scholarly journals Building Student Teacher Interaction Pattern in EFL-CLT Classroom

2018 ◽  
Vol 2 (2) ◽  
pp. 76
Author(s):  
Mad Riyanto
Keyword(s):  
Foreign Language ◽  
Student Teacher ◽  
Communicative Competence ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Teacher Interaction ◽  
Communicative Interaction ◽  
Good Communication ◽  
Efl Teachers ◽  
Teaching Learning

One of the priorities of language teachers is to ensure classes are interesting and engaging. Learners’ different backgrounds and individual preferences, however, make each class unique. The objective of EFL classroom adopting Communicative language teaching (CLT) approach is to be fluent and communicative competence in genuine communication (Hatch1978; Nunan, 1987). In this context, EFL teachers play a pivotal role in creating a comfortable environment to persuade the students in communicative interaction. By a good communication between the teacher and students the teaching learning process will be more effective. The teachers can motivate and encourage students to communicate with them well, if interaction has been done. Teachers as the source of second language or foreign language should give meaningful interactions to the students. Krashen(1981,1985) states to facilitate such meaningful interactions, EFL teachers serve as a source of L2 input to the students. The writer attempts to build the pattern of student teacher interaction and reveals the factors inhibit teachers to interact with students.

scholarly journals Conceptions of Critical Thinking from University EFL Teachers

2017 ◽  
Vol 10 (7) ◽  
pp. 78 ◽  
Author(s):  
Matias A. Marin ◽  
Luisa De la Pava
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Foreign Language ◽  
Cognitive Skills ◽  
Communicative Competence ◽  
Reflective Learning ◽  
Educational Process ◽  
Efl Teachers ◽  
Teaching Learning ◽  
Source Of Information

Critical Thinking has become an educational and social ideal. English as a Foreign Language (EFL) teaching has not been apart from the discussion on the importance of implementing Critical Thinking into the educational process. However, research on Critical Thinking has broadly been carried out in other fields of knowledge rather than in EFL. Therefore, this study aimed to comprehend the conceptions university English teachers had about Critical Thinking in order to get a wider understanding on the way it has been conceived in EFL in relation to its concept, traits, promotion and assessment. Content Analysis, as a qualitative process of analysis and source of information, interpretations and conclusions, was the method adopted. The software Atlas.ti was the tool implemented to analyze the information. The results revealed that there is some agreement on the conception of Critical Thinking as a set of cognitive skills for problem-solving and reflective learning. Nevertheless, EFL teachers brought about their deficiency in understanding on what Critical Thinking entails. Thus, they emphasized the need of training on topics such as teaching, learning, didactics, methodology, strategies and resources to foster Critical Thinking in EFL. Based on teachers’ participation in this study and the literature consulted, it was concluded that Critical Thinking in EFL is compound of communicative competence, creativity, argumentation, problem-solving, decision-making, autonomous learning, metacognition and emotions.

scholarly journals Communicative Language Teaching in Public Universities in Afghanistan: Perceptions and Challenges

2021 ◽  
Vol 11 (11) ◽  
pp. 1434-1444
Author(s):  
Ghazi Mohammad Takal ◽  
Noor Mala Ibrahim ◽  
Mujtaba Jamal
Keyword(s):  
Foreign Language ◽  
Public Universities ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Method Approach ◽  
Survey Questionnaires

While Communicative Language Teaching (CLT) has been advocated in Afghanistan, little is known about the perception of Afghan EFL (English as a Foreign Language) teachers on CLT. This study aims to investigate the perceptions and challenges of CLT in Afghan public universities from the perspectives of EFL teachers. The study employed a mixed-method approach comprising survey questionnaires and a qualitative interview. A sample of sixty-two Afghan EFL teachers was selected to participate in a survey questionnaire, while five were interviewed. Findings from the questionnaires and interview showed that Afghan EFL teachers have positive perceptions regarding CLT. The results also showed that the education system is one of the significant challenges for CLT implementation in Afghan public universities. The current study is valuable for policymakers, teachers, and students for improvement of EFL classes in Afghanistan.

scholarly journals Towards Understanding EFL Teachers’ Conceptions of Research: Findings From Argentina

2018 ◽  
Vol 20 (1) ◽  
pp. 57-72
Author(s):  
Darío Luis Banegas
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Teacher Development ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Online Questionnaire ◽  
Efl Teachers ◽  
Research Findings

This paper investigates the conceptions of research held by English as a foreign language teachers in Argentina. Quantitative data from 622 participants from an online questionnaire were followed by qualitative data from online interviews with 40 of those participants. Results show that the teachers conceptualised research through conventional notions closer to a quantitative paradigm. They felt research was not part of their job, and a lack of time was the main reason for not engaging in/with research. Teacher development, agency, empowerment, and autonomy could be sought by engaging teachers with forms of research which are meaningful to them, such as action research.

scholarly journals Teacher to Researcher: Reflections on a New Action Research Program for University EFL Teachers

2018 ◽  
Vol 20 (1) ◽  
pp. 15-23 ◽  
Author(s):  
Anne Burns ◽  
Anne Westmacott
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Research Programme ◽  
Language Teachers ◽  
First Year ◽  
Foreign Language Teachers ◽  
Research Publication ◽  
Efl Teachers ◽  
The University ◽  
Relevant Factors

One of the current challenges facing many universities is how to support teachers in becoming researchers. This article discusses the experiences at a small private Chilean university of a new action research programme that was developed as a vehicle for helping teachers to become involved in research and write a research publication for peer-reviewed journals. We present findings from research into similar programmes about relevant factors for their success, describe the programme developed at the university with five English as a Foreign Language teachers in 2016, and discuss some reflections on this first year of the programme.

scholarly journals Interculturality in English Language Teaching – A Small Study with Portuguese Teachers

e-TEALS ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 107-125
Author(s):  
Ana Ponce de Leão
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Communicative Competence ◽  
Language Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Language Teacher ◽  
Teachers Perceptions

Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the foreign language curricula. However, this commitment has been questioned by researchers worldwide who consider that action is needed to effectively promote intercultural competence. The research coordinated by Sercu, for example, suggests that, although foreign language teachers are willing to comply with an intercultural dimension, their profile is more compatible with that of a traditional foreign language teacher, rather than with a foreign language teacher, who promotes intercultural communicative competence. In this study, I propose to examine teachers’ perceptions and beliefs about intercultural communicative competence in a cluster of schools in Portugal and compare these findings with Sercu’s study. Despite a twelve-year gap, the present study draws similar conclusions.

scholarly journals Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

2018 ◽  
Vol 7 (5) ◽  
pp. 116
Author(s):  
Dilek Cakici
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Metacognitive Awareness ◽  
Learning Context ◽  
Efl Teachers

The primary aim of current study was to investigate the possible relationship between Metacognitive Awareness (MA) and Critical Thinking Skills (CTS) in a foreign language learning context. In addition, this research aimed to probe the effect of gender and years of pre-service English language teachers on the relation between metacognitive awareness and critical thinking abilities. 218 pre-service EFL (English as a Foreign Language) teachers participated in the study. Metacognitive Awareness Inventory and Critical Thinking Questionnaire were employed to gather necessary data. Obtained results confirmed that there existed a highly significant positive correlation between MA and CTS. Besides, the results indicated that there was a strong relation between the years of pre-service EFL teachers and their MA and CTS. Seniors were found to be more metacognitively aware and critical thinkers than their counterparts. Conversely, it was revealed that there was no gender effect on both MA and CTS. Finally, certain suggestions were set for tertiary institutions to develop metacognition and critical thinking skills in foreign language classroom settings.

Effective Usage Of Game Activities, Dialogues And Role-Plays In Communicative Language Teaching

2021 ◽  
Vol 03 (02) ◽  
pp. 72-79
Author(s):  
Fotima Abduvosiyevna Rafikova ◽  
Keyword(s):  
Foreign Language ◽  
Educational System ◽  
English Language ◽  
Communicative Competence ◽  
Language Skills ◽  
Communicative Language Teaching ◽  
Foreign Languages ◽  
National Standard ◽  
Language Competence ◽  
Foreign Language Skills

At present, the English language is being taught by adapting world standards of Common European Framework Reference (CEFR) for teaching foreign languages to our national educational system. According to the Uzbek national standard the knowledge of the foreign language competence from the first to fourth grade is defined as A 1- for the beginner level. This article will disclose the formation and development of primary school learners’ foreign language skills through communicative competence.

Zur Bedeutung der Didaktik der nichtlinguistischen Disziplinen im FSU

2021 ◽  
pp. 37-53
Author(s):  
Petra Besedová ◽  
Karolína Soukupová ◽  
Kristýna Štočková
Keyword(s):  
Foreign Language ◽  
Cultural Context ◽  
Language Teaching ◽  
Language Skills ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Young Generation ◽  
Foreign Language Teachers ◽  
Teaching Learning

IMPORTANCE OF THE DIDACTICS OF NON-LINGUISTIC DISCIPLINES IN FOREIGN LANGUAGE TEACHING Learning does not mean anything but learning with all your senses and feelings. The young generation lives nowadays in a complex media world to which foreign language didactics also has to respond. Educators and teachers should use numerous materials that do not only develop language skills, but also conveycultural approaches. The teaching of non-linguistic disciplines plays a key role in foreign language teaching, and foreign language teaching is currently very modern in its cultural context. The paper attempts to outline the existence of the so-called didactics of non-linguistic disciplines in foreign language teaching in the Czech Republic. On the basis of a questionnaire survey among foreign language teachers, the extent to which foreign language teachers are confronted with the content of didactics of non-language subjects was examined. The authors were also interested whether there are differences between teachers of different foreign languages (English, German, Russian, French), and which preferences teachers of these foreign languages manifest when choosing their teaching material. We believe that the content of the didactics of non-linguistic disciplines is an essential part of foreign language teaching and can greatly enrich this field.

Will CLT bail out the bogged down ELT in Bangladesh?

English Today ◽  
2008 ◽  
Vol 24 (3) ◽  
pp. 16-24 ◽  
Author(s):  
M. Obaidul Hamid ◽  
Richard B. Baldauf
Keyword(s):  
Foreign Language ◽  
Human Resource Development ◽  
Communicative Competence ◽  
National Curriculum ◽  
Communicative Language Teaching ◽  
Drop Out ◽  
Tertiary Level ◽  
English Learning ◽  
The Government ◽  
Bail Out

ABSTRACTRural failure in English learning and the socioeconomics of ELT. Over 24 million children learn English as a second/foreign language in primary and secondary schools in Bangladesh. These children start learning the language as a required subject in Grade 1 and continue learning it (if they don't drop out) until Grade 12, and later at the tertiary level. Officially, they are taught English communicatively using Communicative Language Teaching (CLT) methodology, as it was envisaged that CLT would develop learners' ‘communicative competence’, and thereby strengthen the human resource development efforts of the Government of Bangladesh (NCTB, 2003). Nearly a decade has passed since CLT was first introduced in the national curriculum. It now seems appropriate to ask to what extent has it developed learners' competence and improved the declining standards of English in the country (Rahman, 1991).

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