scholarly journals An Analysis of Algerian Manufacturing and Engineering Master’s Students’ Needs

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Nouria MESSAOUDI ◽  
Hafida HAMZAOUI- ELACHACHI
Keyword(s):  
English Language ◽  
Engineering Students ◽  
Research Question ◽  
Language Teachers ◽  
Successful Implementation ◽  
Structured Interviews ◽  
Master's Students ◽  
Main Research ◽  
Education Leaders ◽  
English Language Teachers

Needs analysis is considered as an effective tool to design a course of English for Specific Purposes (ESP) that best fits the students’ needs. Thus, the present paper responds to a main research question focuses on what the Algerian Manufacturing and Engineering Master’s students need English for. It aims at investigating the students’ language needs and identifying the stakeholders’ perceptions of the ESP course. For this purpose, this research is based on a case study design through which a target situation, a present situation, a learner factor and teaching content analyses were undertaken. In fact, this is done in order to help teachers and education leaders in Algeria to draw a clear policy to ensure successful implementation of ESP courses. Two questionnaires and two semi-structured interviews were addressed to Algerian Engineering Master’s students, English language teachers, subject-specialists and administrators. The results revealed that Engineering students were highly motivated to learn English. They also indicated that there is an absence of an adequate proficiency level of English from the part of the students as they are unable to practice effectively the four skills namely listening, speaking, and communication. This is why they need to learn English in order to write exam answer, read textbooks, course handouts, follow lectures, and listen to instructions and explanations. Finally, designing a more focused English language course, training teachers, and providing financial support are highly recommended.

scholarly journals Autonomy Perceptions from Teachers of English as a Foreign Language in Diverse Colombian Public Teaching Settings

2019 ◽  
Vol 7 (2) ◽  
pp. 148
Author(s):  
Dr. David Wealthy Guerrero
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
General Purpose ◽  
Language Teachers ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Research Production ◽  
English Language Teachers

<p><em>This qualitative descriptive case study reports the features in autonomy dynamics of three Colombian English language teachers in public schools in the District in Bogota Colombia. Three semi-structured interviews and reflective journals were used for data collection. The research question that guided this study was: What perceptions about autonomy do the three Colombian English language teachers have? The general purpose of this investigation was to identify the main features in teachers’ perceptions related to Autonomy. The specific objective was to identify the strategies that promoted autonomy in Teachers of English as a Foreign Language -TEFL- in different public schools in Bogota, Colombia. The study is, therefore, particularly significant as it can play a role in encouraging Colombian English as a Foreign Language -EFL- teachers to relate the factors needed to get a high quality in Education dynamics. Data indicated that the process heightened the teachers’ awareness of ‘self’ and practice. Autonomy also activated both the teachers’ ability to critically reflect on their context as well as focus on positive aspects of their practice through the willingness to improve their academic abilities and research production. Taken together, the findings serve as baseline data to further professional development in language assessment. </em></p><em></em><em></em>

scholarly journals Feedback on the Classroom Performance of Pre-service English language Teachers in Oman

2020 ◽  
Author(s):  
Moza Abdullah Al-Malki ◽  
Katie Weir ◽  
Wayne Usher
Keyword(s):  
English Language ◽  
Research Question ◽  
Phenomenological Approach ◽  
Language Teachers ◽  
Structured Interviews ◽  
Classroom Performance ◽  
Doctoral Study ◽  
The Social ◽  
English Language Teachers ◽  
Shared Understandings

The research reported here is part of a larger, doctoral study that aims at examining the process of assessing the classroom performance of pre-service English language teachers in three higher education institutions in Oman. This article reports on an investigation into the social practices associated with assessing the classroom performance of pre-service English language teachers at Sultan Qaboos Univeristy (SQU), Rustaq College of Education and Nizwa University. Specifically, this study aims at answering one research question: How do stakeholders understand and experience feedback when assessing pre-service teacher classroom performance? The research adopted a phenomenological approach for examining a total of 10 participants’ feedback experiences through semi-structured interviews and observations of the phenomenon in situ. The findings of this study revealed shared understandings about the purpose of feedback for improving pre-service teachers’ classroom performance. However, it was revealed that variations in feedback processes affected its efficacy in enhancing pre-service teachers’ classroom readiness. Pre-service teachers confirmed this finding and expressed their desire for greater agency and some consistency and uniformity in the type of feedback they receive during their school experience. The paper concludes by presenting recommendations that go to heighten the quality of the feedback process provided to pre-service English language teachers in Oman.

scholarly journals Measuring Digital Competence and ICT Literacy: An Exploratory Study of In-Service English Language Teachers in the Context of Saudi Arabia

2017 ◽  
Vol 10 (12) ◽  
pp. 38 ◽  
Author(s):  
Ahmed Abdulteeef M. Al Khateeb
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
Language Teachers ◽  
Future Research ◽  
Ict Literacy ◽  
Digital Competence ◽  
Diverse Range ◽  
English Language Teachers

The purpose of this research is to measure in-service English language teachers' digital competence, particularly for the enhancement of teaching English as a second/foreign language in schools in Saudi Arabia. Information and communication technology (ICT) knowledge is currently considered as a vital skill for foreign language teachers in addition to their linguistic competence. Recently, there has been a focus on digital competence, since it can be regarded as a gateway for enriching knowledge, economies, societies and individuals. There is also a massive need for teachers to assess their own digital competence according to non-conventional norms (i.e., having the ability to share content and manage information). In light of this rationale, this paper investigates the following research question: to what extent are English language teachers in Saudi Arabia digitally competent and in what aspects? This study used a standardized questionnaire that was constructed using a validated comprehensive framework. This instrument was designed to assess the professional capability of English language teachers in terms of their willingness and readiness to use ICTs along with their current digital competence used throughout their teaching and educational practices. The research included a diverse range of participants who come from various backgrounds, genders and experiences. The study was concluded with a presentation of useful recommendations and key research questions for future research.

Effects of Teacher Portfolio Construction on English Language Teachers' Perceived Teaching Competencies

2017 ◽  
pp. 185-207
Author(s):  
Ece Zehir Topkaya ◽  
Handan Çelik
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Portfolio Construction ◽  
Structured Interviews ◽  
Teaching Competencies ◽  
Teachers Perceptions ◽  
Before And After ◽  
Native Teachers ◽  
English Language Teachers ◽  
Teacher Portfolio

This study investigates the effects of teacher portfolio construction upon in-service English language teachers' perceived teaching competencies. With the participation of six non-native teachers, data were collected through questionnaires and semi-structured interviews conducted before and after a sixteen-week teacher portfolio construction program. Analyses of the data through descriptive statistics and inductive content analysis revealed that the teachers' perceptions related to their teaching competencies were quite high prior to the portfolio construction process. After the process, however, decrease was observed in the teachers' perceived competencies. Findings also showed that the portfolio construction program was effective for the teachers' in that the process led them to become more self-evaluative, thus reflective and realistic about their competencies.

scholarly journals L2 Learners’ Problems in Speaking English of Rural Background Engineering Students in Ap

2019 ◽  
Vol 8 (3) ◽  
pp. 5942-5946
Keyword(s):  
Second Language ◽  
Rural Area ◽  
English Language ◽  
Engineering Students ◽  
Mother Tongue ◽  
Language Teachers ◽  
Communication Tool ◽  
Structured Interviews ◽  
Teachers And Students ◽  
Time To Learn

In Indian education system, learning English language is a second language (L2) which is unavoidable and undividable apart from their mother tongue (L1). An intellectual, physical and emotional contribution is necessary to learn a second language successfully and to communicate a linguistic message. Especially, the rural area of engineering students used L1 (Telugu) as a way of communication tool in some of the engineering colleges as they are facing many challenges while speaking English as a second language (L2). The present study would investigate the causes, problems and difficulties faced by the rural area students who came to study engineering courses in VIIT (A) College in Visakhapatnam, AP. The researcher has used a questionnaire and semi-structured interviews for 40 students includeing 32 male and 8 female rural area students for data collection. The collected data analyzed statistically and graphically. In the data analysis, the results revealed the reasons for failure like due to less time to learn English in the classroom, inadequate encouragement from teachers, family and friends. It is also found that the Teaching of English language in bilingual method and late foundation of English medium studies in previous academics. This piece of writing also facilitates the researchers who aim to investigate similar problems in speaking skills for rural area engineering students. The study also presented some of the suggestions and recommendations to overcome the struggle for the language teachers and students.

scholarly journals Has Differentiated Instruction Gone ‘Awry’ in Online Teaching and Learning?

2021 ◽  
Vol 12 (3) ◽  
pp. 501-510
Author(s):  
Faizah Idrus ◽  
Nur Afini Zainal Asri ◽  
Nurin Najihah Baharom
Keyword(s):  
Differentiated Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Learning Needs ◽  
Structured Interviews ◽  
Online Teaching And Learning ◽  
Environmental Strain ◽  
English Language Teachers

Differentiated Instruction (DI) is a classroom strategy that helps teachers to cater their teachings to students with different abilities and learning needs. The issue here is whether DI is still relevant in the online teaching and learning amidst the COVID-19 pandemic. Thus, the aim of this paper is to explore selected ESL teachers’ practices of differentiated instructions in their online classes. It also seeks to examine challenges these teachers withstand while implementing DI in their online classrooms. A qualitative design employing the semi-structured interviews and teachers’ reflection notes are used as data collection instruments. A total of six English language teachers from three selected schools in Malaysia took part in this investigation. Thematic analysis following Braun and Clarke (2006) is applied. The findings revealed that environmental strain, resources constraint and students’ and parents’ attitudes are the main challenges in DI while teaching in an online platform.

Urban-originated English Language Teachers Longevity: What Keeps Them in Rural Schools in Sabah?

2021 ◽  
Vol 17 (1) ◽  
pp. 269
Author(s):  
Ameiruel Azwan Ab Aziz ◽  
Sheik Badrul Hisham Jamil Azhar ◽  
Nurul Nadya Mabsah ◽  
Damien Mikeng
Keyword(s):  
Rural Schools ◽  
Rural Areas ◽  
Positive Emotions ◽  
English Language ◽  
Language Teachers ◽  
Structured Interviews ◽  
Contributing Factors ◽  
English Language Teachers ◽  
Fuel Source

The shortage of trained and qualified English language teachers in rural schools has always been a significant issue in Malaysia, particularly in Sabah, due to the higher proportion of rural areas. Various factors have been associated with teachers’ reluctance to serve in rural schools. Nevertheless, several urban-originated teachers are recorded to have shown persistence in serving rural schools. The purpose of this paper is to investigate the reasons and contributing factors behind their long-term longevity in rural schools. The lived experiences of ten teachers were explored through in-depth semi-structured interviews. Data gleaned were thematically analysed following Ryan and Bernard’s (2000) recommended procedures. Results suggest that even participating teachers work in a challenging English teaching environment; this has not been a sufficient drive for them to depart from rural schools. Their longevity is attributed to perceived social supports and students factor. Furthermore, a blended concept of positive emotions was remarked as a fuel-source of teachers’ long-term persistence in rural schools. The contributions and implications of the study are also discussed.   Keywords: English, language teachers, longevity, rural schools, Sabah

Meaningfully Engaging EFL Students in the Digital School

2021 ◽  
pp. 92-118
Author(s):  
Stamatia Savvani
Keyword(s):  
Student Engagement ◽  
English Language ◽  
Language Teachers ◽  
Structured Interviews ◽  
Digital Platforms ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Efl Students ◽  
English Language Teachers ◽  
State Schools

Technology is an integral part of our daily and professional lives and is gradually and steadily being introduced into state schools. As for the Greek context, the Digital School project was initiated in 2010 in state schools; digital platforms and materials were made available to teachers and students for the teaching of English. This study follows a mixed-methods approach and employs questionnaires and semi-structured interviews to explore English language teachers' beliefs and practices regarding the use of technology in state schools. The research focuses on how teachers use technology to maximise student engagement. The findings show a tendency from educators to embrace technology despite certain shortcomings found regarding the resources available, content- and technology-wise. Drawing from interview findings and teachers' practices, this chapter proposes educational practices that could be employed to foster student engagement and meaningfully integrate technology in English language classes.

scholarly journals Problems of Female Preservice Kuwaiti English Language Teachers During the Practicum Course

2021 ◽  
Vol 3 (13) ◽  
pp. 01-07
Author(s):  
Ahmad F. Alnwaiem ◽  
Abdullah M. Alazemi
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Basic Education ◽  
Language Teachers ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Female Teachers ◽  
College Of Basic Education ◽  
Special Cases ◽  
English Language Teachers

Knowledge of pre-service teachers' difficulties and the obstacles they face during their practicum is supremely important to designing and implementing a successful field experience. Based on this, the current study explored and discussed the most frequent problems that Kuwaiti English language pre-service teachers face during their practicum course. The purpose of this research is to learn more about the challenges and obstacles that female pre-service Kuwaiti English language teachers (n = 45) may experience throughout their practicum period. To achieve the intended outcomes, the study used a qualitative approach. Semi-structured interviews were conducted with female pre-service English language teachers at the college of Basic Education in Kuwait. The College of Basic Education plays a key role in providing qualified female teachers to the Ministry of Education through a training program that prepares potential English instructors to fulfil the career requirements of English instructors. According to the findings of the research, different issues have been aroused by the participants as they have complained about some aspects of the practicum course, including preparing lesson plans and workload, relationship with colleagues in the department, classroom management (especially dealing with students who have special cases), and academic supervisors. Interpretations of the results and recommendations are discussed in relation to the context of the study.

scholarly journals Pre-Service English Language Teachers’ Levels of Reflectivity during the Process of Identity Construction in Pedagogical Practicum: A Snowball

HOW ◽  
2021 ◽  
Vol 28 (2) ◽  
pp. 53-77
Author(s):  
Angélica María Pita-Castro ◽  
Yury Alicia Castiblanco-Rincón
Keyword(s):  
English Language ◽  
Private University ◽  
Language Teachers ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Reflective Journals ◽  
The People ◽  
Van Manen ◽  
English Language Teachers ◽  
The Way

This research study is about the way pre-service English language teachers’ levels of reflectivity, proposed by Van Manen, give an account of the construction of their identity as language teachers during their pedagogical practicum in a BA program of English Language Teaching at a private university in Bogota, Colombia. This study follows the principles of narrative research to explore the way the participants live their pedagogical practicum experience. Data were collected from the participants’ reflective journals and audio-recorded semi-structured interviews. Findings reveal that pre-service English language teachers possess a level of reflectivity, although they are unaware of it at the beginning of their pedagogical practicum. Thus, their identities as language teachers are constructed depending on the context, the people that are around them, and the specific time; hence, the levels of reflectivity as proposed by Van Manen are set in an incognito manner.

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