Measuring the Degree of English Teachers’ Motivation

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Selçuk KORAN
Keyword(s):  
English Language ◽  
Teacher Motivation ◽  
Private University ◽  
English Teachers ◽  
Language Teachers ◽  
English Language Teaching ◽  
L2 Learners ◽  
Second Language Teachers ◽  
Teaching Learning ◽  
Level Of Motivation

Teacher motivation is essential for quality teaching. There are motivation measurement mechanisms devised by researchers and used in education in general and particularly in English language teaching. The presented research aims to create an effective mechanism of defining motivated, less motivated and demotivated English teachers. Using both qualitative and quantitative approaches, a survey triangle of English as foreign/second language teachers, of administration/supervisors and of L2 learners is suggested. Ten university English teachers at a large private university in Iraq were surveyed, using a questionnaire in order to reveal their level of motivation. Each statement/question in the survey was based on the postulates of different researchers, mainly psychologists, concerning human motivation. L2 learners were asked to fill in the questionnaires concerning their teachers’ successful teaching practices and commented on the teachers’ behavior in and outside the classroom. The research outcomes validated the suggested survey model for detecting motivated vs. demotivated English teachers. During the study many assumptions about teacher motivation were reexamined and confirmed. The research results are reflected in recommendations for administration in educational institutions and for English teachers concerning various issues of motivation. Hopefully, the article will contribute to better teaching/learning practices by means of enhancing English teachers’ motivation.

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 in Brazil: Insights from the Analysis of Language Policies, Internationalization Programs and the CLIL Approach

2016 ◽  
Vol 2 (1) ◽  
pp. 54 ◽  
Author(s):  
Kyria Finardi ◽  
Roberta Leao ◽  
Livia Melina Pinheiro
Keyword(s):  
English Language ◽  
Integrated Approach ◽  
English Teachers ◽  
English Language Teaching ◽  
Language Policies ◽  
Teachers Beliefs ◽  
Teaching Learning ◽  
Globalized World

<p class="Normal1">The paper proposes a reflection on the role of English in the globalized world and its teaching/learning in Brazil. With that aim, the study reviews language policies and internationalization programs in Brazil regarding the role of foreign languages in general and of English in particular. The theoretical framework includes a review of an English language teaching (ELT) approach used mainly in Europe, as a result of globalization and internationalization, the Content and Language Integrated Approach (CLIL). In order to support this reflection, a case study was carried out to examine pre-service English teachers’ beliefs on the use of CLIL in Brazil. The results of study show that pre-service English teachers understand the importance of the CLIL approach though they are aware of the various obstacles to its implementation in that context. The study suggests a review of language policies in Brazil so as to ensure a convergence between them and internationalization policies and approaches, at all levels of education. Regarding the ELT approach analyzed, the study concludes that despite the difficulties associated with the implementation of CLIL in Brazil, it represents a relevant alternative in that context.</p>

scholarly journals Smart Teacher Smart Class Portal in Enhancing Secondary School English Teachers’ English Language Teaching Knowledge in Bangladesh

2015 ◽  
Vol 19 (1-2) ◽  
pp. 147-157
Author(s):  
SM Kamruddin Ropum ◽  
Md Yasin Arafat
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
English Teachers ◽  
English Language Teaching ◽  
Teaching Knowledge ◽  
Post Test ◽  
Teaching Learning

Smart teacher smart class (STSC) is a portal developed by Dnet which contains curriculum, teachers’ guide, education policy, textbook, lesson plan, multimedia contents, and teaching-learning strategies on different subjects aiming to provide content and pedagogical support to the secondary school teachers in Bangladesh. Making an offline CD, the STSC portal is provided to the respective teachers of secondary schools Dnet works with. The regular use of the STSC portal helps the teachers to improve their knowledge about effective teaching-learning techniques. The study was designed as one group pre-test post-test quasi-experimental method to find the effect of STSC portal on secondary school English teachers’ English language teaching knowledge (ELTK). Twenty eight English teachers from 14 secondary schools were selected purposively to form the group and the tests were administered on them considering 6 months intervention (STSC portal) period. The test was adapted from Cambridge language teaching knowledge (TKT) test focusing on different ELT aspects. The tests scores of the teachers were categorized in 4 knowledge levels: limited, basic, deep and extensive. The findings of the study show that the STSC portal induces a significant improvement of the teachers’ ELTK. Most of the teachers showed better performances in the post-test than the pre-test. Moreover, significance (0.001) and effect size score (0.91) also depict a clear and large effect in enhancing teachers’ ELTK. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12087 Journal of NELTA, Vol 19 No. 1-2, December 2014: 147-157

Facilitating ELT through Moodle and Google Classroom

2019 ◽  
Vol 118 (10) ◽  
pp. 506-518
Author(s):  
Binoy Barman ◽  
J. Karthikeyan
Keyword(s):  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Classroom Teaching ◽  
Technological Tools ◽  
Teachers And Students ◽  
Virtual Interaction ◽  
English Language Teachers ◽  
Teaching Learning

Now-a-days many English language teachers are resorting to what is called “blended teaching/learning” in an endeavor to incorporate information technology into their pedagogical practices. They often use virtual platforms like Moodle and Google Classroom to supportand supplement their physical classroom teaching, which transcends the routine constraints of traditional educational system. In their capacity, teachers and students may engage in necessary interactions “anytime anywhere”, adding extra momentum to the teaching-learning process. English language teaching (ELT) may be specially facilitated by such features as constant connectivity, anytime feed-backing, assignment creation, submission and grading, file sharing, virtual interaction and collaboration, etc. Here is an attempt to delineate some important features of Moodle and Google Classroom, two useful technological tools, in the light of the author’s experience as a teacher.

scholarly journals Teachers and Technology: Trends in English Language Teaching in Saudi Arabia

2018 ◽  
Vol 8 (5) ◽  
pp. 10 ◽  
Author(s):  
Muhammad Farooq ◽  
Abdul Soormro
Keyword(s):  
English Language Learners ◽  
Classroom Management ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Learning Approaches ◽  
Teaching Learning

Technology has impacted the learning approaches and vice-versa with an aim to improve the standards of language teaching/learning process. The present study focuses on teachers’ preferences and use of technology in their language classrooms. A survey was conducted to seek opinion of EFL teachers both male and female at the English language center on technology-related competencies. The survey comprised four domains: planning and preparation, classroom management, instruction, and professional responsibilities (Danielson, 2007).The questionnaire was distributed to 100 English language teachers (50 males and 50 females) at Taif University English Language Centre. The responses revealed that most of the teachers thought aware of the technology and its uses in education don’t integrate technology in their teaching at planning and preparation stage. They use the available technological gadget in the classroom to exploit some of the activities. They must use the university LMS for uploading certain activities and assessment otherwise they hesitate to design technology-based activities for English language learners. They and the students need training in integrating technology with teaching and learning process.

scholarly journals Pre-Service English Language Teachers’ Levels of Reflectivity during the Process of Identity Construction in Pedagogical Practicum: A Snowball

HOW ◽  
2021 ◽  
Vol 28 (2) ◽  
pp. 53-77
Author(s):  
Angélica María Pita-Castro ◽  
Yury Alicia Castiblanco-Rincón
Keyword(s):  
English Language ◽  
Private University ◽  
Language Teachers ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Reflective Journals ◽  
The People ◽  
Van Manen ◽  
English Language Teachers ◽  
The Way

This research study is about the way pre-service English language teachers’ levels of reflectivity, proposed by Van Manen, give an account of the construction of their identity as language teachers during their pedagogical practicum in a BA program of English Language Teaching at a private university in Bogota, Colombia. This study follows the principles of narrative research to explore the way the participants live their pedagogical practicum experience. Data were collected from the participants’ reflective journals and audio-recorded semi-structured interviews. Findings reveal that pre-service English language teachers possess a level of reflectivity, although they are unaware of it at the beginning of their pedagogical practicum. Thus, their identities as language teachers are constructed depending on the context, the people that are around them, and the specific time; hence, the levels of reflectivity as proposed by Van Manen are set in an incognito manner.

scholarly journals A Literary Approach to teaching English Language in a Multi – Cultural Class - Room

2016 ◽  
Vol 6 (4) ◽  
Author(s):  
Sanju Choudhary
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teaching English ◽  
Teaching Learning

<p>Literature is not generally considered as a coherent branch of the curriculum in relation to language – development in either mother tongue or foreign language – teaching. As teachers of English in Multi cultural Indian class rooms we come across students with varying degree of competence in English language learning. Though, language learning is a natural process for natives but the Students of other languages put in colossal efforts to learn it. Despite   their sincere efforts they face challenges regarding Pronunciation, Spelling and Vocabulary. The Indian class rooms are a microcosm of the larger society, so teaching English language in a manner which equips the students to face the cut-throat competition has become a necessity and a challenge for English language Teachers. English today has become the key determinant for getting success in their career. The hackneyed and stereotypical methods of teaching are not acceptable now. Teachers have no longer remained arbitrary dispensers of knowledge but they are playing the role of a guide and facilitator for the students. Teachers of English are using innovative ideas to make English language teaching and learning interesting and simple. Teachers have started using the literary texts and their analysis to explore and ignite the imagination and creative skills of the students. One needs to think and rethink the contribution of literature to intelligent thinking as well as its role in the process of teaching – learning. My paper would, therefore, be an attempt at exploring the nature of the literary experience in the present day class rooms; and the broader role of literature in life.</p>

scholarly journals Students’ Perceptions on a Good Tertiary Foreign Language Teacher

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

scholarly journals Students’ Perceptions on a Good Tertiary Foreign Language Teacher

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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