scholarly journals Boosted with Online Learning to Improve English Language Teachers’ Proficiency

2021 ◽  
Author(s):  
Szarmilaa Dewie ◽  
Helmi Norman ◽  
Melor Md Yunus
Keyword(s):  
Online Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Descriptive Analysis ◽  
Physical Geography ◽  
Language Teachers ◽  
Future Research ◽  
Course Content ◽  
Technology Learning

Language teaching and learning have been significantly transformed by the advent of online technology. Learning and information-gathering have been dramatically boosted by technology. Owing to online learning, physical geography is no longer a major obstacle. However, there has not been much study to portray online technologies and online learning improving teachers’ proficiency in the English language. With this in mind, the purpose of this study was to investigate the extent to which online learning has improved teachers’ language proficiency. About 201 teachers from eight districts in Malaysia were enrolled in an online course. The study was conducted online for three months. Data was collected from an evaluation survey obtained at the end of the period. Responses gathered based on descriptive analysis of the course content, overall experience, and comments derived from the survey was then analyzed from the data. The findings revealed that the teachers are very positive towards the course and found it constructive in enhancing their professional development. The results also indicated that teachers have also improved their language component upon being enrolled in the course. These documents that all the language skills have been enhanced, and they are very motivated. Therefore, future research should focus on a specific language component in order to gain a deeper insight of continuum from this study.

scholarly journals Boosted with Online Learning to Improve English Language Teachers’ Proficiency

2021 ◽  
Vol 12 (3) ◽  
pp. 507-523
Author(s):  
Szarmilaa Dewie ◽  
Helmi Norman ◽  
Melor Md. Yunus
Keyword(s):  
Online Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Descriptive Analysis ◽  
Physical Geography ◽  
Language Teachers ◽  
Future Research ◽  
Course Content ◽  
Technology Learning

Language teaching and learning have been significantly transformed by the advent of online technology. Learning and information-gathering have been dramatically boosted by technology. Owing to online learning, physical geography is no longer a major obstacle. However, there has not been much study to portray online technologies and online learning improving teachers’ proficiency in the English language. With this in mind, the purpose of this study was to investigate the extent to which online learning has improved teachers’ language proficiency. About 201 teachers from eight districts in Malaysia were enrolled in an online course. The study was conducted online for three months. Data was collected from an evaluation survey obtained at the end of the period. Responses gathered based on descriptive analysis of the course content, overall experience, and comments derived from the survey was then analyzed from the data. The findings revealed that the teachers are very positive towards the course and found it constructive in enhancing their professional development. The results also indicated that teachers have also improved their language component upon being enrolled in the course. These documents that all the language skills have been enhanced, and they are very motivated. Therefore, future research should focus on a specific language component in order to gain a deeper insight of continuum from this study.

scholarly journals Relationship between Teachers’ Competency Level in Teaching English Language and Students’ English Language Proficiency in Secondary Schools in Rwanda

2021 ◽  
Vol 4 (7) ◽  
pp. 104-122
Author(s):  
Girimbabazi Serge ◽  
◽  
Mrs Adegoke Oyebimpe ◽  
Dr. Hesbon Opiyo Andala ◽  
◽  
...  
Keyword(s):  
Secondary Schools ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
English Language Proficiency ◽  
Language Teachers ◽  
Teaching English ◽  
Proficiency Level ◽  
English Language Teachers

The improvement of students’ English proficiency depends on the level of teaching English language and the competency of teachers in teaching career. The purpose of this study therefore, was to investigate the relationship between teachers’ competency in English language and students’ English language proficiency within secondary schools of Karongi in Rwanda. The study adopted correlation research design research design. Data collection tools were questionnaire and interview guide. The target population was 1794 people comprised of 1560 students, 14 Sector Education Officers, 20 Head Teachers, 200 teachers. A simple random sampling and purposive sampling techniques were used to get a sample size of 395 respondents. The study findings revealed that majority of the students with a total of 290 (91.2%) agreed that in their school, teachers are not competent enough in English language. Moreover, almost 292 (91.8%) of the respondents agreed that in their school, students English reading, writing, listening and speaking proficiency level is low and 70 (90.9%) of key informants agreed that both in public and private secondary schools of Karongi District, students’ English language proficiency level in reading, writing, speaking and listening is low. The correlation results showed the association between between teachers’ inability to teach in English, teachers’ inability to read classroom interactions in English language, teachers’ incompetency in English language, teachers’ inability to express themselves in English language as well as teachers’ inability to develop English language educational materials) and dependent variables (students’ reading, writing, speaking and listening English language proficiency and students’ English language proficiency (reading, writing, speaking and listening English proficiency) is positive. The study recommended the Ministry of Education through Rwanda Basic Education Board to avail enough English teaching and learning materials, including charts, textbooks and dictionaries which are adequate in enhancing English language proficiency mastery among students at an early age. All stakeholders of the education sector are recommended to support English teaching and learning activities in Rwanda, as it is the only and one shortcut for making Rwandans master the English language. Keywords: Teachers’ competency, English Language, English proficiency, Rwanda

scholarly journals The Professional Development of English Language Teachers in Colombia: A Review of the Literature

2019 ◽  
Vol 1 (21) ◽  
pp. 89-102 ◽  
Author(s):  
Ximena Paola Buendia ◽  
Diego Fernando Macías
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Language Proficiency ◽  
English Language ◽  
Empirical Studies ◽  
Integrated Approach ◽  
Language Teachers ◽  
Future Research ◽  
Teacher Professional ◽  
English Language Teachers

This article offers a review of 25 empirical studies to identify the areas and findings of professional development initiatives for in-service English teachers in Colombia. The reviewed studies suggest that language teacher professional development has focused on six major areas: language proficiency, research skills and reflective practice, teachers’ beliefs and identities, an integrated approach to teacher professional development, pedagogical skills and teaching approaches, and emerging technologies. Results suggest that there is a need to move from traditional master-apprentice, content-oriented, teacher-centered models of professional development towards initiatives that allow teachers to critically analyze their particular context and needs, and devise their own local alternatives so that they can become more active agents of their own process of change. Issues that constitute possible alternatives for future research in the professional development of English language teachers are discussed.

Improving the Tracking of Student Participation and Effort in Online Learning

2012 ◽  
pp. 1686-1700
Author(s):  
Ian Douglas
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
Teaching And Learning ◽  
Student Participation ◽  
Learning Management Systems ◽  
Management Systems ◽  
Future Research ◽  
Technology Learning ◽  
Student Management

Much research into educational technology is focused on tools for supporting teaching and learning. In contrast to this work, relatively little research is conducted into technology that tracks student participation and effort. No matter how good the educational technology, learning is dependent on a sufficient input of effort from the student. Most Learning Management Systems have some tools for tracking students, but they are currently difficult to use and underused by instructors. This chapter examines the importance of tracking in student management, reviews attempts to improve the quality of tracking tools, and suggests paths for future research based on the deficiencies in current tools.

scholarly journals A Study on Politeknik Tuanku Sultanah Bahiyah Students’ Preparedness Towards Blended Learning in Communicative English

2021 ◽  
Vol 6 (7) ◽  
pp. 336-342
Author(s):  
Navin Kumaran ◽  
Nor Salwa Binti Sulaiman
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Future Research ◽  
Learning Approach ◽  
Statistical Software ◽  
Online System ◽  
Engineering Department

Teaching and learning process heading to different dimension after the rising of technology. Even Malaysian Education Ministry is encouraging educators to practice different teaching process. Since the introduction of the Outcome-Based syllabus at Malaysian polytechnics, students are exposed to new ways of learning. This study purposes to investigate the suitability of the blended learning approach in learning the English language among diploma students of Politeknik Tuanku Sultanah Bahiyah. This learning approach is combination of online learning and traditional methods. In Malaysian polytechnics, online learning is made possible through the Curriculum Information Document Online System (CIDOS). For this study, a total of 80 students were selected from Civil Engineering Department. The responses of the students were elicited through a questionnaire survey. The results were then analyzed descriptively using the statistical software, SPPS version 22. The results of the study indicated that there was a moderate level in students’ preparedness in blended learning of communicative English. Recommendations were provided for future research.

scholarly journals Differentiating Instruction in the Language Learning Classroom: Theoretical Considerations and Practical Applications

2018 ◽  
Vol 9 (6) ◽  
pp. 1220
Author(s):  
Diego P. Ortega ◽  
Johanna M. Cabrera ◽  
Jhonny V. Benalcázar
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Academic Excellence ◽  
Classroom Context ◽  
Practical Applications

Differentiated instruction (DI) is a topic that has attracted the attention of in-service and pre-service teachers, teacher educators and educational authorities in the last few decades, because of its great importance and several different affordances for better student learning. In this sense, this article attempts to provide content-area, classroom teachers and English language teachers with a solid understanding of what DI entails by learning about its key characteristics and fundamental reasons for the use of DI within the classroom context. Moreover, the importance behind modifying content, process, and product is not only analyzed in this paper but also the value of adjusting the learning environment is examined as well. Then a brief narrative of a teaching situation in an EFL context is highlighted in order to set the stage and explain the necessity of the implementation of a DI model into the classroom, so that students can experience meaningful and successful language learning. Afterwards, practical applications, based on meaningful and varied ways to differentiate instruction are included, so that language teachers find it easier to help students achieve learning standards. It is concluded that DI helps teachers be responsive to leaners’ needs, interests, ability and language proficiency levels, and learning styles, as DI puts students at the center of teaching and learning, promotes equity and academic excellence, and acknowledges student uniqueness.

Challenges in Implementing the CEFR in English Language Classrooms

2021 ◽  
Vol 8 (2) ◽  
pp. 115-128
Author(s):  
Nur Athirah Mohammed ◽  
Abdul Halim Abdul Raof ◽  
Masdinah Alauyah Md Yusof
Keyword(s):  
Language Proficiency ◽  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
English Language Proficiency ◽  
Language Teachers ◽  
Proficiency Level ◽  
Language Classrooms ◽  
English Language Teachers

The adoption of the Common European Framework of Reference for Languages (CEFR) in the English Language Education Roadmap 2015-2025 is a reform effort to enhance the standard of our students’ English language proficiency level. While it is a commendable initiative, its implementation in schools has received mixed reactions especially from teachers who are confronted with a number of challenges. Hence, this study was carried out to investigate the nature of challenges encountered by English language teachers in implementing the CEFR in their classrooms. Data for this study were collected from questionnaires gathered from 117 English language teachers in primary schools in Johor Bahru district. The findings revealed the challenges were related to teachers’ English language proficiency level, designing class activities, students’ participation in class, the textbooks used, teachers’ workload, and students’ proficiency level. The challenges were found to be inter-related and could be traced to lack of CEFR-related training, insufficient teaching and learning materials, constraint of time, and the policy which does not allow for students to be streamed based on their proficiency level. All this seemed to make it more difficult for the teachers to implement the CEFR successfully.

scholarly journals Exploring ESL Teachers’ Insights on Corrective Oral Feedback in a Malaysian Secondary Education Context

2021 ◽  
Vol 6 (9) ◽  
pp. 504-512
Author(s):  
Izzuddin Mohd Fadzil ◽  
Nur Ehsan Mohd Said
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Case Study Research ◽  
English Teachers ◽  
Structured Interview ◽  
Language Teachers ◽  
Oral Feedback ◽  
English Language Teachers

Feedback is one of the most significant elements in the process of teaching and learning. It serves as a tool to enhance students’ second language proficiency. Thus, the purpose of this study is to investigate how oral feedback is viewed and how it has been maneuvered to assist second language learner’s linguistic competence from the viewpoint of English teachers. Teachers’ perception of feedback is very important because it will determine the amount of feedback used in the process of teaching and learning. This is a qualitative study employing case study research design. It was conducted to 10 English language teachers from secondary schools in Malaysia The instrument used in this study was a semi-structured interview. Data collected from the interview were analyzed using thematic analysis. Several themes have been found during data analysis such as feedback as tool for motivation, oral feedback and learning from mistakes, students’ acceptance of teachers’ oral feedback and feedback as a medium to develop language proficiency. The result indicated that English teachers in Malaysia generally showed positive perception of oral feedback. Furthermore, teachers also reported to have noticed improvement in students’ language competence by listening to teachers’ feedback. Therefore, appropriate measure should be taken to ensure that teachers can provide effective oral feedback during teaching and learning.

Improving the Tracking of Student Participation and Effort in Online Learning

2010 ◽  
pp. 173-186 ◽  
Author(s):  
Ian Douglas
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
Teaching And Learning ◽  
Student Participation ◽  
Learning Management Systems ◽  
Management Systems ◽  
Future Research ◽  
Technology Learning ◽  
Student Management

Much research into educational technology is focused on tools for supporting teaching and learning. In contrast to this work, relatively little research is conducted into technology that tracks student participation and effort. No matter how good the educational technology, learning is dependent on a sufficient input of effort from the student. Most Learning Management Systems have some tools for tracking students, but they are currently difficult to use and underused by instructors. This chapter examines the importance of tracking in student management, reviews attempts to improve the quality of tracking tools, and suggests paths for future research based on the deficiencies in current tools.

scholarly journals ELT Online Teachers’ Professional Development During the Covid-19 Pandemic Outbreak: Perceptions, Implications and Adaptations

2021 ◽  
Vol 11 (10) ◽  
pp. 1161-1170
Author(s):  
Abdullah Al-Bargi
Keyword(s):  
Professional Development ◽  
Mixed Methods Research ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Future Research ◽  
Full Time ◽  
Structured Interviews ◽  
Online Teachers

As lockdown restrictions were implemented in most countries around the world with the subsequent transition to full-mode online teaching and learning, English language teachers (ELTs) in particular, had to adapt and adopt new teaching strategies. These unexpected changes to the medium or mode of teaching necessitated the provision of efficacious and coherent professional development (PD) training in order to smoothly navigate the transition from full-time (or semi full-time) onsite teaching and learning to full-mode online teaching. This research study, based on sequential explanatory mixed-methods research design, is aimed at exploring the availability and provision of ELT PD opportunities at English Language Institutes (ELIs)/English Language Centers (ELCs), at five major universities in Saudi Arabia and the perception of the ELT teachers on its coherence and adequacy. A total of 307 English as a Foreign Language (EFL) male and female teachers participated in a custom designed 20-item questionnaire on a 5-point Likert scale, as well as ten EFL teachers (6 female and 4 male) taking part in 40-minute semi-structured interviews, to explore their perception and opinions of online PD opportunities. Analysis of results of the gathered data indicated that the majority of the teachers felt that there were adequate online PD opportunities while the structures of these opportunities sufficiently addressed most of their needs. However, some teachers voiced concerns regarding the correlation between contextual, full-mode online teaching and the online PD sessions provided. Implications and recommendations for stake holders as well as for future research are given at the end of this study.

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