scholarly journals Training English Language Teachers Through CMC-ELT Blended Model A Case Study of Online MA TEFL Programme of AIOU

2011 ◽  
Vol 28 (1) ◽  
Author(s):  
Syed Umar Farooq
Keyword(s):  
Full Text ◽  
English Language ◽  
Language Teachers ◽  
English Language Teachers

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scholarly journals The Dichotomy of Specialization: Is a Literature Teacher Necessarily a Language Teacher?

2021 ◽  
Vol 21 (2) ◽  
pp. 108-133
Author(s):  
Mariam Anana
Keyword(s):  
Secondary Schools ◽  
Literary Criticism ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Oral Literature ◽  
Language And Literature ◽  
English Language Teachers ◽  
Effective Teaching And Learning

This study investigates the dichotomy of specialization in Literature and English language. In many primary and secondary schools in Nigeria, many teachers who teach Literature are the same teachers who teach English Language. This is responsible for lack of ultimate successes in academic performance, foundational establishment and progressive developments in Literature and English language. Set against the backdrop of the inseparability and non-specialization in individual subjects in question, the study examines the need for a dichotomy of specialization in English Language and Literature with a view to reducing the rate of errors and students’ failures in both subjects. Adopting the simple randomisation, the researcher uses selected primary and secondary schools in Lagos State as the case study; the paper raises four questions and these are: Can English Language teachers effectively teach poetic devices? Are segmental phonemes easily taught by Literature teachers? Can English Language teachers proficiently teach oral literature, literary criticism and non-African literature? Can Literature teachers competently teach stress and intonation? This research uses a qualitative approach and adopts The Speech Act Theory as its theoretical framework. Questionnaire of fifteen (15) items was used for data collection and the simple percentage was applied for data analysis. The researcher discovered that: It is not possible for English Languageteachers to effectively teach poetic devices. Segmental phonemes cannot be easily taught by Literature teachers. Students would lag behind in areas where teachers are not proficient in the subjects they teach. Also, it is not possible for a teacher to place equal emphasis on both English Language and Literature in classrooms. The study therefore recommends the need for a dichotomy of specialization in the two subjects so as to ensure effective teaching and learning of these subjects.

Professional Development Landscapes

2017 ◽  
pp. 98-111
Author(s):  
Beril Yucel ◽  
Meral Güçeri
Keyword(s):  
Professional Development ◽  
Action Research ◽  
English Language ◽  
Collaborative Action Research ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Collaborative Action ◽  
English Language Teachers

This chapter aims to present two action research case studies conducted in the English Language Schools of two universities in Turkey and discuss the long-term effects of this Professional Development activity on teachers' professional lives. In both of these studies, teachers were involved in collaborative action research. The first case study discusses a small scale collaborative Action Research project which targeted 16 English language teachers. Case Study Two, on the other hand, is a large scale project which explores 160 English language teachers' collaborative action research study. Detailed information about each case study is provided by highlighting the aims, institutional contexts, participant profiles, methodology used and findings. Teachers' perceptions about action research and the long-term impact of it on their professional growth are also discussed. Conclusion part highlights the factors that need to be taken into consideration while setting up collaborative action research projects in institutions. Finally, future research recommendations are made.

scholarly journals Teachers’ Misbehaviours in Class and Students’ Reactions: A Case Study

2021 ◽  
Vol 9 (3) ◽  
pp. 97-114
Author(s):  
Reem Alkurdi ◽  
Sharif Alghazo
Keyword(s):  
English Language ◽  
Mean Value ◽  
Language Teachers ◽  
Communication Style ◽  
Communication Styles ◽  
Student Teacher Relationship ◽  
Efl Teachers ◽  
English Language Teachers ◽  
The Mean

This study aims to investigate English as a Foreign Language (EFL) teachers’ misbehaviours in class and their students’ reactions to these misbehaviours. Towards this end, 60 classroom observations of six English language teachers (N=10 each) were conducted at a public school in Jordan. Moreover, a survey was used to elicit 201 students’ reactions to their teachers’ misbehaviours by gauging their satisfaction with the teachers’ communication styles. Finally, the teacher participants were interviewed in order to more deeply understand why such misbehaviours occurred. Analysis of the data is grounded in the Expectancy Violation Theory. The results revealed that when the mean value of teachers’ communication style was more than 3 on a 5-point Likert Scale, the students often perceived their teachers as being positive, and the students compensated most of their teachers’ misbehaviours. However, when the mean value was below 3, the teachers were perceived as being negative, and the students reciprocated for most of the misbehaviours. The results also showed that the students are more tolerant towards their teachers’ misbehaviours as long as the teacher is perceived to be positive. The study provides insights into understanding the student-teacher relationship in EFL classes.

scholarly journals Applying the Communicative Approach in Teaching English Language: Impediments and challenges, Taza and Taounante Regions as a Case Study

2020 ◽  
Vol 11 (01) ◽  
pp. 20674-20691
Author(s):  
Sofian Herouach
Keyword(s):  
High School Students ◽  
English Language ◽  
Field Work ◽  
English Teachers ◽  
Language Teachers ◽  
School Students ◽  
Approach To Learning ◽  
English Language Teachers ◽  
Communicative Approach

The present study is an attempt to investigate the impediments that stand against implementing the communicative approach among high school students. The study focuses on 2ndyear baccalaureate students: their prospective year of graduation, taking two regions as case studies Taza and Taounante cities. This paper tends to tackle the approaches that English language teachers tend to apply, the reasons that prevent English language teachers from implementing the Communicative Language Approach (CLA) and the measures that can be applied to enable teachers so as to execute the CLA. The review of literature is inclusive and refers to English theories that first introduced the communicative approach to learning. The field work is conducted through distributing a representative number of questionnaires and interviews. Questionnaires were distributed for both second baccalaureate students and English teachers and conducted interviews with them. This research paper argues that overcrowded classes, time constraints, lack of appropriate materials and the students’ low level of English are the main reasons that make English teachers abstain from implementing the CLA.  Additionally, based on the findings, the study argues that having limited number of students, maintaining in-service trainings for the teachers and the availability of appropriate materials are the measures that should be met to implement the communicative approach in teaching.

scholarly journals Assessing English Teachers as a Foreign Language (EFL) Telecollaborative Competence: A Case Study from Saudi Arabia

2018 ◽  
Vol 11 (4) ◽  
pp. 52
Author(s):  
Ahmed Abdulateef Al Khateeb
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teachers ◽  
First Century ◽  
Future Research ◽  
Educational Systems ◽  
English Language Teachers ◽  
Future Research Directions

The role of telecollaborative competence has become vital among twenty-first century English language teachers. Yet, the reinforcement of this competence with its establishment within educational systems is not always straightforward; particularly in traditional educational settings. Looking at telecollaborative competence amongst English as a foreign language (EFL) teachers in relation to region, gender and qualification have become central inquiries within this research. The findings have shown correlation among some elements of telecollaborative competence as shown in Tables 1-6. In line with these findings, some recommendations, and future research directions have been suggested.

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