scholarly journals LOCAL AND TARGET CULTURE MATERIALS: INSIGHT INTO TEACHERS’ PERSPECTIVES

2018 ◽  
Vol 1 (1) ◽  
pp. 245-254
Author(s):  
Chris Asanti ◽  
Syamdianita Syamdianita
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Teachers ◽  
English Language Teaching ◽  
Contemporary World ◽  
The Status ◽  
Development Technology ◽  
World English ◽  
Teachers Perspectives ◽  
Target Culture

In this contemporary world, English is used to link the communication among people internationally for different universal purposes (Crystal, 2003; Jenkins, 2010; and Kirkpatrick, 2011), for instance, educational advancement, career development, technology, and international relation. It is obvious that the function of English during this period of time has made some countries generate policies to include English as one of the compulsory subjects being taught at schools. However, the materials which are used in school practices are likely to focus on the target culture materials. Due to this reason, it seems that the role of local and target cultures in teaching the language should be taken into consideration. Related to the status of English to the importance of culture in language learning, this research aims at investigating English teachers’ perspectives on the appropriateness of materials in English Language Teaching. In order to get broader pictures, questionnaires and interview were conducted to two English teachers in Samarinda.  The results were interesting as both teachers preferred to expand the materials rather than used the readily materials provided by the school and/or the institution. This created them to become material developers and creators. Other results showed that the teachers were aware of the importance of the cultural content in the materials, thus culture functioned as ‘a filer and a connecting bridge’ in ELT.

scholarly journals Exploring Indonesian English Teachers’ Perspectives toward the Use of Translation in English Language Teaching (ELT) Classroom

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Nizar Saputra
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
English Teachers ◽  
English Language Teaching ◽  
Problem Solving Skills ◽  
Case Study Methodology ◽  
Pedagogical Tool ◽  
Teachers Perspectives

This study aims to investigate Indonesian teachers' perspectives of translation or first language used in ELT classrooms as well as to find out the teachers' strategies on how to incorporate translation as their pedagogical tool. This research is applied in a case study methodology, in which the researcher interviewed three English teachers in Indonesia to explore their perspectives. The raw data was analysed by using thematic analysis to find the emerging themes of the interview data which led to the result of this qualitative research. The result of the finding indicates that the teachers mostly have positive perceptions about TILT (translation in language teaching). Most participants believed that when translation use selectively, it can help students with foreign language learning, promote students' metalinguistic awareness, function as a thinking tool, mediate social interaction, and function as social mediation. Additionally, the strategies of TILT applied by the teachers in this study entail explaining difficult concepts and grammar, avoiding chunks of word translation, and nurturing students’ critical thinking and problem-solving skills. It is suggested that if translation is integrated into language teaching, it should be used selectively as a pedagogical tool to support students’ learning.

scholarly journals English Teachers’ Perspectives on Using Music in English Language Teaching in Thai Secondary Schools

2021 ◽  
Vol 11 (2) ◽  
pp. 145
Author(s):  
Xiaowei Xi
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
English Teachers ◽  
English Language Teaching ◽  
Future Research ◽  
Attitudes And Beliefs ◽  
English Teaching ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
Teachers Perspectives

The present study aimed to 1) investigate English teachers’ perspectives on using music in English teaching in Thai secondary schools; and 2) explore the problems teachers met while using music to teach English in Thai secondary schools. Participants in the present study were 55 English teachers from different secondary schools in central Bangkok, Thailand. The instrument for the current study was a questionnaire which included 24 Likert-scale items about teachers’ perspectives involving the attitudes, beliefs, intentions and problems of using music in English teaching, and one open-ended question asking about the problems teachers met while using music in their English teaching. Results from the quantitative data of the current study revealed the significantly positive attitudes and beliefs of the English teachers in Thai secondary schools on using music in English teaching, however, the results of open-ended question mismatched with the teachers’ attitudes and beliefs, which indicated that teachers actually did not use music in their English teaching frequently. The reasons and recommendations for future research have been discussed.

A REVIEW OF RECENT METHODOLOGIES, TECHNOLOGIES AND USABILITY IN ENGLISH LANGUAGE CONTENT DELIVERY

2016 ◽  
Vol 78 (12-3) ◽  
Author(s):  
Lim Kok Cheng ◽  
Ali Selamat ◽  
Fatimah Puteh ◽  
Farhan Mohamed
Keyword(s):  
Language Learning ◽  
English Language ◽  
Research Capacity ◽  
Content Delivery ◽  
English Language Teaching ◽  
Delivery Methods ◽  
Current Trends ◽  
The Status ◽  
Comparative Results ◽  
Language Content

English Language Teaching (ELT) and content delivery have undergone vast shift in this era of modernization. With analogue content digitized as a common form of knowledge delivery, methodologies equipped with current technologies have produced new perspectives on English Language Learning. This paper reviews the status, context, teaching parameters, assessment parameters, teaching strategies and usability in the current research capacity of ELT, highlighting the current works with technologies in their content delivery methods. Emerging technologies in ELT has also inspires the other spectrum of study involving the usability of technological interfaces, which has evolved constantly with the progression of human and computer interactivity. The aim of this research is to rediscover usability evolution surrounding the technologies in ELT and to redefine the gap existed in between English learning and tools interactivity. Current technologies and usability measures used in ELT will be discussed, highlighting the current trends in gauging interface interaction. A summary of comparative results in the aforementioned works will also be highlighted in this review paper, together with the categorization of reviewed parameters, variables and metrics in ELT. The reviews conducted have shown that there are still many unexplored areas in ELT, ELT technologies and usability in ELT. 

Teachers’ perspectives towards learning autonomy: a survey on English teachers

LEKSIKA ◽  
2021 ◽  
Vol 15 (2) ◽  
pp. 90
Author(s):  
Mister Gidion Maru ◽  
Chris Ceasar Pikirang ◽  
Ceisy N Wuntu
Keyword(s):  
Language Learning ◽  
Research Method ◽  
English Language ◽  
English Teachers ◽  
Autonomous Learning ◽  
English Language Learning ◽  
Teachers Perceptions ◽  
Computer Library ◽  
Teachers Perspectives

This study investigates teachers’ perspective toward autonomous learning in the context of English language learning in the current era.  As a mixed research method then analyzing the collected data, it  exposed that teachers’ perceptions on learning autonomy is low due to many of whom believed that their learners are still reluctant to take control of their study. It further indicated that, during thisCovid-19  pandemic,  a learning autonomy may not be applicable in all context particularly within which school’s facility such as computer library and book library are limited or even not provided.  This study concluded that learning autonomy practice is situational.

scholarly journals The Need for Establishing an English Self-Access Center at Osaka University: Practical Suggestions and Overall Guidelines

2017 ◽  
pp. 365-378
Author(s):  
Parisa Mehran ◽  
Mehrasa Alizadeh ◽  
Ichiro Koguchi ◽  
Haruo Takemura
Keyword(s):  
Language Learning ◽  
English Language ◽  
Learner Autonomy ◽  
Learning Opportunities ◽  
English Language Teaching ◽  
Learning Center ◽  
Efl Learners ◽  
Guided Learning ◽  
The Status ◽  
Language Needs

As part of a PhD project, an in-depth needs analysis was carried out to assess the English language needs and difficulties of undergraduate Japanese EFL learners at Osaka University. The results were primarily intended to guide the design and development of an online English for General Academic Purposes (EGAP) course. The findings further revealed a pressing need for launching and maintaining self-access language learning facilities which could provide learners with independent and semi-guided learning opportunities addressing their needs and interests. In this paper, the importance of establishing a self-access language learning center at Osaka University will be proposed with the goal of fostering learner autonomy. In fulfilling this objective, practical suggestions and overall guidelines will be outlined based on a number of language learning center observations in Japan. It is hoped that this writing will serve as a stimulus to strengthen the status of English language teaching at Osaka University.

Chinese English Teachers' Perspectives on “hMOOC Flipped Blends”

2020 ◽  
pp. 164-183
Author(s):  
Marina Orsini-Jones ◽  
Bin Zou
Keyword(s):  
Language Learning ◽  
English Language ◽  
Online Courses ◽  
Language Teaching ◽  
English For Academic Purposes ◽  
English Language Teaching ◽  
Learning And Teaching ◽  
University Teachers ◽  
Language And Literature ◽  
Teachers Perspectives

This chapter reports two related studies involving experienced university teachers of English language and literature from China, who engaged in reflection on how to blend FutureLearn MOOCs (Massive Open Online Courses) into their existing English Language Teaching (ELT) curricula while attending courses at Coventry University (UK). The first study relates to 12 lecturers who enrolled on an ‘upskilling' English for Academic Purposes (EAP) summer course in academic year 2016-2017. The second one relates to the experience of 5 visiting scholars who attended classes on module Theories, Methods, and Approaches to Language Learning and Teaching on a postgraduate course (Master's of Art) in English Language Teaching and Applied Linguistics in academic years 2017-2018 and 2018-2019. The MA integrates ‘off-the-shelf' MOOCs into its curriculum. The chapter investigates the Chinese teachers' perspectives on the adoption of ‘hMOOC' distributed flip blends in a Chinese ELT context.

scholarly journals Investigating cultural contents in English language teaching materials through textbook evaluation

2020 ◽  
Vol 8 (2) ◽  
pp. 127-145
Author(s):  
Amna Arshad ◽  
Syed Kazim Shah ◽  
Muhammad Ahmad
Keyword(s):  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Native Speaker ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Understanding ◽  
Textbook Evaluation ◽  
The Status ◽  
Target Culture

Abstract The shift in the status of English as a lingua franca has challenged native-speaker culture in English language teaching and learning. That is why it is not enough to expose language learners through monoculture language teaching. Rather being communicatively competent, learners may require inter-cultural understanding. Therefore, the aim of this research is to investigate the representation of cultures through different senses in Oxford Progressive English (OPE), Level-10 (Rachel Redford, 2016). As OPE caters the needs of Pakistani language learners, it is hypothesized that learners’ source culture prevails more than other two cultures (i.e. international, and target). To confirm this hypothesis, a detailed content analysis of cultural senses (prevailed in OPE) is carried out through Adaskou, Britten and Fahsi (1990). The results show that the frequency of reading texts in OPE is highly imbued with learners’ target culture that is followed by the international culture, and least by learners’ source culture. Moreover, culturally neutral texts lack in inter-cultural understanding, and appear to be disseminated to marginalize L2 learners from target and international cultures.

scholarly journals ‘A more inclusive mind towards the world’: English language teaching and study abroad in China from intercultural citizenship and English as a lingua franca perspectives

2017 ◽  
Vol 22 (5) ◽  
pp. 608-624 ◽  
Author(s):  
Fan (Gabriel) Fang ◽  
Will Baker
Keyword(s):  
Study Abroad ◽  
Intercultural Communication ◽  
English Language ◽  
Language Teaching ◽  
Student Mobility ◽  
Language Education ◽  
English Language Teaching ◽  
Lingua Franca ◽  
The Status ◽  
World English

With the status of English as a global lingua franca (ELF), English is no longer the sole property of its Anglophone native English speakers (NES) problematizing the current dominance of Anglophone cultures and NES in the field of English language teaching (ELT). The notion of intercultural citizenship education offers a critical alternative model in language education. To investigate how ELF, intercultural approaches and the concept of intercultural citizenship might be integrated within the field of ELT, a study was conducted in a university located in southeast China. Due to the large number of ELT learners and high degree of student mobility in China these are issues of much relevance in this setting. The research collected qualitative data through face-to-face interviews, email interviews and focus groups with students on study abroad programmes who have both ELT and first-hand intercultural experiences. Many students spoke positively about aspects of intercultural citizenship, but classroom instruction offered only limited channels for students to experience and understand intercultural communication and citizenship. In contrast, most of their understanding and experiences were gained outside the classroom during study abroad. Furthermore, many students spoke about the importance of English in their development of intercultural connections and citizenship. We conclude that more in-depth and critical approaches to teaching language, culture and intercultural communication in ELT are needed which foster and cultivate students’ sense of intercultural citizenship.

English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Ida Royani ◽  
T. Silvana Sinar
Keyword(s):  
Language Learning ◽  
Role Models ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Learner Centered ◽  
Students Attitudes ◽  
English Students

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed:  first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English.  Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

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