scholarly journals The Implementation of the Project-Based Learning Approach in the Algerian EFL Context: Curriculum Designers’ Expectations and Teachers’ Obstacles

2019 ◽  
Author(s):  
Meriem Baghoussi ◽  
Ilhem Zoubida El Ouchdi
Keyword(s):  
Professional Training ◽  
English Language ◽  
Project Based Learning ◽  
Language Teachers ◽  
The Third ◽  
English Classes ◽  
Research Findings ◽  
Competency Based ◽  
English Language Teachers ◽  
Based Instruction

To help learners acquire and develop the necessary skills for the 21st century, Algeria has adopted the Competency-Based Approach (CBA) along with the Project-based Learning (PBL) approach within its educational system. Theoretically speaking, the goal behind such reform is to shift from a content-based to a process-based learning/teaching and thus to make learning more relevant and realistic for students. However, in practice, teachers find difficulties in putting into practice the two approaches. The aim of the present paper is to explore those obstacles that hinder the execution of the PBL approach in the third-year secondary education English classes and to identify to what extent English language teachers master and use PBL methodology in their classes. To reach the aim of the study, the following hypothesis is put forward: teachers lack both training and background knowledge on the approaches that help to implement PBL in classrooms. For the sake of collecting information about the issue tackled in this study, twenty EFL teachers from some secondary schools in Mostaganem city received a questionnaire. The research findings confirm the hypothesis mentioned above. They reveal that teachers neither master nor use the project-based instruction proficiently in their classrooms despite the guidance provided in the third-year pedagogical documents. Those hindrances are due to the lack of professional training and the insufficient theoretical knowledge on the diverse approaches, methods and strategies related to PBL

scholarly journals An Analysis of Teachers’ Questions in English Language Classroom: A Case Study in Year 10 of SMK N 1 Nunukan

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Eka Pratiwi ◽  
Yuyun Yulia
Keyword(s):  
English Language ◽  
Video Recording ◽  
Language Teachers ◽  
Target Language ◽  
Knowledge Level ◽  
Teaching English ◽  
Language Classroom ◽  
Tenth Grade ◽  
Research Findings ◽  
English Language Teachers

In English language classroom, teachers’ questions are important parts of teaching English language. Teachers need to know what kind of questions which potentially support students learning target language.  However, students did not actively participate in learning particularly when responding teachers’ questions. To overcome this problem, it is important for teachers to modify their question through some techniques in order to get students’ responses. This study reports the types of teachers’ questions used by English teachers in classroom, and the classification of modification questions used by teachers during teaching English language in class.This research belongs to classroom discourse analysis. The research was conducted at tenth grade of SMKN 1 Nunukan. The data were collected through observation, video recording, and interview. The teachers’ questions were analyzed using Miles and Huberman’s (1995) model of qualitative data analysis.The research findings show that both teachers pose more questions of knowledge level than other levels, and the teachers used various techniques to modify their questions when the students did not give response. The modification of modifying questions are repeating and rephrasing. Then sometimes teachers negotiated questions by in Bahasa Indonesia or first language (local language). The domination of knowledge level questions and how teachers modified the questions is influenced by teachers’ competence, students’ competence, situation of teaching English language, and teaching material.

scholarly journals Factors that Affect the implementation of Teaching Writing Skills: Focus on Second Cycle Primary Schools in North Shoa

2021 ◽  
Vol 2 (6) ◽  
pp. 22-30
Author(s):  
Seid Mohammed ◽  
Gessese Nigusse ◽  
Zenawi Nigussie ◽  
Belihu Zenebe
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Writing Performance ◽  
English Classes ◽  
English Language Teachers ◽  
Language Instructors ◽  
Instruction And Learning

The purpose of this study was to determine the variables affecting the implementation of writing skills instruction and learning in grades 7 and 8 in North Shoa Zone Second Cycle Primary schools. The study's primary purpose was to determine the difficulties encountered by English language instructors and students while teaching and learning to write in English classes. The research included the participation of 25 English language instructors and 1484 pupils from 14 Second Cycle Primary Schools. A questionnaire and an interview were used to obtain the required data. Questionnaires were completed by instructors and students, and English language teachers were interviewed. The questionnaire data was tallied and examined statistically in terms of frequency and percentage. Similarly, interview data were categorized and qualitatively characterized. The investigation revealed that the majority of instructors and students struggle with teaching and learning writing skills. Additionally, although both English instructors and students believe they are engaging in writing activities in the classroom, the students' writing performance is not as promising as shown by open-ended questions and comments from English language teachers interviewed. Several key suggestions are made in light of the results of this research in order to mitigate the issues that impede the efficient implementation of writing instruction and learning in second cycle primary schools. The primary recommendation is to offer enough training for English language instructors on how to teach writing skills, which will then be conveyed to students in order for them to enhance their writing performance.

The Importance of Raising Teacher Awareness of Culture-sensitive English Language Teaching

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Nino TVALCHRELIDZE
Keyword(s):  
Cultural Awareness ◽  
Teaching And Learning ◽  
Professional Training ◽  
English Language ◽  
Language Teaching ◽  
Professional Associations ◽  
Language Teachers ◽  
English Language Teaching ◽  
Daunting Task ◽  
English Language Teachers

It is straightforward that English language teachers in the 21st century face the daunting task educating students from diverse ethnic, racial, linguistic and religious background. It has become pivotal for teachers to raise their own cultural understanding first to be successful educators.  This study demonstrates to what extent English language teachers in Georgia value and practice culture-sensitive English language teaching and learning. The study concluded that at first teachers have to grasp the inseparability of language and culture to achieve students’ success in gaining communicative competence in English language. Based on the results of the study, English language teachers, in order to raise their cultural awareness are recommended: to participate in periodic in-service trainings, workshops and regional or national conferences that focus on target and international culture;  to receive in-service professional training through participation in  professional associations such as English Teachers’ Association of Georgia (ETAG), Teachers of English to Speakers of Other Languages (TESOL), Foreign Language Teachers Association; the Society for Intercultural Education, Training and Research (SIERAR); to subscribe to the journals and other publications of these professional associations.

scholarly journals Cognitive Load Theory and its Relation to Instructional Design: Perspectives of Some Algerian University Teachers of English

2020 ◽  
Vol 11 (4) ◽  
pp. 110-127
Author(s):  
Houichi Asma ◽  
Sarnou Dallel
Keyword(s):  
Instructional Design ◽  
Foreign Language ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
English Language ◽  
Language Teachers ◽  
University Teachers ◽  
Load Theory ◽  
Research Findings ◽  
English Language Teachers

Cognitive Load Theory is a theory that can be used by educators to design effective instructions. It has been applied in many areas, including teaching English as a foreign language as it contributes to positive outcomes. Before designing instructions, teachers should well understand the theory of Cognitive Load alongside human brain architecture. Sometimes students are taught more than they can learn due to their limited cognitive capacities which teachers do not consider. Students, therefore, often experience a cognitive overload which may lead to learning failure. So to what extent Algerian university teachers of English are aware of cognitive load theory? This research aims at exploring the perspectives of Algerian university teachers of English on the theory of cognitive load and its connection to instructional design. The study is expected to increase teachers' awareness of the importance of cognitive load theory in instructional design. 21 English language teachers from different universities of Algeria were enrolled in this query. A questionnaire was used to examine the respondents’ knowledge of the theory and their instructional design experiences. Even though the early expectation was that teachers are knowledgeable about the theory, the research findings showed that teachers lack sufficient knowledge of the theory; yet, they tend to work with some of its techniques when they design instructions.

scholarly journals AN ANALYSIS OF TEACHERS’ PERSPECTIVE ON STUDENTS’ SPEAKING SKILL PROBLEMS AT TENTH GRADE STUDENTS OF SMK DWIJENDRA DENPASAR IN THE ACADEMIC YEAR 2019/2020

Widya Accarya ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 198-207
Author(s):  
Yuliana Ebidona ◽  
Ni Made Yuniari
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Real Life ◽  
Language Teachers ◽  
English Classes ◽  
Grammatical Errors ◽  
Tenth Grade ◽  
Recording Analysis ◽  
English Language Teachers ◽  
Speaking Skills

Abstract This research aimed to know the students' problems in speaking skills at the tenth-grade students of SMK Dwijendra Denpasar Based on Teachers’ perspective, this research was a qualitative case study. The subjects of this research were two English Language teachers of SMK Dwijendra Denpasar. They were data collected through some instrument namely observation, an interview guide, recording, analysis documents, and interviewing. The findings showed that they were three difficulties faced by students when learning English was the level of mastery of vocabulary students have very less and Grammatical Errors in speaking, students experience difficulties and errors, especially in arranging sentences correctly. The strategies used by teachers to overcome students' problems in their ability to speak English were through strategies 1) small group discussions 2) Reading, 3) Practicing Dialogue and Retelling, 4) Translation According to the subject, 5) staring at the dictionary, 6) taking notes, 7) Provides opportunities for students to use vocabulary in real life contexts. The efforts made by teachers to make teaching and learning activities in English classes more interesting were1) by collaborating learning with games related to teaching materials. 2) play a word game. 3) provides opportunities for students to use vocabulary in real life contexts. Keywords: Teacher's perspective, speaking skills, Students’ problems   Abstrak Penelitian ini bertujuan untuk mengetahui permasalahan siswa dalam keterampilan berbicara pada siswa kelas X SMK Dwijendra Denpasar bersadarkan perspektif Guru. Penelitian ini merupakan studi kasus kualitatif. Subjek penelitian ini adalah dua orang guru Bahasa Inggris SMK Dwijendra Denpasar. Pengumpulan data dilakukan melalui beberapa instrumen yaitu observasi, pedoman wawancara, pencatatan, analisis dokumen, dan wawancara. Hasil penelitian menunjukkan bahwa ada tiga kesulitan yang dihadapi siswa ketika belajar bahasa Inggris dimana tingkat penguasaan kosakata siswa sangat kurang dan Grammatical Errors dalam berbicara, siswa mengalami kesulitan dan kesalahan terutama dalam menyusun kalimat dengan benar. Strategi yang digunakan guru untuk mengatasi masalah siswa dalam kemampuan berbahasa Inggris adalah melalui strategi 1) Diskusi Kelompok Kecil 2) Membaca, 3) Berlatih Dialog dan Menceritakan Kembali, 4) Penerjemahan Sesuai Mata Pelajaran, 5) Menatap Kamus, 6) mencatat, 7) Memberikan kesempatan kepada siswa untuk menggunakan kosakata dalam konteks kehidupan nyata. Upaya yang dilakukan oleh guru untuk membuat kegiatan belajar mengajar di kelas bahasa Inggris lebih menarik adalah 1) dengan mengkolaborasikan pembelajaran dengan permainan yang berkaitan dengan bahan ajar. 2) Mainkan permainan kata. 3) memberikan kesempatan kepada siswa untuk menggunakan kosakata dalam konteks kehidupan nyata. Kata kunci Perspektif Guru, Keterampilan Berbicara, Masalah Siswa

scholarly journals Teachers And Research Practices: Perspectives From English Language Educators In A Philippine University

2019 ◽  
Vol 45 (12) ◽  
pp. 73-90
Author(s):  
Veronico N. Tarrayo ◽  
◽  
Philippe Jose S. Hernandez ◽  
Judith Ma. Angelica S. Claustro ◽  
◽  
...  
Keyword(s):  
English Language ◽  
The Philippines ◽  
Language Teachers ◽  
English Language Teaching ◽  
Research Practices ◽  
Research Engagement ◽  
Research Findings ◽  
English Language Teachers ◽  
Interest In Research ◽  
The University

Given the paucity of studies regarding research practices of teachers, particularly English language teaching (ELT) practitioners in the ASEAN region and in the Philippines, this study explores the research practices of English language teachers in the Philippines. Using purposive-convenience sampling, a total of 49 teachers of English from a Philippine university were asked to answer a survey. To validate the data, pertinent public university documents were examined, and interviews with the university research heads were conducted. Findings suggest that the teachers were cognizant of the link between teaching and their own and their schools’ research practices. This research also reports the teachers’ positive perception towards research, and high receptivity to and interest in it. However, such research engagement was somehow constrained by factors such as crowded teaching timetables or heavy workload, lack of funding or financial support, difficulty in understanding (e.g., the language) published research, and the challenge of contextualising research findings for classroom use. This paper concludes with a note on how a conducive research climate in a school is a requisite in cultivating teachers’ interest in research.

scholarly journals Barriers Affecting Successful Integration of ICT in Moroccan Universities

2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Youssouf Laabidi ◽  
Hicham Laabidi
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Primary Objective ◽  
Language Teachers ◽  
Large Classes ◽  
Arts And Humanities ◽  
Data Collection Instrument ◽  
Information And Communication ◽  
Research Findings ◽  
English Language Teachers

The implementation of technology in classrooms affords educators more opportunities to work better in their lessons. However, there are numerous distinctive barriers that might prevent teachers from making use of Information and Communication Technology (ICT) in their teaching practices. Admittedly, studying the obstacles to the integration of technology in schools would be an important step in developing the quality of teaching. The primary objective of this study is to discover the barriers that stop university language teachers from using ICT in teaching. In this study the questionnaire is employed as data collection instrument. The questionnaire addresses only university English language teachers. Forty-six university English language teachers are chosen from two universities: Moulay Ismail University Faculty of Arts and Humanities – Meknes and Sidi Mohamed Ben AbdellahDahr – El Mahraz – Fes as a case study. So as to analyze the data from the questionnaire, the Statistical Package for Social Sciences (SPSS) version 19 is employed. The research findings reveal that Moroccan university English language teachers face multiple barriers such as large classes, lack of computers, lack of Internet and insufficient technical support that prevent them from using ICT in their teaching practices.

Pre-service English language teachers’ conceptions of sustainable development: a case from Turkish higher education context

2021 ◽  
Vol 22 (1) ◽  
pp. 423-456
Author(s):  
Leyla Yılmaz Fındık ◽  
İlknur Bayram ◽  
Özlem Canaran
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
English Language ◽  
Language Teachers ◽  
Local Context ◽  
Content Type ◽  
Turkish Higher Education ◽  
Research Findings ◽  
English Language Teachers ◽  
Course Syllabus

Purpose The purpose of this paper is to explore how sustainable development (SD) is conceptualized by pre-service English language teachers in Turkey and design a specialized course syllabus on SD in English language teaching (ELT) in the light of the research findings. Design/methodology/approach The study used a mixed-methods sequential explanatory study design and investigated the case of a state university in Turkey with the involvement of 133 pre-service English language teachers. Findings The findings indicated that most pre-service English language teachers received no training or a course on SD in their whole education life and tended to associate SD mostly with the economic growth of a country, followed by education, social and ecological concepts. It was also found that the majority of the participants had a unidimensional view of SD. No direct links with ELT have been detected from participants’ responses. The findings also pointed to the eagerness of the participants to receive an ELT-specific course on SD providing that the course involves interactive teaching and learning activities with reference to contemporary sources focusing on global and local issues, as well as studying the methods facilitating the incorporation of such issues into teaching practice. Research limitations/implications This research is based on the experience of one Turkish university with limited quantitative and qualitative data. Practical implications Based on the participants’ knowledge, views and suggestions, this paper contributes to the existing literature by providing empirical evidence obtained from a local context and suggests a practical framework for a field-specific course syllabus aiming to enhance teacher candidates’ knowledge, skills and values related to SD and its incorporation into ELT. Originality/value To the best of the authors’ knowledge, this is the first study seeking to explore pre-service ELT teachers’ conceptualization of SD in Turkish higher education, and drawing on the research findings, the authors attempted to design a course syllabus targeted at pre-service teachers in ELT departments.

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