scholarly journals EFL Teachers' and Students' Approaches in Using Teaching Aids: A case Study

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Awwad Othman Abdelaziz Ahmed
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Classroom Setting ◽  
Teaching Aids ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Teachers Attitudes ◽  
Effective Teaching And Learning

The use of teaching aids plays an important role in enhancing students' interaction and participation. Therefore, this research aims to investigate teachers' and students' approaches in using teaching aids and to reinforce their importance. This research also tried to verify whether teaching aids activate teaching and learning processes and more specifically if they make students interactive and effective participants. Moreover, it encourage teachers to update their methods of teaching. A questionnaire is used as an instrument to collect the necessary data. The questionnaire content was based on items to maximize the benefits of various teaching aids use in English as a foreign language (EFL) classroom settings. Twenty teachers and fifty students took part in the questionnaire survey. Findings from the teachers' and students' questionnaires demonstrated that teaching aids help teachers and students activate their teaching and learning processes. Moreover, they help in classroom setting and management. Teachers' attitudes as well as their perception toward using teaching aids to motivate students are positive since they all find the necessity of using them to improve students' English performance. As a result, teachers should be aware that disregarding of teaching aids use impedes learners' motivation. It has been recommended that teachers need to systematically design their own teaching aids for effective teaching and learning betterment.

scholarly journals Mother Tongue Use in Beginner EFL Grammar Classes in Saudi Arabia: A Case Study

2021 ◽  
Vol 12 (4) ◽  
pp. 349-365
Author(s):  
Khulud Ali Tubayqi ◽  
Mazeegha Ahmed Al Tale’
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Arabic Language ◽  
Microsoft Excel ◽  
Thematic Content Analysis ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Actual Interaction

Using the mother tongue (MT) in English as a foreign or second language (EFL/ESL) classrooms is indispensable, especially in beginner classes. This paper aims to add to the present literature on this issue by highlighting the attitudes of both students and teachers towards MT use in English as a foreign language (EFL) classroom, the justifications for its use, and some of the actual interaction practices in grammar classes. It investigates the attitudes of 110 Saudi EFL female beginners and their two teachers toward using the Arabic language in EFL grammar classes at Jazan University. It also investigates the students’ reasons for using or avoiding their MT. Moreover, it presents some of the functions that MT serves in EFL grammar classes. To collect the data, the researchers used two questionnaires and classroom observations. For data analysis, they used Microsoft Excel and thematic content analysis. The results indicated that, although both students and teachers generally have positive attitudes toward using the MT in EFL classes, they are also aware of the adverse effects of its overuse. The results also revealed that the teachers and students use MT in EFL classes to serve different classroom functions that ease the teaching and learning processes. Based on these findings, the study provided recommendations for teachers, curriculum designers, and future researchers.

scholarly journals Exploring EFL Teaching and Learning Processes in Two Undergraduate Mandatory Courses

2021 ◽  
Vol 23 (1) ◽  
pp. 145-160
Author(s):  
Estefanía Durán ◽  
Katherin García
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Stimulated Recall ◽  
Semistructured Interviews ◽  
Multiple Case ◽  
Field Notes ◽  
Stimulated Recall Interviews

This multiple case study explored the influence of English teachers’ methodological practices over undergraduate students’ learning processes in two English as a foreign language mandatory courses for different majors, at Universidad de Pamplona (Colombia). Data were gathered through non-participant observations, field notes, stimulated recall interviews, and semistructured interviews. Findings revealed that teacher-centeredness, the grammar-translation and audiolingual methods dominated the lessons; textbook-oriented classes with an emphasis on listening and writing characterized the courses; teacher and peer correction were encouraged; and classroom tasks and evaluation mostly focused on grammar and vocabulary. Although teachers had methodological practices, these influenced students’ learning processes differently.

scholarly journals Teachers’ Use of Code Switching in An English as a Foreign Language Context in Indonesia

2018 ◽  
Vol 3 (2) ◽  
pp. 111
Author(s):  
Lingga Agustina Suganda ◽  
Bambang A Loeneto ◽  
Zuraida Zuraida
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Classroom Observation ◽  
Code Switching ◽  
Medium Of Instruction ◽  
Classroom Context ◽  
Efl Teachers ◽  
Teachers And Students ◽  
English Competence ◽  
Language Context

This study proposed to investigate the phenomena of code switching which refers to the use of English and Indonesian as a medium of instruction used by the English as a Foreign Language (EFL) teachers in their classroom discourse. It depicted the attitudes of EFL teachers and their students towards the patterns, functions, and influence of code switching in two EFL classes in Indonesia. The data were collected from classroom observation, interview, and questionnaire which explored the occurrence of code switching during the teaching and learning process as well as the teachers and students’ perception on its use in the classroom context. The results indicated that the switching between English and Indonesian in the EFL classrooms was very natural since it also became a tool to show the cultural, social, and communicative aspects of each language despite the amount of its use which varied greatly from teacher to teacher due to their students’ English competence.

scholarly journals Grammar Teaching: A Case Study of a Pakistani School in Sultanate of Oman

2021 ◽  
Author(s):  
Saadia Mesti
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Essential Element ◽  
Material Design ◽  
Learning And Teaching ◽  
Grammar Teaching ◽  
Teacher Training Programs ◽  
Effective Teaching And Learning

Grammar constitutes an essential element in the learning and teaching of any language. English as a foreign language is being taught in Pakistani government-run schools and in non-elitist private schools. The focal question in this paper centers on the several implications of the teaching process of grammatical concepts. The main aim of this research study is to find out the methods adopted in the teaching of grammar and whether these methods are updated with recent methods recommended in recent research on effective teaching and learning. The content analysis of books and review of teaching methods are used as methodological tools. The results suggest that the grammar teaching methods are outdated, the text material contains misleading explanations, and lack understanding of descriptive linguistic concepts on grammar. The core recommendation is that the grammar teaching methods and text material in question should be reviewed and updated with a more up-to-date material. The significance of the study lies in the fact that it will shade light on the teaching practices of grammar and review updated research on the teaching of grammar, which need consideration in teacher training programs and study material design.

scholarly journals Teachers’ and Learners’ Beliefs About Pronunciation Instruction in Tertiary English as a Foreign Language Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Loc Tan Nguyen ◽  
Bui Phu Hung ◽  
Uyen Thi Thuy Duong ◽  
Tu Thanh Le
Keyword(s):  
Foreign Language ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Language Education ◽  
Structured Interviews ◽  
Language Curriculum ◽  
Pronunciation Instruction ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Group Interviews

Recent studies have sought to describe and understand English as a second/foreign language (ESL/EFL) teachers’ pronunciation teaching practices in different contexts, but much less research has examined how teachers and learners perceive pronunciation instruction at tertiary level, especially in EFL settings. The qualitative study reported in this paper extends this line of research by investigating the beliefs of teachers and learners with regard to pronunciation instruction in tertiary EFL education in Vietnam. Data were collected from individual semi-structured interviews with six EFL teachers and focus group interviews with 24 students (four students per group) at a Vietnamese university. The study adopted a content-based approach to qualitative data analysis. The findings show that both the teachers and students considered pronunciation instruction an important component in tertiary EFL programs, which deserves explicit and systematic delivery. The findings suggest that both groups of participants believed communicative pronunciation teaching to have the potential to improve learners’ pronunciation and facilitate their general communicative purposes. The study has implications for language curriculum design and L2 pronunciation teaching and learning.

scholarly journals Methodological Support Of Teacher Training In English Language Teacher’s Development

2020 ◽  
Vol 02 (12) ◽  
pp. 313-317
Author(s):  
Shukurova Marifat Xodjiakbar Qizi ◽  
◽  
Omina Mukhiddinova Sharofiddin Qizi ◽  
Abdurakhmon Norinboev Vokhidovich ◽  
◽  
...  
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
English Language ◽  
Communication Technologies ◽  
Learning Processes ◽  
Efl Teachers ◽  
Methods And Techniques ◽  
Information And Communication

Modern English as a foreign language (EFL) teachers are required to be competent in solving problems occurred in teaching and learning processes. They should be conscious of up-to-date information about new approaches, methods and techniques, as well as, they should be capable in use of information and communication technologies (ICT) and of course should work on improvement of their language components. So that EFL teachers could succeed in those goals, they are enrolled to in-service teacher trainings (INSET).

scholarly journals Teachers 'and students' attitudes towards using the Tablet PC in learning and teaching in Jordanian schools: اتجاهات المعلمين والطلبة نحو استخدام الحاسوب اللوحي في التعلم والتعليم في المدارس الأردنية

2016 ◽  
Vol 2 (5) ◽  
Author(s):  
Fatinah "Mohammed Saber" Kneibi
Keyword(s):  
Teaching And Learning ◽  
Positive Trend ◽  
Tablet Pc ◽  
Learning And Teaching ◽  
Qualitative And Quantitative ◽  
The Third ◽  
Teachers And Students ◽  
Students Attitudes ◽  
Teachers Attitudes

-The aim of this study was to identify the attitudes of teachers and students towards the use of the Tablet PC in teaching and learning in Jordanian schools. The study followed the qualitative and quantitative approach. Questionnaires and interviews were used to collect data. (143) of the students in the upper grades (eighth, ninth and tenth) in the private schools of the harvest in Amman, selected as a case study for these schools. The iPad is used in learning and teaching. The results of the study showed that the level of attitudes of both teachers and students towards the use of the Tablet PC was moderate, but the students' attitudes toward their use are more positive than the teachers. Abstract: This study found that teachers' attitudes towards using the Tablet PC were moderate. Teachers were divided into three categories in terms of the trend toward using the Tablet PC in learning and teaching: a negative trend group and a positive trend category. The third category of teachers The students were more positive than the teachers, and 64% of the students interviewed learned the lessons of using the tablet in learning and teaching.

scholarly journals Pre-Service Foreign Language Teachers’ Perceptions of Research Skills: A Qualitative Study

2017 ◽  
Author(s):  
Eda Elmas ◽  
Selami Aydin
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Language Teachers ◽  
Target Language ◽  
Research Skills ◽  
Teachers Perceptions ◽  
Research Activities ◽  
Efl Teachers

While research skills seem significant for effective and successful foreign language teaching and learning, few studies focused on how English as a foreign language (EFL) teachers perceive research skills in the EFL teaching and learning processes. Research also lacks how EFL teachers perceive research skills and to what extent they are aware of the role, teacher as researcher. Thus, this study aims to explore pre-service EFL teachers’ perceptions of research skills for a deeper understanding of how their perceptions of research skills affect or contribute to the teaching and learning processes. The sample group in the study consisted of 44 pre-service EFL teachers studying at a state university. A background questionnaire, diaries, reflections and interviews were the tools to collect qualitative data. Results showed that research activities develop pre-service EFL teachers’ content knowledge, research skills and target language proficiency, while they perceive several problems during the process. The study suggests that research skills should be a must course in pre- and in-service teacher education programs.

Sign in / Sign up

Export Citation Format

Share Document