scholarly journals EFL Teachers’ Views on English Assessment in 2013 Curriculum

2020 ◽  
Vol 7 (1) ◽  
pp. 39-50
Author(s):  
Yulnada Sari ◽  
Efit Eriani ◽  
Bambang Widi Pratolo
Keyword(s):  
Foreign Language ◽  
Junior High School ◽  
Teaching And Learning ◽  
Knowledge Assessment ◽  
Attitude Assessment ◽  
High School English ◽  
Depth Interview ◽  
Efl Teachers ◽  
The Subject ◽  
Product Assessment

Teaching English as a foreign language in Indonesia faces several challenges not only from the teachers, students, facilities, teaching and learning process, but also how to assess the students. This present study purposed to investigate the English teachers’ views in conducting English assessments accordance in with 2013 curriculum. This study is a qualitative. The subject of this study is junior high school English teacher in Yogyakarta, Indonesia. The research data were collected through in-depth interview and observation. The results of the study suggested that before teaching, the teachers have prepared the lesson plans which included the rubric of the assessments in 2013 curriculum. English assessments that were used by the teachers were product, skill or knowledge assessment and attitude assessment. In product assessment, there were project and portfolio assessments, while skill or knowledge assessment consisted of writing, speaking, reading, and listening assessments. Thus, most of the teachers agreed with English assessment in 2013 curriculum because attitude assessment is separated from product, skill, and knowledge assessments. This study also revealed that the teachers encountered some problems in conducting the assessments dealing with student’s low motivation, lack of vocabulary, large amount of the student in the class, and shortage of teaching duration.

scholarly journals English as a Foreign Language (EFL) Teacher's Perceptions and Use of Mobile Devices and Applications

2019 ◽  
Vol 5 (2) ◽  
pp. 190-202
Author(s):  
Elias Bensalem
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Public Universities ◽  
Mobile Technologies ◽  
Tertiary Level ◽  
Online Questionnaire ◽  
Personal Learning ◽  
Efl Teachers

This paper reports on a study of how a group of tertiary level EFL teachers perceived and used mobile devices in their teaching and personal learning. One hundred and fifty teachers (66 female, 84 male) from public universities in Saudi Arabia completed an online questionnaire. Results showed that the majority of participants used mobile devices and applications in their teaching and learning. Survey data showed that the vast majority of teachers had positively perceived and frequently used mobile technologies in their teaching and personal learning. In addition, there was a correlation between teachers’ use of mobile technologies in their teaching and their use in learning. There was also a correlation between how teachers perceived the value of mobile technologies in learning, and how they use them in their teaching.

English Pragmatics in Ecuador

2017 ◽  
Vol 7 (9) ◽  
pp. 723
Author(s):  
Gerardo E. Heras Urgilés ◽  
Jean-Paul Jara Villacreces
Keyword(s):  
High School ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Teachers ◽  
Language Learner ◽  
Public High School ◽  
Research Project ◽  
High School English ◽  
English Teaching ◽  
English Curriculum

Research has revealed that developing the pragmatic ability is a key element for any second or foreign language learner. The present paper aims to shed some light on the issue of pragmatics as part of English teaching and learning in the context of Ecuador. This paper is part of a research project that will involve public high school English teachers of Cuenca, Ecuador. After extensive research, it has been found that even though pragmatics is now part of the new English curriculum in this country, research in this field of linguistics is almost nonexistent.

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.

scholarly journals Discursive Representations of Digital Artifacts in an EFL Classroom: Analysing Discursive Voices of Pre-Service Teachers of English

2021 ◽  
Vol 74 (3) ◽  
Author(s):  
Oleksandr Kapranov
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Teaching And Learning ◽  
Control Group ◽  
Respective Control ◽  
Respective Control Group ◽  
Efl Teachers ◽  
Efl Students ◽  
Argumentative Essays ◽  
Discursive Representations

The present article presents and discusses a study that seeks to analyse discursive representations of digital artifacts in the teaching and learning of English as a Foreign Language (EFL) by pre-service EFL teachers (henceforth – participants). The study involves a corpus of argumentative essays on a range of topics in EFL didactics written by the participants and their respective control group which is comprised of non-teacher EFL students. The analysis of the corpus of essays reveals that whilst there are discursive representations of digital artifacts that are shared between the groups of participants and controls, there appear to be discursive representations of digital artifacts that are group-specific. These findings and their linguo-didactic implications are further described in the article.

scholarly journals Translation and EFL in Oman

2018 ◽  
Vol 8 (3) ◽  
pp. 5
Author(s):  
Musallam Al-Ma’ani ◽  
Al Ghalia Al-Kindi
Keyword(s):  
Foreign Language ◽  
Educational System ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
Efl Teachers ◽  
Efl Teaching ◽  
History Of ◽  
Arabic And English

The history of the didactics of translation indicates that it has been effectively used in the teaching of foreign languages. In the case of English as a Foreign Language (EFL), translation can have a sufficiently facilitating role in its teaching and learning. Particularly for the teaching of EFL in Oman, where English is taught at all stages of the educational system, translation from and into Arabic and English may improve the mastery of English. But there is disagreement among EFL teachers on the use of translation in their classes. This paper explores the views of EFL teachers in Oman with regard to the feasibility and usefulness of translation in EFL teaching. Findings suggest that EFL teachers in Oman are almost split on this vital issue.

scholarly journals PROJECTS BASED LEARNING ACTIVITIES IN A CALL CLASSROOM: LET’S SEE AND TRY!

2016 ◽  
Vol 1 (3) ◽  
pp. 233
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Study Program ◽  
Efl Teachers

This paper discusses three main projects and their related activities that students do in a Computer Assisted Language Learning (CALL) classroom at English Language Education Study Program, Dunia University Indonesia. The practical discussions in this paper will be an interest of English as a Foreign Language (EFL) teachers in Indonesia who look for practical ideas to teach the use of CALL in EFL classrooms, feel interested in integrating CALL into their classroom practices, and wish to explore ideas about how their students can benefit from technology. At the end of the paper, I address voices to support the use of CALL in teaching and learning in Indonesia.  

scholarly journals Teachers’ Reflective Practice and Challenges in an Indonesian EFL Secondary School Classroom

2020 ◽  
Vol 4 (2) ◽  
pp. 289
Author(s):  
La Sunra - La Sunra ◽  
Haryanto Haryanto ◽  
Sahril Nur
Keyword(s):  
Reflective Practice ◽  
Junior High School ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Structured Interview ◽  
Effective Teacher ◽  
Junior High School Teachers ◽  
Inadequate Knowledge ◽  
Efl Teachers

This study investigated the EFL teachers’ perception and practices of reflection in teaching. The study was conducted through qualitative method by purposive sampling technique. The data were collected through semi-structured interview, and documentation from seven EFL Junior High School teachers in Makassar. The results of the study showed that the EFL teachers perceived reflective practice mainly as an evaluative process to their teaching experience. They all believed that reflective practice was one of the effective teacher characteristics and useful for increasing the quality of teaching and learning. Their reflections were mostly at descriptive and dialogic level. Inadequate knowledge and workload were identified by the EFL teachers as the challenges to reflection.

scholarly journals A Contrastive Study of English and Igala Segmental Phonemes: Implications for ESL Teachers and Learners

2019 ◽  
Vol 6 (6) ◽  
pp. 31-43
Author(s):  
Abraham Sunday Unubi
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Native Speakers ◽  
College Of Education ◽  
Esl Teachers ◽  
Language And Culture ◽  
Contrastive Study ◽  
Secondary Sources ◽  
State College ◽  
Efl Teachers

This paper investigated a contrastive study of English and Igala segmental phonemes: implications for English as a Foreign Language (EFL) teachers and learners. A contrastive analysis is a linguistic tool used in comparing two unrelated languages, and the main objective of it is to bring out the differences in the two languages compared with a view to emphasising on the effects which such differences have on both EFL teachers and learners. This research appealed only to the secondary sources of data, which included the orthographies of both languages under study. The Igala orthography was obtained from the department of Igala Language and Culture, Kogi State College of Education Ankpa, in addition to other material in Igala. The consonant and vowel phonemes of the two languages were placed contiguously in a tabular form and given appropriate heading to be able to observe their level of differences and similarities easily. Then words in which these phonemes occur in the Igala language were supplied and the phonemes indicated. Some of the findings of this research revealed the following: (i) that the consonant phonemes such as /ð/, /θ/, /s/, /ʃ/, /ʒ/, /v/ and /z/, and the vowel phonemes /ǝ/ and /ʌ/, which are present in English are however absent in Igala, just as  /kp/, /gb/, /ny/, /kw/, /gw/ and /nw/ that are present in Igala are absent in English; (ii) English has twelve pure vowels (monophthongs) and eight diphthongs, while Igala has fourteen monophthongs and eleven diphthongs; (iii) that these differences have posed certain teaching and learning difficulties to both EFL teachers and learners who are native speakers of the Igala language; and (iv) that while English has twenty-four consonant phonemes, Igala has twenty-three.

scholarly journals STUDENTS’ PERCEPTION TOWARDS THE USE OF CODE-SWITCHING USE IN EFL CLASSROOM

2019 ◽  
Vol 2 (3) ◽  
pp. 371
Author(s):  
Bagus Maulana Hakim ◽  
Filly Arflida ◽  
Intan Satriani
Keyword(s):  
High School ◽  
Foreign Language ◽  
Junior High School ◽  
Language Change ◽  
Education Institution ◽  
Code Switching ◽  
Listening Skills ◽  
High School English ◽  
Interview Session ◽  
School Senior

As a foreign language in Indonesia, English is still difficult subject for majority of the Indonesian students, even though it has been taught in junior high school, senior high school, English course, and another education institution. Therefore, many English learning-teaching activities in Indonesia use code-switching. Code-switching is language change (switch) in communication, from one language to another, code-switching here means Indonesian to English or English to Indonesian. This research examined the students’ perception towards code-switching use in English Foreign Language (EFL) classroom. This research applied survey research method, and the instruments were consisted of questionnaire and interview session. Thirty students were involved in filling questionnaire and nine students were involved in both questionnaire and interview. The result showed that (1) majority of students agree on code-switching use in learning teaching activity (2) they perceive code-switching helps them in improving their listening skills (3) they give more respect to teachers who use code-switching when they teach (4) they consider code-switching use increases their chance in passing examination and (5) they feel more comfort and more confident when they study English.

scholarly journals Genre based Approach to Teach Writing Descriptive Text

2017 ◽  
Vol 2 (2) ◽  
pp. 119
Author(s):  
Putu Ngurah Rusmawan
Keyword(s):  
Qualitative Research ◽  
Junior High School ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Teaching Writing ◽  
English Teacher ◽  
Teaching Activities ◽  
Qualitative Research Design ◽  
Basic Competencies ◽  
The Subject

This study aims to discuss how teaching and learning activities were carried out by using Genre based Approach in teaching writing descriptive text at junior high school. This study was conducted in the classroom of VII-1. Therefore, the appropriate design was qualitative research design. The subject of the study was the English teacher. To collect data, the researcher used observation and interview. The finding of the study described that the teaching and learning activities that were carried out by the teacher fulfilled the basic competencies. The teacher carried out the opening teaching activities by greeting, asking the students’ preparation during the lesson, checking the student’s attendance list, and informing the learning objective. The teacher carried out the main teaching activities by informing about how to write a descriptive text, giving, and asking opinions, eliciting the students’ understanding, prompting and directing to do exercises. The teacher carried out the closing teaching activities by directing the student to continue at home and eliciting the students’ reflection of what they could learn at that time.

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