Teachers’ Beliefs on Students’ Home Language as a Resource in EFL Classroom

This is the age of multilingual turn. It advocates the inclusion of indigenous languages that the children bring to school from home as resource. At present, use of students’ home language as a resource in teaching and learning of a new language has become a vexing issue. The teachers’ beliefs on any issue determine the types of teaching learning activities that they use in the classroom. In this context, this paper aims at exploring the Nepalese English language teachers’ beliefs regarding the use of students’ home language in English as a foreign language (EFL) classroom, and why or how they form their respective beliefs. For this, I collected data from five ‘Grade ten’ English language teachers of different community schools in Kathmandu, taking in-depth interview with them. The data were analyzed qualitatively creating themes. The analysis shows that the English language teachers regard home language as a resource in EFL classroom, and they do so on the basis of their own theoretical understanding and practical experience in teaching.

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Students’ Perceptions on a Good Tertiary Foreign Language Teacher

10.18326/rgt.v6i2.17-52 ◽

2013 ◽

Vol 6 (2) ◽

pp. 17-52

Author(s):

Siti Tarwiyah

Keyword(s):

Classroom Management ◽

Teaching And Learning ◽

English Language ◽

Arabic Language ◽

Language Teachers ◽

English Language Teaching ◽

English Language Teachers ◽

The Subject ◽

Teaching Learning ◽

Almost All

This paper investigates students’ perception of tertiary teachers’ attitude, method of teaching and classroom management in the teaching and learning of (professional, pedagogic, social and personality competence) English and Arabic Language at IAIN Walisongo Semarang. This study is designed quantitavely and qualitatively using closed and open-ended questionnaire for collecting data. The subject of this research is the second semester students of the two faculties at IAIN Walisongo who, in that semester, take Arabic or English language course. The subject is chosen because based on 2012 course distribution, English and Arabic are distributed in the first and the second semester. The findings revealed that it is clearly seen that KPI (Islamic Communication Broadcasting) department students have better perception to their English language teachers. Meanwhile, students who have better perception to their Arabic Language Teachers are those from Islamic Counseling Departments (BPI) of Dakwah faculty. Data of Tarbiyah Faculty shows Arabic language teachers are dominating. Arabic language teachers win 0.5 over English language teachers in almost all characteristics. This implies that expected performance of students in English Language is based on the teachers’ attitude, method of teaching the subject and classroom management. Based on the above-findings, recommendations were made.Keywords:Perception ; Tertiary Teachers ; Personality Social and Pedagogic Competence; English Language; Teaching/Learning

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Students’ Perceptions on a Good Tertiary Foreign Language Teacher

10.18326/rgt.v6i2.236 ◽

2013 ◽

Vol 6 (2) ◽

pp. 17

Author(s):

Siti Tarwiyah

Keyword(s):

Classroom Management ◽

Teaching And Learning ◽

English Language ◽

Arabic Language ◽

Language Teachers ◽

English Language Teaching ◽

English Language Teachers ◽

The Subject ◽

Teaching Learning ◽

Almost All

This paper investigates students’ perception of tertiary teachers’ attitude, method of teaching and classroom management in the teaching and learning of (professional, pedagogic, social and personality competence) English and Arabic Language at IAIN Walisongo Semarang. This study is designed quantitavely and qualitatively using closed and open-ended questionnaire for collecting data. The subject of this research is the second semester students of the two faculties at IAIN Walisongo who, in that semester, take Arabic or English language course. The subject is chosen because based on 2012 course distribution, English and Arabic are distributed in the first and the second semester. The findings revealed that it is clearly seen that KPI (Islamic Communication & Broadcasting) department students have better perception to their English language teachers. Meanwhile, students who have better perception to their Arabic Language Teachers are those from Islamic Counseling Departments (BPI) of Dakwah faculty. Data of Tarbiyah Faculty shows Arabic language teachers are dominating. Arabic language teachers win 0.5 over English language teachers in almost all characteristics. This implies that expected performance of students in English Language is based on the teachers’ attitude, method of teaching the subject and classroom management. Based on the above-findings, recommendations were made.Keywords:Perception ; Tertiary Teachers ; Personality Social and Pedagogic Competence; English Language; Teaching/Learning

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An Analysis of Language Teachers’ Beliefs in Their Teaching Learning Process

Jurnal Bahasa Inggris Terapan ◽

10.35313/jbit.v1i1.1292 ◽

2015 ◽

Vol 1 (1) ◽

pp. 18-30

Author(s):

Dini Handiani

Keyword(s):

Learning Process ◽

Teaching And Learning ◽

English Language ◽

Language Education ◽

Language Teachers ◽

Self Reflection ◽

Language Pedagogy ◽

Knowledge And Beliefs ◽

English Language Teachers ◽

Teaching Learning

Language teachers play a very important part in language education and learning. What they do in classroom is a reflection of what they know and believe about issues related to their professional practices. Their knowledge and beliefs provide them with the underlying framework guiding their teaching learning process related to the content, approach, and evaluation of teaching and learning. The objective of this paper, therefore, was to examine the beliefs of language techers in teaching learning process. Based on the discussions and conclusions, it is recommended that the English language teachers need to have clear beliefs about their teaching learning process, and be very much willing to improve the language pedagogy through self-reflection/self-study. Key words: teaching learning process, beliefs

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Corpus-Based Vocabulary Analysis of English Podcasts

RELC Journal ◽

10.1177/0033688220979315 ◽

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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THE EFFECTIVENESS AND THE PROBLEMS FACED IN THE TEACHING AND LEARNING OF THE ENGLISH LANGUAGE IN A SPECIAL EDUCATION CLASSROOM IN MALAYSIA

European Journal of Special Education Research ◽

10.46827/ejse.v7i3.3923 ◽

2021 ◽

Vol 7 (3) ◽

Author(s):

Gunasegaran Karuppannan ◽

Muhantha Paramalingam ◽

Fazal Mohamed Mohamed Sultan ◽

Hatnin Duari

Keyword(s):

Special Education ◽

Effective Teaching ◽

English Learners ◽

Teaching And Learning ◽

English Language ◽

Language Teachers ◽

Effective Teaching Strategies ◽

Lesson Delivery ◽

English Language Teachers ◽

Document Review

This qualitative case study investigated the effectiveness of lesson delivery and sequence of content and learning expectations of two English Language attached to a special education (Integration programme) school in Petaling Jaya. Malaysia. It also focused on the teaching and learning problems encountered in the particular classrooms. This study brings broader understanding of strategies for effective teaching of English in a special education classroom in Malaysia. The rationale for the study stems from the need to gain greater perspective of the teaching of English learners in a special education classroom. Results reflect analysis of classroom observation, face to face interview with two English Language and document review. Emerging from the data are some effective teaching strategies and profound problems that special education English Language teachers can add to their repertoire. Article visualizations:<img src="/-counters-/edu_01/0876/a.php" alt="Hit counter" />

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Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

Center for Educational Policy Studies Journal ◽

10.26529/cepsj.492 ◽

2018 ◽

Vol 8 (1) ◽

pp. 139

Author(s):

Seyyed Hatam Tamimi Sa’d ◽

Fereshte Rajabi

Keyword(s):

English Language Learners ◽

Language Learning ◽

Learning Strategies ◽

Language Learners ◽

Teaching And Learning ◽

English Language ◽

Language Teachers ◽

Strategy Training ◽

Efl Learners ◽

English Language Teachers

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145 intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary.

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The Dichotomy of Specialization: Is a Literature Teacher Necessarily a Language Teacher?

UJAH Unizik Journal of Arts and Humanities ◽

10.4314/ujah.v21i2.6 ◽

2021 ◽

Vol 21 (2) ◽

pp. 108-133

Author(s):

Mariam Anana

Keyword(s):

Secondary Schools ◽

Literary Criticism ◽

Teaching And Learning ◽

English Language ◽

Language Teachers ◽

Oral Literature ◽

Language And Literature ◽

English Language Teachers ◽

Effective Teaching And Learning

This study investigates the dichotomy of specialization in Literature and English language. In many primary and secondary schools in Nigeria, many teachers who teach Literature are the same teachers who teach English Language. This is responsible for lack of ultimate successes in academic performance, foundational establishment and progressive developments in Literature and English language. Set against the backdrop of the inseparability and non-specialization in individual subjects in question, the study examines the need for a dichotomy of specialization in English Language and Literature with a view to reducing the rate of errors and students’ failures in both subjects. Adopting the simple randomisation, the researcher uses selected primary and secondary schools in Lagos State as the case study; the paper raises four questions and these are: Can English Language teachers effectively teach poetic devices? Are segmental phonemes easily taught by Literature teachers? Can English Language teachers proficiently teach oral literature, literary criticism and non-African literature? Can Literature teachers competently teach stress and intonation? This research uses a qualitative approach and adopts The Speech Act Theory as its theoretical framework. Questionnaire of fifteen (15) items was used for data collection and the simple percentage was applied for data analysis. The researcher discovered that: It is not possible for English Languageteachers to effectively teach poetic devices. Segmental phonemes cannot be easily taught by Literature teachers. Students would lag behind in areas where teachers are not proficient in the subjects they teach. Also, it is not possible for a teacher to place equal emphasis on both English Language and Literature in classrooms. The study therefore recommends the need for a dichotomy of specialization in the two subjects so as to ensure effective teaching and learning of these subjects.

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Supporting the development of primary in-service teacher educators

ELT Journal ◽

10.1093/elt/ccz036 ◽

2019 ◽

Vol 73 (4) ◽

pp. 428-437

Author(s):

Laura Grassick

Keyword(s):

Teaching And Learning ◽

English Language ◽

Teacher Educators ◽

Primary Teachers ◽

Language Teachers ◽

English Language Teaching ◽

State School ◽

English Language Teachers ◽

University Lecturers ◽

School Curricula

Abstract English language as a compulsory component of primary state school curricula is a growing phenomenon around the world. One of the challenges of this lies in training the vast numbers of teachers required. To date there has been little consideration of how those tasked with facilitating the professional development of primary English language teachers might be supported and the kind of knowledge, skills, and understanding they might need. This paper explores the experiences of primary teachers and university lecturers learning to become in-service teacher educators in the context of primary ELT curriculum change in Vietnam. The findings provide insights into the participants’ understanding of primary English language teaching and learning and the new curriculum, their awareness of the classroom contexts in which primary teachers work, and their ability to support teachers in implementing the innovation. The implications of this beyond the context of the study are highlighted.

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Use of Mobile Dictionary in University Students’ Class: A Study of Teachers’ Perspective in Pakistan

Education and Linguistics Research ◽

10.5296/elr.v5i2.15839 ◽

2019 ◽

Vol 5 (2) ◽

pp. 147

Author(s):

Muhammad Din

Keyword(s):

University Students ◽

Teaching And Learning ◽

English Language ◽

Point Of View ◽

Language Teachers ◽

Learning Tools ◽

College Teachers ◽

Efl Learners ◽

English Class ◽

English Language Teachers

Revolutionary changes have been brought about in teaching and learning environment with the introduction of electronic formats in classrooms. Mobile dictionaries are potentially valuable learning tools today. This study has strived to get insight into the prospects of using mobile dictionary in an EFL classroom of university students of Pakistan with reference to teachers’ perspective. The aims of this study are to know foreign language teachers’ point of view regarding the use of mobile dictionary in English class, investigate the challenges in introducing this e-tool and explore the benefits EFL learners can have through the use of mobile dictionaries in English class. To achieve the objectives of this quantitative study, the researcher has got a questionnaire filled by fifty English language teachers working at different government colleges in Pakistan. The questionnaire which was used to collect data from college teachers consisted of two sections. The first section comprised of fifteen questionnaire items on five-point Likert scale the second section consisted of two open-ended questions. The reliability of the first part of the questionnaire was computed through SPSS (XX). It has been found that most of the college teachers are of the view that the use of mobile dictionary in an EFL class of university students will help them learn vocabulary, pronunciation of words and word origin. These EFL learners can also access authentic content and develop their language competence through the use of mobile phone dictionary in the class. Apart from this, the participants have also pointed out some problems which can be a hindrance in using mobile dictionary in an EFL classroom in the context of Pakistan.

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English Language Teachers' Resource Centre: A Model for Developing Contexts

Journal of NELTA ◽

10.3126/nelta.v15i1-2.4611 ◽

1970 ◽

Vol 15 (1-2) ◽

pp. 64-76

Author(s):

Ram Ashish Giri

Keyword(s):

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Language Teachers ◽

English Language Teaching ◽

Teaching Resources ◽

Teaching Programme ◽

Curricular Practices ◽

English Language Teachers ◽

Poor Teaching

It is an irony that when the importance and demand of the English language in the developed as well as developing countries have increased several folds in the last five decades, the standards of its teaching and learning have decreased considerably. The deterioration of standards has been attributed to inadequate English language teaching (ELT) policy, poor teaching environment, inadequate infrastructure, or to ELT practitioners who in most countries are largely untrained. In order to address the problem, the respective countries have been engaged in modernising and improving their curricular practices and teacher preparation programmes for some time now. What is rarely considered is the fact that a good teaching programme requires adequate teaching resources. Central to the amelioration of English language teaching process is unarguably the resource that is available to support the teaching and learning processes. While it is necessary that the teachers are adequately trained, establishment of an English language teachers” resource centre to cater to the developing needs of the teachers (and learners)is essential. This article provides a rationale for the establishment of a teachers' resource centre, and, based on the experience in Nepal, suggests a model for its development and operation in other developing contexts. It discusses features as well as constraints of such a centre, and outlines ways in which it can, despite the constraints, be sustainable.Key words: English language teaching; ELT resource centre; Resource centre facility; Resource centre management; English language teachersJournal of NELTA Vol. 15 No. 1-2 December 2010Page: 64-76Uploaded date: 4 May, 2011DOI: 10.3126/nelta.v15i1-2.4611

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