
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Group Discussion ◽  
Oral Communication ◽  
Foreign Language Teaching ◽  
Efl Learners ◽  
Classroom Activities ◽  
Efl Teachers ◽  
The Ideal

<p>Among the four English skills, oral communication becomes crucial for undergraduate students to be more competitive in the work-places. In a foreign language teaching, designing appropriate classroom activities is a prerequisite for the success of a language learning. Therefore, this study sheds some light on 92 EFL learners’ perceptions and insights of classroom activities for teaching speaking. Drawing on the data obtained from questionnaire and focus group discussion (FGD), the findings illustrated that the students held moderately positive perceptions toward the speaking activities in their classroom. In addition, the results of FGD revealed some insights from the students with regard to the ideal classroom activities for teaching speaking. The findings of this study provide insights for EFL teachers in designing appropriate classroom activities to achieve the success of teaching speaking.</p><p><strong>Keywords: </strong>teaching speaking, classroom activities, students’ perception</p>

scholarly journals Exploring Motivational Strategies Practiced by Saudi High School Female EFL Teachers

2020 ◽  
Vol 13 (6) ◽  
pp. 109
Author(s):  
Aisha T. Alharbi
Keyword(s):  
High School ◽  
Public Schools ◽  
Foreign Language ◽  
T Test ◽  
Descriptive Statistics ◽  
Striking Similarity ◽  
Motivational Strategies ◽  
Public And Private ◽  
Efl Teachers ◽  
Private And Public

This study looked into Saudi female English as a Foreign Language (EFL) teachers&rsquo; perception of their motivational practices in the actual classroom in public and private schools. Forty (n=40) EFL teachers filled out a questionnaire consisting of forty-four motivational strategies that were based on a five-point Likert scale ranging from &quot;very important&quot; to &quot;not important.&quot; Descriptive statistics have been used to determine the most and the least important teaching strategies viewed by EFL teachers in private and public schools. To determine if there was any difference between private and public schools&rsquo; teachers on how they viewed each strategy in terms of importance, inferential statistics, t-test has been implemented. The study revealed that participants in both educational contexts indicate that &ldquo;teachers&rsquo; proper behavior&rdquo; is the most significant motivational strategy while &ldquo;having an encouraging environment&rdquo; in the EFL classroom was ranked the least important strategy. The findings show that there existed a striking similarity between the two sets of teachers in regard to their perceptions of the importance of motivational strategies. The study suggests that English-as-a-Second-Language book planners should keep textbook materials in harmony with motivational strategies practiced by EFL teachers.

How Can EFL Teachers Help EFL Learners Improve Their English Pronunciation?

2016 ◽  
Vol 7 (5) ◽  
pp. 967 ◽  
Author(s):  
Abbas Pourhosein Gilakjani ◽  
Narjes Banou Sabouri
Keyword(s):  
Foreign Language ◽  
Social Interactions ◽  
Teaching And Learning ◽  
Vital Role ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Self Confidence ◽  
Efl Teachers ◽  
English Pronunciation ◽  
And Performance

One of the important parts of foreign language teaching and learning is English pronunciation because it impacts learners' communicative competence and performance. Lack of pronunciation skills reduces learners’ self-confidence and limit their social interactions. EFL teachers can help their learners obtain the necessary skills of pronunciation they need for effective communication. In this paper, the researchers define the term pronunciation, explain the importance of pronunciation, declare the goals of English pronunciation, state the aspects of English pronunciation, elaborate the reason of integrating pronunciation in EFL classes, express techniques for teaching English pronunciation, and mention implications for the learning and teaching of English pronunciation. The review of literature indicates that EFL teachers play a vital role in improving the learners’ pronunciation skill.

Understanding Interaction Inside and Outside the EFL Self-Concept System: A Case Study of Chinese Learners in Junior High School

2015 ◽  
Vol 38 (2) ◽  
Author(s):  
Xia Chen ◽  
Hao Xu
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
The Self ◽  
Self Concept ◽  
Efl Learners ◽  
Concept System ◽  
System A ◽  
Chinese Learners

AbstractThis case study on three Chinese EFL learners in junior high school examined the interaction inside and outside learners’ EFL self-concept system, and the findings revealed: (1) inside the self-concept system, the interaction between the global and specific self-concepts is of much complexity; (2) the gap between the global and specific self-concepts would cause imbalance in the self-concept system, and thus trigger efforts to improve learning, while some reconciling elements in the global self-concept may sustain balance in the self-concept system, inhibiting learners’ motivation to improve; and (3) the degree of specificity of learners’ specific selfconcepts that inform learners’ learning efforts contributes considerably to the outcome of these efforts, as does that of learners’ beliefs about EFL learning which mediate the learning efforts.

scholarly journals EFL Learners’ and Teachers’ Perception toward the Use of Online Videos in EFL Classes

2021 ◽  
Vol 12 (1) ◽  
pp. 215-228
Author(s):  
Doniazad Sultan Alshraideh
Keyword(s):  
Foreign Language ◽  
Mixed Method ◽  
English Language ◽  
Language Skills ◽  
Positive Influence ◽  
Effective Technique ◽  
Efl Learners ◽  
Efl Teachers ◽  
Online Videos ◽  
Preparatory Year

This study aims at analyzing the English as a foreign language (EFL) learners’ and teachers’ perception toward the use of online videos in EFL classes. The current study used a mixed method to answer the question of the study which is: What is the perception of EFL learners and teachers toward the use of online videos in EFL classes? It includes both quantitative and qualitative techniques, namely a questionnaire and an interview. To get the required data and to answer the question of the study, the researcher collected information by distributing a relevant questionnaire among 120 EFL Saudi female students who are studying English in their preparatory year “Unified Scientific Track” at Taibah University. Their ages range between 18 to 21 years old. The questionnaire of the study consists of 10 items. For the first nine items, Likert Scale is used to let the respondents range the statements on a five- point scale. The tenth item asks the respondents to rate the usefulness of the online video regarding language skills and other aspects. The researcher also conducted an interview with six EFL teachers who teach English language skills in the English Language Centre (ELC) at Taibah University. The responses of the participants showed that the use of online videos is an effective technique and has a positive influence in EFL classes.

scholarly journals THE LINGUISTIC CHOICE BY INDONESIAN-SPEAKING ADOLESCENTS: A CASE STUDY IN TANGERANG

2020 ◽  
Vol 38 (1) ◽  
pp. 23-34
Author(s):  
Bernadette Kushartanti
Keyword(s):  
High School ◽  
Foreign Language ◽  
Social Contexts ◽  
Senior High School ◽  
Regional Language ◽  
The Status ◽  
The Difference ◽  
Jakarta Indonesian ◽  
Neighboring Area

This study presents a result of a survey on linguistic choice by adolescents who live in Tangerang, a neighboring area of Jakarta. In this study, we observed their use of Bahasa Indonesia (BI), Colloquial Jakarta Indonesian (CJI), foreign language (FL), regional language (RL), and mixed language (ML) in interactions with different addresees in daily activities: parents, teachers, friends, siblings, grandparents, uncles/aunts, and new acquaintances. Data in this study were collected from questionnaires, distributed at two secondary schools (SMP) and two senior high schools—a sekolah menengah umum ‘general senior high school’(SMU) and a sekolah menengah kejuruan (SMK) ‘vocational senior high school’ (SMK) which are located in Tangerang. The participants in this study are the students, aged 13 to 19 years old (N=748). It is found that BI and CJI were frequently used by these teenagers. They tended to use BI in interactions—spoken and written—with the older and respected people (teachers, parents, and grandparents) or those who are not familiar with them. CJI is used to those who are socially equal to them. Some of them used ML. Only a few of these participants use RL, and very few use FL. This study also finds that there are differences on the pattern between the use of BI and CJI in spoken and written interactions. Another factor that makes the difference between these varieties is the educational level. Findings in this study indicates that these languages—especially BI and CJI—have functions respectively, and the respondents’s choice is strongly influenced by the status of the participants and social contexts.

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