scholarly journals Incorporating EFL websites in class: Bangladeshi teachers’ perceptions

2018 ◽  
Vol 23 (1-2) ◽  
pp. 116-128
Author(s):  
Nousin Laila Bristi
Keyword(s):  
English Language ◽  
Private University ◽  
Public University ◽  
English Language Teaching ◽  
Teachers Perceptions ◽  
University Teachers ◽  
Teacher Student ◽  
Efl Teachers ◽  
Private And Public ◽  
Student Skill

Incorporating Information-Technology in classes is revolutionizing English language teaching (ELT) practices. Since teachers are the key personnel, their attitudes towards the process determine its success. This study presents the results of a study investigating Bangladeshi university level English as a foreign language (EFL) teachers’ perceptions of incorporating EFL websites in their classes. The findings revealed that private university teachers’ have more positive attitude than public university teachers do. In addition, both private and public university teachers reported of logistic limitations and systematic complications in their respective institutions. Following this, the study proposes enhancing administrative collaborations, arranging teacher-student skill development programmes, and creating customized websites for Bangladeshi ELT contexts.

scholarly journals TEACHERS AS RESEARCHERS: THE PERCEPTIONS AND PRACTICES OF CANTHO TERTIARY EFL TEACHERS

2021 ◽  
Vol 5 (5) ◽  
Author(s):  
Nguyen Thi Thu Uyen ◽  
Truong Vien
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Current Status ◽  
Structured Interviews ◽  
Tertiary Institutions ◽  
Teachers Perceptions ◽  
Research Engagement ◽  
Efl Teachers ◽  
Conducting Research ◽  
High Level

This descriptive study aims to investigate tertiary EFL teachers’ perceptions and practices of doing research. The study was conducted with the participation of 67 EFL teachers from tertiary institutions in Cantho of Vietnam. Quantitative and qualitative data were gathered via the questionnaire and semi-structured interviews to provide insights into how Cantho tertiary EFL teachers perceive the benefits and challenges of doing research as well as their current status of practices as researchers. The study revealed that (1) Cantho tertiary teachers held positive perceptions of conducting research in the field of English language teaching, and that (2) their practices as researchers were reported to be at a high level. Understanding these is an important part of the broader process of attempting to resolve research challenges teachers are facing and thus to encourage teacher research engagement among EFL teachers. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0887/a.php" alt="Hit counter" /></p>

The Reflections of English as a Foreign Language Teachers’ on the Use of Virtual Reality in Classroom Practice (International Black Sea University Case)

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Bilal Ozkan
Keyword(s):  
Virtual Reality ◽  
Foreign Language ◽  
Black Sea ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Teachers Perceptions ◽  
Positive Effects ◽  
Efl Teachers

The aim of this study is to investigate English as a Foreign Language (EFL) teachers’ perceptions about thepossible integration of Virtual Reality (VR) tools into English Language Teaching (ELT). The Study highlights theuse of VR technology in teaching and learning process and its effect on the quality of lessons by consideringConstructivist Approach. The study was held among EFL teachers in Intensive English Language Program atInternational Black Sea University. The participants of the study were 10 EFL teachers who participated for fourweeks in VR workshop sessions, two hours per week. Qualitative and Quantitative approaches were adopted tocollect the data considering teachers’ perceptions towards using the VR for learning and teaching purposes. Afterthe completion of the workshop sessions, the data were obtained from questionnaires and interviews. The resultsshow that the VR tools in classrooms may have significant positive effects on class motivation. The participants ofthe study also developed positive attitudes towards VR tools although they did not have any experience of usingVR technology before. The results of the study also suggest that applying VR in EFL classes may increase students’autonomy and responsibility for their studies. Furthermore, the study reveals teachers’ positive experiences usingVR in EFL classes enhances their level of technology usage in class.

scholarly journals A Review Paper on ELT Articles Conducted on EFL Teachers’ Perceptions, Practices and Challenges towards Communicative Language Teaching

2021 ◽  
Author(s):  
Netsanet Haymanot Belete
Keyword(s):  
English Language ◽  
Review Paper ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Sampling Techniques ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Research Findings ◽  
Research Questions

This review paper aimed at reviewing English language teaching articles on EFL teachers&rsquo; perceptions, practices and challenges towards communicative language teaching. In this review, two ELT articles, which have been conducted on teachers&rsquo; perceptions, practices and challenges towards communicative language teaching in EFL classes, were reviewed in detail. While reviewing the articles, the researcher adapted Rideley&rsquo;s (2008) checklist to evaluate elements of article. Thus, articles were reviewed by focusing on the title, abstract, introduction, research questions, objectives, research design, participants, sample and sampling techniques, data collecting instruments, methods of data analyses, findings and references based on the checklist provided above. The review revealed that the articles had clear objectives, researchable questions, appropriate methods and inevitable conclusions. They tried to answer the questions which were raised in each article, and the objectives went along with the overall research findings. The review, on the other hand, revealed that the participants in the articles were not representative so as to conclude and generalize the overall population by taking only few participants which were selected even by using non probability sampling.

scholarly journals Large Classes and English Language Teaching and Learning in Public Sector Secondary Schools of Pakistan

2019 ◽  
Vol 1 (1) ◽  
pp. 1-8
Author(s):  
Shagufta Moghal ◽  
Asma Shahid Kazi ◽  
Ammaira Bukhari
Keyword(s):  
Public Sector ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Secondary School Teachers ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Large Classes ◽  
Teachers Perceptions ◽  
Teacher Student

This study aimed to explore the Pakistani secondary teachers' perceptions towards teaching English in large classes and to find out how they coped with the challenges which come with teaching such classes. The data was collected through semi structured interviews, with eight secondary school teachers currently working in the public sector schools of Lahore, Pakistan. The data was analyzed inductively through repeated engagement with the interview transcripts. Research results indicated that teaching large classes had many issues and problems, such as lack of space, facilities and resources; inability to pay attention to every student; high noise levels; time constraints; problems with assessment of a large number of students; and limited opportunities of interaction between teacher-student and student-student. The discussion highlighted the teaching and learning strategies employed by teachers in their classrooms in the Pakistani context, which include the use of pair and group work, notional time, peer correction and self-editing to improve assessment.

scholarly journals An Exploratory Study of EFL Teachers’ Assessment Conceptions at a Saudi University

2021 ◽  
Vol 12 (3) ◽  
pp. 464-485
Author(s):  
Ahmad Qadi
Keyword(s):  
English Language ◽  
Online Questionnaire ◽  
Response Options ◽  
University Teachers ◽  
Conceptions Of Assessment ◽  
Efl Teachers ◽  
Beliefs About Teaching ◽  
Strongly Agree ◽  
Teaching Learning ◽  
Level Of Agreement

Each teacher evaluates students’ learning outcomes in their own way, depending on their own ideas and beliefs about teaching, learning, and assessing. It impacts on how pupils work. As a result, concentrating on instructors’ perspectives in general appears to be vital, and exposing EFL teachers’ evaluation concepts is crucial and requires considerable investigation. The current study examines teachers’ assessment conceptions of English as a foreign language (EFL) at a Saudi University. Specifically, it investigates EFL university teachers’ assessment conceptions using Brown’s (2006) Teachers’ Conceptions of Assessment Abridged Inventory, four-factor assessment inventory conceptions that include variables like student accountability, school accountability, progress, and irrelevance. The survey employed a Likert scale with response options ranging from one (strongly disagree) to five (strongly agree). The researcher gathered the study’s data using Google Forms and administered an online questionnaire to fifteen EFL English teachers in English Language Center at a Saudi University called Afaq University (pseudonym), Saudi Arabia. The obtained quantitative data were analyzed manually by descriptive statistics. The findings demonstrated that of all participants, the enhancement principle had the primary value, whereas the conceptions of irrelevance, on the other hand, were discovered to have the lowest level of agreement. The study presented some pedagogical implications and then concluded with the need for further triangulated exploration of the phenomenon.

scholarly journals Interculturality in English Language Teaching – A Small Study with Portuguese Teachers

e-TEALS ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 107-125
Author(s):  
Ana Ponce de Leão
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Communicative Competence ◽  
Language Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Language Teacher ◽  
Teachers Perceptions

Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the foreign language curricula. However, this commitment has been questioned by researchers worldwide who consider that action is needed to effectively promote intercultural competence. The research coordinated by Sercu, for example, suggests that, although foreign language teachers are willing to comply with an intercultural dimension, their profile is more compatible with that of a traditional foreign language teacher, rather than with a foreign language teacher, who promotes intercultural communicative competence. In this study, I propose to examine teachers’ perceptions and beliefs about intercultural communicative competence in a cluster of schools in Portugal and compare these findings with Sercu’s study. Despite a twelve-year gap, the present study draws similar conclusions.

The Impact of Pre-service Teachers' Reflection on their Instructional Practices

2016 ◽  
pp. 209-219 ◽  
Author(s):  
Yesim Kesli Dollar ◽  
Enisa Mede
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Instructional Practices ◽  
English Language ◽  
English Language Teaching ◽  
Self Awareness ◽  
Non Profit ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
The Impact

This chapter aims to investigate the impact of reflection on freshmen pre-service English teachers' classroom practices. Specifically, it explores how the participating student teachers' perceptions influenced their instructional practices as a result of participation in reflection activities. The participants of the study were ten freshmen student teachers enrolled in the English Language Teaching undergraduate program at a foundation (non-profit private) university in Turkey. Data came from the reflections of the participating student teachers about their recently-completed 15-hour field-based experience at the pre-school level. As a part of this class reflection activity, the participants were prompted to keep a diary in one of their undergraduate courses and respond to a series of statements or questions related to their classroom observation tasks. They were also engaged in class discussions and were required to write their overall feedback based on their field-based experience. The findings of the study revealed that reflective activities helped the prospective student teachers identify their strengths and weaknesses related to classroom activities, use of materials (use of technology and visuals) and classroom management, leading to self-awareness about their understanding and application of teaching skills and strategies.

scholarly journals Exploring the Nature of Continuing Professional Development (CPD) Programs in a Language Institute

2016 ◽  
Vol 4 (1) ◽  
pp. 133
Author(s):  
Hussain Ahmad ◽  
Sayyed Rashid Shah ◽  
Emad A. Alghamdi ◽  
Sayyed Rashid Shah
Keyword(s):  
Professional Development ◽  
English Language ◽  
Continuing Professional Development ◽  
Teaching Profession ◽  
English Language Teaching ◽  
Online Questionnaire ◽  
Professional Literature ◽  
Efl Teachers ◽  
Reading Professional ◽  
English Language Institute

<p>When it is an undeniable reality that learning is at the centre of teaching profession, we assume that the continuing professional development would be a priority for all teachers. EFL teachers like the teachers of other subjects update their skills and knowledge base in order to keep abreast of the new developments and challenges in the field of English language teaching. The present study seeks to explore how EFL teachers in an English language institute at a Saudi Arabian university perceive the effectiveness of Continuing Professional Development in their context as well as the ways in which different modes of CPD can promote and enhance the teachers' learning. This study was conducted at an English language institute of a Saudi university. The study adopted a quantitative approach using online questionnaire. The quantitative data was collected from 50 EFL teachers who were qualified and experienced in the field of TESOL. The findings from the study showed that the teachers viewed external CPD such as courses, seminars, workshops and conferences, and self-directed endeavors like informal discussions, reading professional literature, and self-reflection more beneficial to their development than the internal CPD like classroom observations and other in-house training sessions. This paper concludes that the institution should improve its internal professional development scheme by expanding the professional development unit's role, enhancing the quality of its mentoring program, and establishing communities of practice wherein teachers engage in highly professional practices.</p>

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