scholarly journals English language teachers’ perspectives on learner autonomy

2019 ◽  
Vol 24 (1-2) ◽  
pp. 220-232
Author(s):  
Chetnath Panta
Keyword(s):  
School Environment ◽  
Teaching And Learning ◽  
English Language ◽  
Learner Autonomy ◽  
Language Teachers ◽  
Global Trends ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Teachers Perspectives

This study explores the perceptions and practices of the English language teachers to create autonomous learning environment in the context of Nepalese secondary EFL classroom. The study further unpacks the role of the teachers in creating better learning opportunities for learners so as to promote learner autonomy. The research is based on interpretive paradigm to look into kaleidoscopic view of variety of perspectives, classroom practices and emerging dilemmas of the teachers. Based on the findings, the research showcases the deep rooted social practices and myths to bring tensions in the relation between teachers and students. The school environment has to be homely and autonomy supportive. It seems pertinent to think over the concept of learner autonomy globally and act locally adapting the global trends and issues of teaching and learning, and at the same time, there is a dire need to remain mindful of the translated concept of learner autonomy thinking contextually and pragmatically.

scholarly journals Teachers’ perspectives toward the implementation of bilingual immersion program in Indonesian private schools

2020 ◽  
Vol 5 (1) ◽  
pp. 118
Author(s):  
Haris Ma'ruf ◽  
Huyi Intan Sari
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Proficiency ◽  
Language Teachers ◽  
Immersion Program ◽  
Main Challenge ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Teachers Perspectives

This research was to find out teachers’ perspectives of the immersion program. For the mathematics, science and social subject teachers, it could ascertain how teachers cope with new challenges because using English to teach was a professional development experience and also could establish baseline approaches for implementing the immersion program. This study provided a picture of non-English teachers’ perception on implementing an immersion program at SMA Islam Sultan Agung 1 Semarang. The data was obtained from questionnaires and observation. The main challenge facing non-English language teachers was teaching and learning Mathematics, Sciences (Physics, Chemist, and Biology) and Social Subjects (Sociology, Economics, and Geography) in English. The study also showed that there were specific situations when teachers felt frustrated teaching an immersion class. This frustration always relates to lack of English language proficiency. In conclusion, this study shows the lack of English language proficiency is the main challenge faced by non-English language teachers and students in immersion classes at SMA Islam Sultan Agung 1 Semarang.

scholarly journals The Role of Counselling in English Language Teaching

2014 ◽  
Vol 1 (2) ◽  
pp. 48-55
Author(s):  
M. John Britto
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Remarkable Change ◽  
Teachers And Students ◽  
English Language Teachers

Counselling plays a significant role in bringing out a remarkable change in an individual’s personal and professional life. It has entered a number of domains including education. As human problems are mushrooming day by day in this hi-tech world, there is a dire need for finding solutions to those problems. It is counselling that comes to one’s aid to solve one’s problems that are psychological and personal. In English language teaching and learning too, there are multiple problems encountered by teachers and students as well. This paper discusses how counselling is indispensable to English Language Teaching (ELT) for finding solutions to problems faced by English language learners. Exploring the relevance of counselling to ELT, it also seeks to highlight the benefits of integrating it with ELT. It brings out the need for introspection of English language teachers to provide counselling to students. It enumerates various counselling skills, and presents an account of problem-solving method in ELT and eight approaches to counselling.

scholarly journals Female Teachers’ Perspectives of Learner Autonomy in the Saudi Context

2018 ◽  
Vol 8 (6) ◽  
pp. 570
Author(s):  
Jameelah Asiri ◽  
Nadia Shukri
Keyword(s):  
Language Learning ◽  
English Language ◽  
Learner Autonomy ◽  
Language Teachers ◽  
Saudi Students ◽  
Female Teachers ◽  
Item Questionnaire ◽  
Proper Training ◽  
English Language Teachers ◽  
Teachers Perspectives

For decades, the term learner autonomy has been the focus of many studies in the field of education and language learning. This study addresses teachers' perspectives of learner autonomy in Saudi Arabia. It examines whether teachers have the knowledge to encourage and foster learner-autonomy. This study also seeks to explore the challenges English language teachers face in the process of implementing learner autonomy into their EFL classrooms. The investigation was conducted using a sample of 50 English language teachers teaching Saudi students at King Abdul-Aziz University. Data was collected using a 20 - item questionnaire. The study was a mixed research method. Collected data was analyzed using descriptive statistics and thematic analysis. The findings revealed that teachers believe that Saudi learners in the current situation are non-autonomous learners’, they lack the knowledge and the training to apply it. Findings also revealed that teachers are familiar with the learner- autonomy yet, they stated that they need proper training and professional development to help encourage learner autonomy. It is an attempt to contribute to the literature underlying learner autonomy in the field of language learning in the Saudi context. Also, it suggests further research to help better comprehend the value of teachers' role in the process of autonomous language learning for learners.

scholarly journals Malaysian School English Language Teachers’ Perceptions on Teaching and Learning

2019 ◽  
Vol 8 (4) ◽  
pp. 11
Author(s):  
Foo Lung Choe ◽  
Nasreen Bhatti
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Policy Makers ◽  
Teachers Perceptions ◽  
Supportive Role ◽  
System Resource ◽  
English Language Teachers ◽  
English Classroom

Studies on school teachers’ perceptions toward teaching and learning have shown inconsistent results which call for further research in the area. This study was an attempt to investigate the perceptions of teachers towards Teaching and Learning of the English Language. A Likert scale questionnaire with 33 items was developed by the researchers. A randomly selected group of Malaysian School English language teachers (n = 165) responded to the questionnaire. The descriptive statistics results indicated that the Malaysian School English Language Teachers’ perceptions of teaching are mainly positive; such as having higher intrinsic interest in adopting teaching as profession, decreased tendency in perceiving Teaching as a stressful profession, understanding the significance of listening and speaking skills (commonly neglected skills), awareness of the advantages of having literature in the English classroom, showing interest in the knowledge about high frequency words and lexiles, and showing interest in knowing and understanding students’ interests and problems. However, teachers’ perceptions regarding the education system, resource adequacy, class size and in the teaching of the writing skill are negative in the analysis. The findings further indicate the teachers’ technology illiteracy and although they acknowledge the supportive role of books in teaching language skills they seem not to be positive on the use of textbooks in the English classroom. The results have interesting implications for policy makers and researchers.

scholarly journals The Role of Teachers in Promoting Learner Autonomy in Secondary Schools in Saudi Arabia

2017 ◽  
Vol 10 (7) ◽  
pp. 183 ◽  
Author(s):  
Saleema M. Alonazi
Keyword(s):  
English Language ◽  
Language Education ◽  
Learner Autonomy ◽  
Language Teachers ◽  
Independent Learning ◽  
Development Programs ◽  
School Rules ◽  
English Language Teachers ◽  
Academic Year

Today, learner autonomy is considered as a desirable goal in language education. The movement towards learner-centered approaches has resulted in more emphasis on the benefits of learner autonomy in the success of language education. The objective of the study was to investigate the roles of the teachers in promoting learner autonomy in Saudi EFL secondary school, with emphasis on the important roles of the facilitator, counselor, resource and manager. A survey questionnaire was used in this study to elicit the responses of 60 EFL teachers in Riyadh during the academic year 2015-2016. The findings of this study revealed that English language teachers often encouraged autonomous learners in their classrooms. They usually implemented different teaching strategies, which demonstrated the four roles: facilitator, counselor, resource and manager. Moreover, the findings showed that teachers were hindered by some difficulties including learners’ lack of independent learning skills, rules and regulations applied in schools, and teachers’ lack of basic strategies to encourage autonomous learning. Furthermore, the teachers believed that approaches such as teachers’ continuous reflection and analysis of their own teaching process, reducing the school rules that restrict the teachers’ independence, and offering teachers with professional development programs on learner autonomy can be helpful in developing both learner and teacher autonomy.

scholarly journals Incorporating Body Language into EFL Teaching

2018 ◽  
Vol 1 (1) ◽  
pp. 36-45
Author(s):  
Rebin A. Azeez ◽  
Paiman Z. Azeez
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Essential Element ◽  
Body Language ◽  
Language Learner ◽  
Language Teachers ◽  
Classroom Activities ◽  
Second Language Learner ◽  
Teachers And Students ◽  
English Language Teachers

In this query-based study, body language as an important non-verbal communicative technique in teaching English as a foreign language is inquired. In literature, little attention has been given to practical teaching approaches and techniques that will help English language teachers incorporate this essential element into their classrooms. This research aims at investigating the needful role of body language in the overall teaching and learning process. It considers the interplay of body language, particularly gestures, facial expressions and eye-contact behavior, between teachers and students and gives special consideration to the second language learner preferences in decoding and encoding bodily language behaviors. Likewise, specific questionnaires are used to collect data about teachers' and students’ opinions and experiences in their teaching and mannerism along with observing teachers and interviewing them. The results will help stimulating teachers' innovativeness in producing their own classroom activities and movements while teaching and better non-verbally communicate with their students in class in one hand. On the other, it facilitates students learning. It is recommended that the use and integration of body language should not be ignored by instructors.

scholarly journals English Language Teachers’ Perspective of Using L1 in TEFL Class

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Yella Dezas Perdani
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
First Language ◽  
Language Teachers ◽  
West Java ◽  
English Class ◽  
Language Class ◽  
Teachers And Students ◽  
English Language Teachers

The research discussed the using the first language in teaching a foreign language that had been a debate for language teaching practitioners for decades in language acquisition. The debate was about whether it was all right to use it in a foreign language class or not and how it affected the students’ learning process and result. Because of the pro and cons of using the first language in teaching a foreign language, the research was conducted to find out the use of the first language in teaching English as a foreign language. The research aimed to discover to what extent and in which instances L1 was used by the teachers in their English teaching class in terms of the teaching stages, including pre-teaching, whilst-teaching, and post-teaching in the classroom. The research also searched teachers’ perspectives and reasons for using L1 in their English class. Moreover, the research used a qualitative method to gathered information from the participants. The participants were four English teachers who taught English at senior high school in Bandung-West Java province, Majalengka-West Java province, Pangkal Pinang- Bangka Province, and Kuok-Riau Province. The collections of the data were questionnaires and interviews. The findings show that most teachers use Indonesian as L1 in the whilst-teaching stage when they deliver the materials. They use L1 to clarify the students’ understanding of the materials given and explain English language concepts, grammatical concepts, and difficult words. They argue that using L1 helps both teachers and students in teaching and learning English as a foreign language.

scholarly journals The Role of Technology for Language Teaching and Learning: An Evaluative Study

2021 ◽  
pp. 45-51
Author(s):  
Dr Vadlamani Padma
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
New Technology ◽  
Practical Method ◽  
Primary Objective ◽  
Language Teachers ◽  
English Language Teachers

The primary objective of this paper is to  examine the role of technology for language teaching. It focusses to make English language teachers cognizant of the techniques to implement appropriately. Technology plays an essential role in teaching of English. It helps in giving a practical method to a resource.  Technology when  perfectly incorporated enriches  the objectives of learning. Efficacious integration of technology is fruitful when students can select them to acquire information in a judicious manner, examine and combine the information, and present it professionally There is a significant development in the  teaching of  English language methodology  with the application of new technology. Technology is unceasingly, and precipitously, growing.  To maximise progressive language learning outcomes, student-teacher platforms are created extensively. Accordingly, the present English language teachers now  actively integrate different technological aids devised to help  the best possible teaching approaches.

scholarly journals The Role of Motivational Teaching Strategies Used by English Language Teachers in Urdu Medium Secondary Schools in Pakistan

2019 ◽  
Vol 9 (2) ◽  
pp. 343
Author(s):  
Muhammad Asif Saleem ◽  
Mamuna Ghani
Keyword(s):  
Secondary Schools ◽  
Language Learners ◽  
Teaching Strategies ◽  
Teaching Practices ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Teachers And Students ◽  
English Language Teachers

A number of strategies are used by English language teachers to get the desired outcomes from the language learners. The strategies prove useful when implemented in accordance with the level of the students and the environment of the L2 classroom. The prime focus of the teachers is to keep the learners motivated in learning English language. This particular research is conducted with the objectives and reasons for which the English teachers in Urdu medium secondary schools and students make use of motivational teaching strategies in their L2 classroom and similarly to indicate the situations where these strategies would be more helpful and crucial. Interview questions were distributed among English teachers and the students of matriculation. They were asked to read the questions and spell comprehensive answers. A comparison is made between the results obtained by the answers of Urdu medium secondary schools’ teachers and students. The data were collected and interpreted qualitatively that reflected the views of teachers and students of Urdu medium schools about the use of motivational teaching practices in ELT classroom in relation to students’ proficiency of L2 learning.

Corpus-Based Vocabulary Analysis of English Podcasts

RELC Journal ◽  
2021 ◽  
pp. 003368822097931
Author(s):  
Ulugbek Nurmukhamedov ◽  
Shoaziz Sharakhimov
Keyword(s):  
Teaching And Learning ◽  
Public Discourse ◽  
English Language ◽  
Language Teachers ◽  
Television Programs ◽  
University Professors ◽  
Word Families ◽  
Proper Nouns ◽  
English Language Teachers ◽  
Ted Talks

In addition to movies, television programs, and TED Talks presentations, podcasts are an increasingly popular form of media that promotes authentic public discourse for diverse audiences, including university professors and students. However, English language teachers in the English as a second language/English as a foreign language contexts might wonder: “How do I know that my students can handle the vocabulary demands of podcasts?” To answer that question, we have analyzed a 1,137,163-word corpus comprising transcripts from 170 podcast episodes derived from the following popular podcasts: Freakonomics; Fresh Air; Invisibilia; Hidden Brain; How I Built This; Radiolab; TED Radio Hour; This American Life; and Today Explained. The results showed that knowledge about the most frequent 3000 word families plus proper nouns (PN), marginal words (MW), transparent compounds (TC), and acronyms (AC) provided 96.75% coverage, and knowledge about the most frequent 5000 word families, including PN, MW, TC, and AC provided 98.26% coverage. The analysis also showed that there is some variation in coverage among podcast types. The pedagogical implications for teaching and learning vocabulary via podcasts are discussed.

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