scholarly journals An Analysis of the HEC's English Language Teaching Reforms (ELTR) Project

2020 ◽  
Vol V (I) ◽  
pp. 293-303
Author(s):  
Masooma Zaidi ◽  
Fareeha Javed ◽  
Sana Baig
Keyword(s):  
Qualitative Methodology ◽  
English Language ◽  
Language Teaching ◽  
Monitoring And Evaluation ◽  
English Language Teaching ◽  
University Teachers ◽  
College And University ◽  
Education Commission ◽  
Public Colleges And Universities ◽  
Two Phases

This study aimed to analyze the English Language Teaching Reforms (ELTR) project, which was launched by the Higher Education Commission (HEC) of Pakistan in 2004. The purpose of the ELTR project was to enhance the teaching practices of English Language (EL) teachers teaching at the tertiary level. A further aim of the ELTR project was to bridge the gap between college and university teachers. The project was divided into two phases: Phase I (2004-2010) and Phase II (2010-2013). In both phases, EL teachers were trained from various public colleges and universities across Pakistan. The teachers were offered long and short-term courses through which they could be professionally developed. This study adopted a qualitative methodology. In order to collect data, HEC's documents, reports and research did by other researchers on the ELTR project were analyzed. The findings revealed that HEC tried to accomplish its set goals, but there were certain areas in which the set goals of ELTR were not achieved. As HEC took a challenging step to train a large number of EL teachers, resultantly it had to face various challenges like scrutiny of participant's background, lack of facilities, monitoring and evaluation and implementation of the training provided through the project.

scholarly journals A Study of the Effectiveness of the HEC's English Language Teaching Reforms (ELTR) Project

2019 ◽  
Vol IV (IV) ◽  
pp. 638-645
Author(s):  
Masooma Zaidi ◽  
Fareeha Javed ◽  
Sana Baig
Keyword(s):  
Qualitative Methodology ◽  
English Language ◽  
Language Teaching ◽  
Faculty Members ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Language Faculty ◽  
Education Commission ◽  
Public Colleges And Universities ◽  
Two Phases

This study deals with the effectiveness of the English Language Teaching Reforms (ELTR) project, which was launched by the Higher Education Commission (HEC) of Pakistan in 2004. The purpose of the ELTR project was to enhance the teaching practices of English Language (EL) teachers teaching at the tertiary level. The project was divided into two phases: Phase I (2004-2010) and Phase II (2010-2013). In both phases, EL teachers were trained from various public colleges and universities across Pakistan. The teachers were offered long and short-term courses through which they could be professionally developed. The main aim of the current research was to trace the effectiveness of the project. For this purpose, this study adopted a qualitative methodology. Data was collected by carrying out semi-structured interviews with five English Language faculty members of a university who have received ELTR training. The interviews were thematically analyzed. The findings revealed that HEC has been trying to accomplish its set goals, but there are certain areas in which the goals have not been achieved due to loopholes.

scholarly journals University teachers’ perspectives on the use of mother tongue in ELT

2020 ◽  
Vol 3 ◽  
pp. 80-93
Author(s):  
Trilok Datt Tiwari
Keyword(s):  
English Language ◽  
Phenomenological Study ◽  
Mother Tongue ◽  
Language Teaching ◽  
Teaching Experience ◽  
Structured Interview ◽  
Language Teachers ◽  
English Language Teaching ◽  
University Teachers ◽  
L1 Use

The use of mother tongue (L1) in teaching English has always been a debatable issue as there are multiple opinions of the teachers regarding it. They are not sure to either use mother tongue in English language teaching or avoid it for effective teaching. The primary purpose of this phenomenological study of qualitative research was to find out the university teachers' perception on the use of mother tongue along with their effectiveness of L1 use at undergraduate level of Far Western University in Nepal. The participants of this study were four English language teachers teaching in the same university having more than ten years of teaching experience. The researcher used semi-structured interview and classroom observation for collecting data. The findings demonstrated that most of the teachers supported the judicious use of mother tongue in English language teaching classes based on their own experiences. The study also showed that overuse of L1 in second language (L2) classes might have some harm. It concludes that judicious use of L1 is a better way to deal with the students having poor proficiency in English language and enhance students' participation. The study recommends that teachers can make use of the students’ mother tongue purposefully whenever they think it is necessary to do in their classes.

Chinese English Teachers' Perspectives on “hMOOC Flipped Blends”

2020 ◽  
pp. 164-183
Author(s):  
Marina Orsini-Jones ◽  
Bin Zou
Keyword(s):  
Language Learning ◽  
English Language ◽  
Online Courses ◽  
Language Teaching ◽  
English For Academic Purposes ◽  
English Language Teaching ◽  
Learning And Teaching ◽  
University Teachers ◽  
Language And Literature ◽  
Teachers Perspectives

This chapter reports two related studies involving experienced university teachers of English language and literature from China, who engaged in reflection on how to blend FutureLearn MOOCs (Massive Open Online Courses) into their existing English Language Teaching (ELT) curricula while attending courses at Coventry University (UK). The first study relates to 12 lecturers who enrolled on an ‘upskilling' English for Academic Purposes (EAP) summer course in academic year 2016-2017. The second one relates to the experience of 5 visiting scholars who attended classes on module Theories, Methods, and Approaches to Language Learning and Teaching on a postgraduate course (Master's of Art) in English Language Teaching and Applied Linguistics in academic years 2017-2018 and 2018-2019. The MA integrates ‘off-the-shelf' MOOCs into its curriculum. The chapter investigates the Chinese teachers' perspectives on the adoption of ‘hMOOC' distributed flip blends in a Chinese ELT context.

scholarly journals Modul Perkuliahan RESEARCH ON ENGLISH LANGUAGE TEACHING

2021 ◽  
Author(s):  
Andi Asrifan
Keyword(s):  
Teaching Methods ◽  
Teaching Practices ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
University Teachers ◽  
Language Functions ◽  
Language Classroom ◽  
Fundamental Research

We still try 1) to find out how something works, 2) why something went wrong, or 3) what could happen in other ways. It's in our DNA, and we couldn't assist! Our inquisitive nature is manifested in teaching a language every day, as we explore how language functions, how to use the best teaching methods, or why we have not done stuff in class. We all have learned something valuable in our language teaching classrooms and had something worth sharing with our colleagues. This is pure and fundamental research and in essence, we are "researchers." It's often a problem when teachers hear 'study,' and they reply 'No, it's too complicated for me.' 'For university teachers, that's too complicated.' I heard some of them through my own ears and just isn't real! All can access science. This post will generally describe the role of research in a language classroom, how our research can inform our teaching practices and finally, the ways in which teachers share their work.

English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Ida Royani ◽  
T. Silvana Sinar
Keyword(s):  
Language Learning ◽  
Role Models ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Learner Centered ◽  
Students Attitudes ◽  
English Students

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed:  first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English.  Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

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