scholarly journals English Language Teaching as a Career in Nepal: Social Motives and Drives

2021 ◽  
Vol 4 (2) ◽  
pp. 49-58
Author(s):  
Gopal Prasad Pandey
Keyword(s):  
English Language ◽  
Teacher Motivation ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Teacher ◽  
Social Motives ◽  
Social Prestige ◽  
Perceived Satisfaction ◽  
Inquiry Approach ◽  
The Social

Research on teacher motivation has developed and expanded since the beginning of the 21st the century and now there is a considerable increase in literature in the areas of teacher motivation research. A number of research studies have been conducted to gain insights into pre-service and in-service teachers’ reasons for choosing teaching as a career. This study aimed at exploring the social motives and drives that force individuals to opt English language teaching as a career. It also aimed at investigating perceived satisfaction level of the participants. Five teachers of English who have been teaching English at different levels of education in Nepal for twelve years now participated in this study. The narrative inquiry approach was adopted as a research design for this study. Interview was used as a method for data collection. The study revealed that social motives, beliefs and individual desires are integral for choosing English language teaching as a career in Nepal. The love for the subject, the social prestige the English teachers deserved and the passion for teaching are some of the dominant reasons regarding why individuals chose ELT as careers in Nepal. Another frequently highlighted reason for career choice among teachers was a desire to work with children and adolescents. They think that the career as an English teacher also provides them with the opportunity to make a social contribution. So, altruistic motivations are highlighted as one the important reasons for deciding to choose English teacher as a career in Nepal.

scholarly journals Becoming an English Teacher: Voices from Nepal

2020 ◽  
Vol 2 (3) ◽  
pp. 108-118
Author(s):  
Gopal Prasad Pandey
Keyword(s):  
Role Model ◽  
English Language ◽  
Professional Competence ◽  
Professional Community ◽  
English Teachers ◽  
English Language Teaching ◽  
English Teacher ◽  
Motivating Factors ◽  
Social Prestige ◽  
Inquiry Approach

Motivations for choosing English teacher as a career have attracted considerable attention in recent years, and a number of research studies have been conducted to gain insights into pre-service and in-service teachers’ reasons for entering teacher education programmes. This study aimed at investigating motivating factors to choose English language teaching as a career. It also aimed at exploring the job satisfaction level of the participants, and the professional development activities they adopt to develop their professional competence. Five teachers of English who have been teaching English at different levels of education in Nepal for ten years now participated in this study. The narrative inquiry approach was adopted as a research design for this study. Interview was used as a tool for data collection. The study contains qualitative data only. The data were described and analyzed descriptively. The study revealed that the participants chose English teacher as career due to the influence of their role model English teachers; the love for the subject, the social prestige the English teachers deserved and the passion for teaching. The participants are satisfied with positions they hold as they have been able to help the adults to learn. Their motives for selecting job are guided by intrinsic motives such as interest, personal experience, intellectual fulfillment, and altruistic ones. The findings also indicated that they adopt different activities to develop their professional competence such as taking part in workshops, seminars, becoming members of professional community, attending ELT and applied linguistics conferences

scholarly journals Update Chapter English Language Learning Using Social Media

2017 ◽  
Vol 6 (2) ◽  
pp. 265-271
Author(s):  
Evi Mahsunah
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Strategy ◽  
Language Teaching ◽  
English Language Teaching ◽  
Media Technology ◽  
The Social ◽  
Language Teaching And Learning

This study explores the changing students’ habit update status in social media into update chapter to increase their achievement in English. It is a learning strategy in English language teaching and learning using social media technology. The aim is to motivate students more active to read their literature and then share and discuss their reading in social media. The students not only have to update their chapter in reading, but also have to give comment or respond to their friends update. So, this strategy makes the students discuss their lesson more than usual. This study uses questioner and documentation technic to collect the data. Based on the data, it is known that students are already using social media for purposes that include the social and the educational. Update chapter make them using this technology in class/after class. Social media brings learning outside the classroom autonomous, independent, motivational and fun. Therefore, the students‘achievement in English language teaching and learning also increases significant.

scholarly journals Liberating the Minds and Actions of English Language Teachers (Editorial Note)

2021 ◽  
Vol 50 (2) ◽  
pp. 46-49
Author(s):  
Raja Nor Safinas Raja Harun ◽  
◽  
Stefanie Pillai ◽  
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Editorial Note ◽  
English Teacher ◽  
Learning Practices ◽  
English Language Teachers ◽  
Language Teaching And Learning

In 2021, The English Teacher, one of the two journals published by the Malaysian English Language Teaching Association (MELTA), commemorates its 50th year of publication, making it the oldest continuously published journal in the field of English Language Teaching (ELT) in Malaysia. The English Teacher promotes research and reflections on English language teaching and learning practices, and policies at all levels of education.

scholarly journals the Application of Classroom Management in English Language Teaching to Increase Students’ Speaking Ability at Tenth Grade of SMK Trisakti Bandar Lampung

2018 ◽  
Vol 5 (2) ◽  
pp. 113
Author(s):  
Anita Susanti
Keyword(s):  
Classroom Management ◽  
Classroom Climate ◽  
English Language ◽  
Positive Response ◽  
Language Teaching ◽  
English Language Teaching ◽  
Learning Activities ◽  
English Teacher ◽  
Vocational High School ◽  
Tenth Grade

This research focused on the application of classroom management in English language teaching to increase students’ speaking ability at private vocational high school at Bandar Lampung. Data come from tenth class X accounting 1consists of35 students involving a writer and an English teacher. The research was conducted through a Classroom Action Research (CAR). The result showed that classroom management could be used to increase students’ speaking in learning English by implementing proper classroom management. Classroom management could be effective if it is supported by the ability of the teacher in managing a classroom. How teachers’ talk and behave are important factors in managing a class. Making a classroom climate was comfortable and condusive by proper classroom managing and adequate classroom facilities. The successful application of classroom management can be seen from the students’ positive response and their active participation in speaking learning activities.

scholarly journals THE IMPLEMENTATION OF MEDIA IN ENGLISH LANGUAGE TEACHING

2014 ◽  
Vol 5 (1) ◽  
pp. 1-17
Author(s):  
Regina Rahmi
Keyword(s):  
Learning Process ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
Case Study Research ◽  
English Language Teaching ◽  
English Teacher ◽  
Teaching English ◽  
Moral Value ◽  
The Media

This study which was conducted at SD Islam Laboratorium Neuhen, Mesjid Raya is intended to figure out how the implementation of media in English language teaching to the six levels. The study was conducted case study research design. The population was 44 and the sample was taken by using nonprobability sample that is convenience sampling was 22 students and 1 English teacher. The research problems are: (1) what kinds of media are used by the teacher in teaching English? (2) how does the teacher implement media in teaching English? (3) what are the obstacles faced by the teacher in teaching English by using media (4) what are students’ responses toward using media in English language teaching? The data were collected by using instruments, namely: observation checklist sheets, questionnaire sheet, interview guidelines, and documentations.Based on the data analysis, it was found that (1) the English teacher at SD Islam Laboratorium used (a) smart phone as audio media (b) visual printed media such as book, magazine and newspaper (c) visual display media such as picture, flashcard, poster, realia/model/mock up, puzzle and blackboard (d) teacher herself as model (2) the teacher did three phases in using media. They are: (a) preparation; learning curriculum and syllabus, the teacher matches the basic competences with appropriate media, preparing the media, bring the media to the class, recognizing the types of the students (b) core activity; students’ question about media, student-centered in learning process while using media, good interaction in using media, cognitive-affective-psychomotor of the student in using media (c) closing; summarization of using media, motivation/moral value of using media, giving homework. In addition the teacher did positive performance in using media (3) some difficulties faced by the teacher in the implementation of media in English language teaching, they are: designing lesson plan and preparing appropriate teaching materials as media (4) the students' responses toward the implementation of media was very positive. The findings show that 90% of the students like to study English by using media. So, it is suggested that English teacher should use the media, because they are the effective tools in English teaching-learning process.

scholarly journals The Effectiveness of Recorded Materials in EFL Class

2018 ◽  
Vol 5 ◽  
pp. 49-55
Author(s):  
Laxmi Prasad Bastola
Keyword(s):  
Second Language ◽  
Learning Process ◽  
Listening Comprehension ◽  
English Language ◽  
Language Teaching ◽  
Secondary Level ◽  
English Language Teaching ◽  
Formal Learning ◽  
English Teacher ◽  
Teaching English

 In the era of globalization, it is very necessary to know about the recorded materials while teaching English as a second language. It is needless to say that the recorded materials are the boon of science and technology which has made easier the formal learning process. Till now many English teacher has been ignoring the power of recorded materials in language teaching specially, in the secondary level of school. Obviously, English language teaching is difficult in the context of Nepal but those materials related to recorded make the classroom more lively. As a result the learning becomes the easier process. This paper concludes that the recorded materials are very useful to develop the listening comprehension of the learners of Secondary Level School.Journal of NELTA Surkhet, Vol. 5 January, 2018, Page: 49-55

scholarly journals Analysis of MA Students’ Writing in English Language Teaching: A Systemic Functional Linguistic Approach

2021 ◽  
Vol 23 (1) ◽  
pp. 75-88
Author(s):  
Vicky Ariza-Pinzón
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Teacher ◽  
Academic Literacies ◽  
Systemic Functional Linguistic ◽  
Master Thesis ◽  
Semiotic Perspective ◽  
Object Of Study ◽  
Linguistic Approach

This study explores the ways in which master thesis writers position their research in the field of English language teaching in a context where academic literacies are still a developing field. From a social semiotic perspective, this paper aims to identify the resources writers use to represent their object of study and provide a context and justification for research. The analysis focuses on the ideational and textual metafunctions to account for patterns of meanings in seven introductory chapters of master theses in English teacher education. The results reveal a set of interconnected genres—descriptions of the object of study, definitions, and personal exemplum—that build a shared experience with the reader as well as the persuasive purpose of the text.

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