scholarly journals Exploring English Language Teachers’ Challenges and Coping Strategies in Teaching Slow Learners in Inclusive Education Programmes

2018 ◽  
Vol 5 (2) ◽  
pp. 39-53
Author(s):  
Fathiah Syahirah Khalid
Keyword(s):  
Coping Strategies ◽  
Inclusive Education ◽  
English Language ◽  
Language Teachers ◽  
Esl Teachers ◽  
Teaching Resources ◽  
English As Second Language ◽  
Slow Learners ◽  
English Language Teachers ◽  
And Coping

It has been reported that English as second language (ESL) teachers are not well-trained to teach slow learners in inclusive education. The aim of this study is to explore the challenges that Malaysian English language teachers faced when teaching slow learners in the inclusive educational program as well as to determine their coping strategies. The present study employed a qualitative research method with case study design through face-to-face interviews with three English language teachers from three secondary schools in Malaysia. Five major themes were found through thematic analysis: external factors and internal factors represented the challenges that Malaysian teachers faced when teaching slow learners in the inclusive education, while teaching resources, remedial activities and teachers’ skills represented the coping strategies used by the English language teachers.

Surviving in Difficult EFL Classroom: Teachers’ Perspectives and Coping Strategies

2018 ◽  
Vol 20 (1-2) ◽  
pp. 16-26
Author(s):  
Shankar Dhakal
Keyword(s):  
Coping Strategies ◽  
English Language ◽  
Research Study ◽  
Language Teachers ◽  
Small Scale ◽  
Classroom Teachers ◽  
English Language Teachers ◽  
And Coping ◽  
Teachers Perspectives ◽  
Unrealistic Expectations

English language teachers often encounter with the situations in which they are faced with defiance, aggression and multiple verbal and physical abuses in their classroom. Moreover, they have pressures of unrealistic expectations and blamed for complex failures of students and the whole system, which makes their survival in difficult classroom even more difficult. So, this is a small-scale research study that investigates EFL teachers’experiences and the perspectives on the difficult classroom situations. The study reveals that teachers are not the only responsible persons for students’ unexpected behaviours; but there are several other reasons to contribute to it. Journal of NELTA, Vol 20 No. 1-2, December 2015 , Page: 16-26

Teacher Motivation During Emergency Distance Learning

2021 ◽  
pp. 16-45
Author(s):  
Elyanora Yusufovna Menglieva ◽  
Fareeha Manzoor
Keyword(s):  
Distance Learning ◽  
Thematic Analysis ◽  
English Language ◽  
Teacher Motivation ◽  
Lessons Learned ◽  
Language Teachers ◽  
Esl Teachers ◽  
English Language Teachers ◽  
Level Of Motivation ◽  
Rapid Shift

The rapid shift to virtual teaching in response to the COVID-19 pandemic has resulted in emergency remote teaching (ERT) and has highlighted the numerous multilevel challenges associated with it in the countries from the Global South. This chapter aims to explore how this shift to remote teaching has affected English language teachers' level of motivation and how they have adapted to it. In addition, this study offers quantitative and qualitative insights into the effectiveness of the resources employed by EFL/ESL teachers. This is done by analyzing the surveys of 34 teachers and interviews of four teachers from Uzbekistan and Pakistan. Through thematic analysis of the interviews, a detailed account of the challenging factors and their coping strategies were found. This chapter concludes with a discussion on the lessons learned and recommendations on how to make a relatively smoother transition to remote teaching.

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

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

scholarly journals EXPLORATORY FACTOR ANALYSIS OF TPACK IN THE CONTEXT OF ESL SECONDARY SCHOOL TEACHERS IN SABAH

2021 ◽  
Vol 6 (38) ◽  
pp. 137-146
Author(s):  
Ahmad Abdul Rauf ◽  
Suyansah Swanto ◽  
Syahrul Nizam Salam
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Exploratory Factor Analysis ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teachers ◽  
School Teachers ◽  
Esl Teachers ◽  
Pedagogical Content ◽  
English Language Teachers

The aim of this study was to adapt the Survey of EFL-Technological Pedagogical Content Knowledge (EFL-TPACK) by Bostancıoğlu & Handley (2018) and to investigate its factor structure through exploratory factor analysis. 100 ESL teachers of secondary schools in Sabah participated in this study. SPSS application has been used for statistical analyses. The reliability of the subscales from Cronbach Alpha is ranging from 0.898 to 0.902. The final TPACK survey included a total of 33 items: 6 TK, 3 CK, 6 PK/PCK, 6 TCK, 6 TPK, and 6 TPACK. Based on the findings also, the TPACK Survey has been found to be ideal to study on TPACK level of English language teachers in Malaysia.

scholarly journals Teachers’ Corrective Feedback Strategies in Assessing Essay Writing

2018 ◽  
pp. 208-212
Keyword(s):  
Language Learning ◽  
Error Correction ◽  
English Language ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Esl Teachers ◽  
Essay Writing ◽  
Written Corrective Feedback ◽  
Feedback Strategies ◽  
English Language Teachers

Feedback has been an important topic of discussion in language learning. Although research on written corrective feedback is available, there is little research on the specific strategies employed by teachers in order to provide feedback on their students’ essay writing. This paper reports part of a larger research. One of the objectives of this study was to explore corrective feedback strategies employed by the English as a second language (ESL) teachers and English language expert raters when assessing their students’ written essays. This study used qualitative case study which involved 12 participants. Data were collected through interviewing nine English language teachers and three English language expert raters to obtain their pedagogic practices in providing written corrective feedback. The strategies identified are based on Ellis’s typology of strategies for providing written corrective feedback. The findings showed that the preferred written corrective feedback strategy used by the teachers and raters was Metalinguistic Corrective Feedback with Direct Corrective Feedback and Focused Corrective Feedback used by only a few of them. This study has pedagogical implications in that it explains the ESL teachers/expert raters’ pedagogical attitude and practices towards error correction and their preferred written corrective feedback strategies in dealing with error correction.

scholarly journals Tinkering with tasks knows no bounds: ESL Teachers’ Adaptations of Task-Based Language-Teaching

2010 ◽  
Vol 28 (1) ◽  
pp. 41 ◽  
Author(s):  
John L. Plews ◽  
Kangxian Zhao
Keyword(s):  
English Language ◽  
Native Speaker ◽  
Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Esl Teachers ◽  
Nonnative Speaker ◽  
Canadian Native ◽  
Second Language Teachers ◽  
English Language Teachers

Research on implementing task-based language-teaching (TBLT) shows that adapting TBLT in ways that are inconsistent with its principles is common among nonnative-speaker English-as-a-foreign-language teachers. Our study of Canadian native-speaker English-as-a-second language teachers reveals how they also adapt TBLT in ways that are incongruent with its theoretical underpinnings, turning it into Presentation-Practice-Production. We thus question speaker identity as an indicator of a teacher’s propensity to adapt TBLT and call for professional development on the effective practice of TBLT for all English-language teachers regardless of their speaker identities.

ESL Teachers' Questions and Corpus Evidence

2005 ◽  
Vol 10 (3) ◽  
pp. 335-356 ◽  
Author(s):  
Amy B.M. Tsui
Keyword(s):  
Corpus Linguistics ◽  
English Language ◽  
Language Teachers ◽  
Unique Contribution ◽  
Language Awareness ◽  
Linguistic Features ◽  
Esl Teachers ◽  
Single Text ◽  
Linguistic Patterns ◽  
English Language Teachers

In the last ten years, more and more attention has been paid to the importance of raising the language awareness of language teachers. This is an area in which corpus linguistics has a unique contribution to make. With the help of a concordancer, linguistic features that may be overlooked can be made salient and intertextual information that is implicit in a single text can be made explicit. This paper reports on a study of how corpus evidence was used to address questions sent by English language teachers in Hong Kong to a dedicated website. More than one thousand grammar questions sent to the website over a period of eight years were examined. Three types of most frequently asked questions were identified. The paper discusses how corpus evidence was used to help teachers to notice features and patterns which have escaped their attention and to question long-standing assumptions and misconceptions. It shows how subsequent interrogation of corpus data stimulated by teachers' question often led to new insights into linguistic patterns and language use.

scholarly journals First Language Interference and Form Focused Instruction

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Shafaq Fayyaz ◽  
Suyansah Swanto ◽  
Wardatul Akmam Din
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
Language Teachers ◽  
Grammar Instruction ◽  
Esl Teachers ◽  
Beliefs And Practices ◽  
Native Teachers ◽  
English Language Teachers

<em>This paper addresses EFL/ESL teachers’ beliefs and practices regarding the use of the first language in a language classroom pertaining to the Form-Focused Instruction - a grammar instruction approach. In essence, this study looks into whether the judicious use of L1 in learning the foreign or second language is effective or not. A case study strategy was deemed appropriate for this study to explore and investigate the beliefs and practices of the non-native teachers on the use of L1 in learning English as a foreign language. To this end, six English language teachers were selected from a Chinese secondary school. The data were collected through classroom observations and stimulated recall interview questions. The audio-recorded data were fully transcribed in English, and subjected to a process of interpretative analysis. The findings revealed that teachers used L1 mainly to present the target grammar topics, to explain the grammatical rules and also to encourage students for the explanation of the grammatical rules in there L1. It is therefore imperative to consider the results of this study as it may highlight some notable pedagogical implications regarding the assisted effects of the use of first language on foreign/second language learning. </em>

scholarly journals A STUDY ON MALAYSIAN ENGLISH LANGUAGE TEACHERS’ READING HABITS: TYPES OF MATERIALS READ AND RATE OF EXTENSIVE READING

2020 ◽  
Vol 3 (10) ◽  
pp. 18-34
Author(s):  
Sharmila Appa Rwoo ◽  
Fong Peng Chew ◽  
Huzaina Abdul Halim
Keyword(s):  
English Language ◽  
Reading Programs ◽  
Language Teachers ◽  
Depth Information ◽  
Ministry Of Education ◽  
Extensive Reading ◽  
Reading Habits ◽  
Esl Teachers ◽  
Reading Materials ◽  
English Language Teachers

This study is carried out with the purpose of gaining more in-depth information in regard to the reading habits of 210 English Language (EL) teachers in the district of Klang, Selangor. A convenient sampling method is used to choose the respondents while data are gathered with a survey questionnaire. The first aim of this study is to study the types of materials read by ESL teachers. Secondly, it aims to identify the rate of extensive reading among these teachers. The results show that ESL teachers read mostly light reading materials online and shun heavy materials. The researcher also discovered that the rates of extensive reading among ESL teachers are average to high. Therefore, the Ministry of Education could implement nationwide reading programs and teachers should take the initiative to read more.

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