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

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.

scholarly journals The Cultural and Historical Elements in the Foreign Language Teaching and Learning: the Polish Perspective

2021 ◽  
pp. 335-362
Author(s):  
Mateusz Bogdanowicz
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Background Knowledge ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Historical Background ◽  
Learning And Teaching

The article calls for a thorough revision of the cultural and historical content of English language curricula at all levels of the Polish educational system. The benefits of coordinated and well-managed language education based on cultural and historical content are outlined. The article is based on the author’s research into part-time university students who are English language teachers, as well as the cultural and historical background knowledge imparted during English classes. The study was conducted at the Department of English Studies of the University of Warmia and Mazury in Olsztyn in 2010–2019. The article expounds the reasons behind students’ and teachers’ reluctance towards incorporating cultural and historical content into English language curricula. The benefits stemming from cultural and historical background knowledge for teachers, students and foreign language teaching in general are discusses. Based on these observations, the last part of the article explores the most effective methods for promoting, introducing, implementing and developing teaching modules that incorporate cultural and historical knowledge. Culture and history-related content would undoubtedly increase the attractiveness and efficacy of language programs, promote competence development (linguistic, extra-linguistic, and general) among students and teachers, increase motivation in the learning and teaching process, and deliver tangible benefits for schools.

scholarly journals A Qualitative Research on Foreign Language Teaching Anxiety

2016 ◽  
Author(s):  
Selami Aydin
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Language Teaching ◽  
Research Area ◽  
Foreign Language Teaching ◽  
Negative Evaluation ◽  
Foreign Language Learners ◽  
Service Training ◽  
Teaching Anxiety

While research mainly focuses on identification of anxiety, its causes and effects on the learning process and the ways to allay anxiety among foreign language learners, foreign language teaching anxiety has remained a research area that has not attracted much attention. Therefore, in the context of teaching anxiety among pre-service teachers of English as a foreign language (EFL), the current study aims to investigate the sources of foreign language teaching anxiety (FLTA). The sample group in the study consisted of 60 pre-service teachers. A background questionnaire, interviews, reflections and essay papers were used to collect qualitative data. The results indicated that pre-service teachers experience FLTA before, during and after their teaching activities. The study also concluded that the sources of FLTA are teachers’ personality, perceptions of low level language proficiency, fear of negative evaluation, teaching demotivation and amotivation, teaching inexperience and technical concerns. It was recommended that the curricula of pre- and in-service training programs should include topics to raise awareness of FLTA.

scholarly journals Effective Language Teaching and Learning Process in EFL Classroom Situation: A Case Study

2021 ◽  
Vol 3 (8) ◽  
pp. 54-64
Author(s):  
Samah BENZERROUG
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Learning Process ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Classroom Situation ◽  
Pedagogical Tools ◽  
Language Class

The goal of teaching and learning a foreign language, in general, has shifted from putting emphasis on the product of teaching to the process of teaching and learning and the accompanying classroom conditions. This development in foreign language teaching pedagogy stresses the importance of the classroom environment in enhancing the individual’s learning styles and motivation to acquire the language, skills and components.  Therefore, it is essential that every language class is directed to equip the learners with the necessary language strategies to achieve language proficiency by considering their needs and interests. This is why, teachers are always looking for updated ways and techniques to develop the student competencies in listening, speaking reading, writing, vocabulary and grammar. In this context, the present research was conducted more specifically to examine to what extent can the role of the teacher and the quality of the teaching and learning process be effective in developing the learners’ skills and competencies and promoting the EFL classroom situation. In addition, the different pedagogical tools and phases that are implemented in English language teaching in the Algerian school will be presented and analyzed in this paper.

scholarly journals Constraints on innovation in English language teaching in hinterland regions of China

2020 ◽  
pp. 136216882097985
Author(s):  
Neil Murray ◽  
Antony J. Liddicoat ◽  
Gavin Zhen ◽  
Penny Mosavian
Keyword(s):  
Language Proficiency ◽  
Urban Areas ◽  
English Language ◽  
Time Pressure ◽  
Language Teaching ◽  
Eastern China ◽  
Language Education ◽  
Political Influence ◽  
English Language Teaching ◽  
Chinese Government

Since the start of the twenty-first century, English has come to be seen by the Chinese government as a linchpin of its continued economic and political influence. Its resultant efforts to promote innovation in English language teaching align with the aspirations of a population, many of whom regard competency in English as a determiner of opportunity and success in their careers, and thus a vehicle through which to provide a good quality of life for themselves and their families. However, despite government-driven initiatives to improve English language education, change has been slow to materialize, especially outside of the main urban areas of Eastern China. Here, we report on a study that sought to explore the constraints governing attempts by teachers of English to innovate in universities located in some of the so-called ‘hinterland’ regions of Southwestern China. Key determinants that emerged, and which we discuss, included time pressure and competing priorities; scepticism towards new ideas; lack of investment in resources; the primacy of the textbook; students’ language proficiency; and opportunities for professional development. Together, these findings indicate the need for a change of culture if innovation is to be welcomed, both in principle and in practice, as a driver of positive change in the teaching of English in these universities. Teachers, their line managers, and university senior managers need to feel willing and able to engage freely in constructive and informed discourse, and in doing so consider recalibrating institutional priorities, thereby helping reconcile the pressures and tensions currently experienced by English language teachers and which impede progress.

scholarly journals INNOVATIVE APPROACHES TO THE TEACHING OF FOREIGN LANGUAGES AT LEVELS B2 - C1 (FROM THE EXPERIENCE OF THE TEXTBOOK)

2013 ◽  
pp. 49-61
Author(s):  
E. B. Yastrebova ◽  
D. A. Kryachkov
Keyword(s):  
Foreign Language ◽  
International Relations ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Per Se ◽  
Basic Features

The article analyzes how professors and students of MGIMO-University’s School of International Relations perceive innovations in language teaching.As a synergy system, language teaching relies on selfdevelopment based to a great extent on innovations, which can be initiated either from the inside or from the outside. To identify the basic features of innovations in foreign language teaching, the authors conducted a survey of professors and students of the School of international Relations. The results suggest that for most respondents the main purpose of innovations in foreign language teaching and learning is to attain a significantly higher level of communicative competence, which is seen as feasible only if fundamentally new teaching materials and computer technologies are used. According to the survey, the success of innovations largely depends on their source (innovations ‘from the top’ and innovations ‘from the bottom’) and commitment on the part of professors and students to participate in them, the latter being often prompted by their discontent with the state of play. Innovations ‘from above’ tend to be more encompassing and affect the entire system of language education, whereas innovations ‘from the bottom concern the teaching process per se. Though the survey suggests that it is innovations ‘from the top’ that tend to be more successful, the authors conclude that language education as a synergy system adopts only non-shattering innovations that address its most vital needs, thus encouraging its sustainable development.

scholarly journals A Critical Investigation of English Language Teaching in Bangladesh

English Today ◽  
2018 ◽  
Vol 34 (3) ◽  
pp. 43-49 ◽  
Author(s):  
Mohammad Mosiur Rahman ◽  
Ambigapathy Pandian
Keyword(s):  
World Bank ◽  
Curriculum Reform ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
English Language Teaching ◽  
Middle Income ◽  
Traditional Grammar ◽  
Economic Constraints

The 2016 World Bank report on worldwide per capita Gross Domestic Product (GDP) identified Bangladesh as a lower middle-income country based on its consistent GDP growth throughout last decade (World Bank, 2016). To maintain this growth rate and meet the radical demand for human resources in increasingly globalised world markets, the country needs to communicate more effectively with the outside world. Inevitably, this means improving the quality of English teaching and learning. The significance of English, as the globallingua franca, to Bangladeshi learners is at its zenith. In this developing country, however, economic constraints mean that funds allocated to education are limited compared to many other Southeast Asian countries (Habib & Adhikary, 2016). Even given the generally low level of educational standards in Bangladesh (Islam, 2015), the standard of English language teaching and learning has decreased alarmingly in recent years (Hamid, 2011). English language education in Bangladesh has always been problematic, despite various attempts to initiate curriculum reform. As Hamid & Baldauf (2008) point out, the first of these major shifts in the ELT curriculum took place in the mid-1990s, when the traditional Grammar-Translation Method (GTM) was replaced with a curriculum based on a Communicative Language Teaching (CLT) model. The principal objective of this article is to review the major problems associated with ELT in Bangladesh that have hindered the implementation of the new CLT curriculum from the perspective of teachers, and eventually to make recommendations for more effective ELT curriculum reform.

scholarly journals Omani Students’ Perceptive of Communicative Language Teaching Approach in Higher Education in Oman: Its Practice

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1333
Author(s):  
Mouza Said Al Kalbani ◽  
Josu Solabarrieta ◽  
Ahmad Bin Touq
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
Classroom Practice ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Clear Understanding ◽  
The Impact

This study aimed to analyze and understand learners’ attitudes towards Communicative Language Teaching (CLT) approach in a foreign language context in higher education in Oman. In the literature review, learners’ attitudes play a strong role in determining the success of innovations in instructional practices (Savignon and Wang 2003). In addition to that, this study is considered as an evaluative study to explore teachers’ implication of CLT and the impact of this implication on students “communicative competence”, which is considered as an ultimate goal of communicative language teaching in a foreign langue context (FL). The importance of this study is due to its significance to come up with a clear understanding of Omani learners’ beliefs considering teaching and learning process. It also aims to specify the impact of CLT as an effective teaching approach in English as a foreign language (EFL) among higher education students and to specify any difficulties or challenges that might hinder CLT implementation in the Omani context. To achieve this, a quantitative study had been used to collect data from both teachers and learners. The participants of this study were 631 students (189 male and 391 female) who were enrolled in Intensive English language programs (IELP) in Foundation Institute (FI) in two Universities (210 students from public university and 421 students from private university) and those participants were from three different English proficiency levels (247 level 1, 155 level 2 and 229 level 3). The analysis revealed that students perceived classroom’s practice to be more oriented towards using strategic and grammatical competence and less towards sociolinguistic and intercultural competences. Additionally, Omani learners reported statistically significant correlation between CLT practice. The students’ gender, language proficiency and education context affected how students perceived classroom practice.

scholarly journals Use of Journal Articles in English Language Classroom

2018 ◽  
Vol 22 (1-2) ◽  
pp. 110-116
Author(s):  
Sagar Poudel
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Instructional Materials ◽  
Journal Articles ◽  
Teaching English ◽  
Language Classroom ◽  
Efl Teachers ◽  
Teachers And Students

Teaching English without any instructional materials may be difficult or even impossible. There are lots of materials which facilitate both the teachers and students in language teaching and learning. As with other teaching materials and resources, journal articles are also an important source for language teaching. Taking this into account, this article tries to explore how EFL teachers perceive the value of journal articles and how they use them in their classrooms. More specifically, the article tries to explore whether and to what extent journal articles can be used as instructional materials, and what strategies teachers employ to use journals articles to enhance language proficiency of their students.Journal of NELTA ,  Vol. 22, No. 1-2, 2017 December, Page: 110-116

scholarly journals Teaching and learning foreign languages in Uzbekistan. CEFR: learning, teaching and assessment

2020 ◽  
Vol 3 (1) ◽  
pp. 57-61
Author(s):  
B. Tolibjonov ◽  
Sh. Samandarov ◽  
D. Umirzakova ◽  
Y. Yunusova
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
National Standard ◽  
Education Standards ◽  
New Era ◽  
Adoption And Implementation

The Common European Framework of Reference (CEFR) is the most comprehensive, and the most widely used set of foreign language education standards throughout the world. The recent reforms in foreign language teaching in Uzbekistan have mainly touched upon teaching English language in all levels and stages of education. At this point CEFR plays as the main framework to be adopted in developing the national standard. In this article, we shall discuss reforms of adoption and implementation of the new standard which was a requirement of time and has started a new era in the whole system of foreign languages learning in Uzbekistan.

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.  

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