scholarly journals PRE-SERVICE EFL TEACHERS’ PERCEPTIONS AND ACTUAL PRACTICES OF GIVING ORAL FEEDBACK IN APPRENTICESHIP PROGRAM: EXPLORATORY STUDY

2019 ◽  
Vol 3 (2) ◽  
pp. 303-313
Author(s):  
Atikah Wati ◽  
Indra Yoga Prawiro
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Department ◽  
Improvement Strategy ◽  
Teachers Perceptions ◽  
Oral Feedback ◽  
Efl Teachers ◽  
Correct Form ◽  
Apprenticeship Program ◽  
Incorrect Information

The purposes of this study were to know the pre-service EFL teachers’ perceptions of their own oral feedback in apprenticeship program and to investigate the types of oral feedback that pre-service EFL teachers use in apprenticeship. It is supported by some problems found in the previous year apprenticeship program,  pre-service teachers were seldom to give feedback to their students’ work or performance during the teaching and learning process, those pre-service teachers seem to be afraid to give more information or explanation about students’ work, tell the students’ incorrect work and give the students the correct answer explicitly, correct the students pronunciation, restate the correct form of students’ utterances, etc. To achieve the purpose of study, the writer used qualitative research method. The research participants were be taken from English Department students of Wiralodra University Indramayu that applied for apprenticeship program, there were 20 students that experienced their apprentceship program in several schools in Indramayu. The instrument of the research were observation and questionnaire modified from Sultana (2015). The finding showed that pre-service teachers’ were aware by the important of oral feedback to correct students’ mistakes, clarify the incorrect information, correct the students’ pronunciation, and restate the correct form of students’ utterances. Unfortunately in the teaching and learning process many of pre-service teachers did not execute oral feedback when they have to. Most of the oral feedback given to the students were focused on mispronunciation, grammar and vocabulary. Pre-service teachers seems did not notice misinformation mistakes and did not really aware of giving advice on students’ performance as the improvement strategy

scholarly journals Task Based Learning (TBL) in EFL Classroom: from theory to practice

2020 ◽  
Vol 3 (4) ◽  
pp. 139-144
Author(s):  
Muhammad Badrus Sholeh ◽  
Sahril Nur ◽  
Kisman Salija
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Language Use ◽  
Language Education ◽  
Target Language ◽  
Learning Goals ◽  
Efl Learners ◽  
Learning Framework ◽  
Theory To Practice ◽  
Efl Teachers

Task-Based Learning (TBL) is one of the contemporary approaches, which has attracted a great deal of study in recent decades. It is a language education approach that offers students the opportunity to use authentic target language use by tasks. Task-Based Learning drives skill-based teaching and learning, engages students in the learning process, motivates and enhances student imagination. This paper focuses on some fundamental aspects of TBL in literature: (1) the task-based learning definition, (2) the task-based learning characteristics, (3) the task-based learning framework, (4) the task-based learning benefits, and (5) a proposed task-based learning practice for EFL learners. The paper gives useful suggestions to EFL teachers who have similar teaching strategies to help students meet such learning goals in their classrooms and continue positive TBL patterns in teaching and learning.

scholarly journals Preparing In-Service Teacher Using Dynamic Geometry Software

2018 ◽  
Vol 7 (4.30) ◽  
pp. 367
Author(s):  
Fariz Setyawan ◽  
Yosep Dwi Kristanto ◽  
Naufal Ishartono
Keyword(s):  
Professional Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
Dynamic Geometry ◽  
Development Program ◽  
Dynamic Geometry Software ◽  
Professional Development Program ◽  
Skills Transfer ◽  
Teachers Perceptions ◽  
Use Of Technology

The use of technology is essential in teaching and learning process. Many researchers have already been implemented Dynamic Geometry Software (DGS) in teaching and learning process. Given the importance of DGS, it is necessary for in-service teachers to use the software in their teaching and learning. Hence, it is important to prepare in-service teacher in utilizing DGS through the professional development program. This is a qualitative research which describes a professional development program to facilitate in-service teachers in utilizing DGS. Both questionnaire and review measured in-service teachers’ perceptions, knowledge and skills transfer, and impact for their practice. From the findings, four of five in-service teachers recognized that they can interact with geometric figures to move on to the next level by using DGS. The teachers felt that DGS has helped them to understand the mathematics concept and demonstrate their understanding in front of the class. Besides, DGS does not only offer opportunities for teachers and students to use them both at home and in the classroom, but they also provide a means for developing support and user communities reaching across borders especially in understanding of geometrical transformation. It has contributed that the teachers easily recognize the geometrical shapes interpretations dynamically on DGS.

scholarly journals Explorations of Beliefs about EFL Teachers’ Roles from Both Teachers’ and Students’ Perspectives through Metaphor Analysis

2020 ◽  
Vol 16 (29) ◽  
Author(s):  
Sharihan Shawkat Azeez
Keyword(s):  
Teaching And Learning ◽  
English Teachers ◽  
Sentence Completion ◽  
Teachers Perceptions ◽  
Teachers Experiences ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Teachers And Students ◽  
The University

Metaphor acts as a window into comprehending teachers’ experiences through providing insights into complex concepts of teaching and learning. As a result, it plays a crucial role in exploring beliefs about teachers’ roles in the teaching and learning process. To elicit ideas and beliefs which both teachers and students held about the role of English teachers, questionnaires were given to 30 teachers and 85 students in the University of Duhok, English Department. The questionnaire asked the subjects to provide their beliefs about English teachers’ roles by using a sentence completion task “An English teacher is…. because….”. Eight conceptual categories are introduced from the linguistic metaphors and example metaphors for each category are given in the results tables. The eight conceptual categories include: teacher as devotee, teacher as nurturer, teachers as provider / source of knowledge, teacher as cultural transmitter, teacher as authority, teacher as guider, teacher as a friend, and teacher as a nice beautiful soul. All participants expressed the same conceptual categories, but still they use different metaphors to express their views. An interesting feature of these results is that there are some parallel and overlaps of metaphors among different subjects. The findings of this study suggested subtle differences between students’ and teachers’ beliefs. This study will benefit teachers, curriculum designers, and researchers. Researchers may carry out comprehensive studies using metaphor as an investigating tool to better understand both students and teachers’ perceptions of the teachers’ roles. The results will help develop comprehensive and inclusive methods of teaching. Larger samples with variables such as gender, age, different locations, and proficiency of participants should be taken into consideration during future studies.

scholarly journals The Development Of Expert Learners In The Classroom

2010 ◽  
Vol 3 (6) ◽  
pp. 1
Author(s):  
Saemah Rahman ◽  
Zuria Mahmud ◽  
Siti Fatimah Mohd Yassin ◽  
Ruslin Amir ◽  
Khadijah Wan Ilias
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning To Learn ◽  
Teachers Perceptions ◽  
Literature Reviews ◽  
Teachers And Students ◽  
Role Of Teachers ◽  
Learn Approach

The term ‘expert learner’ refers to students who are actively engaged with the materials learned and take responsibility for their own learning. Literature reviews suggested the use of metacognitive approach to help develop students to become expert learners. Research on development of expert learners can be traced from movements that focused on the importance of learning strategies and “learning how to learn” approach. Some researchers combined the role of teachers and students in formulating a framework on how to develop expert learners. This study aimed to identify issues related to the development of expert learners in the classroom. Data were collected from focus group with students and teachers in Malaysia.  Findings were reduced into thematic categories representing students’ and teachers’ perceptions on the issues. Results of the study showed that the use of metacognitive strategies among students is very minimal and many teachers did not aware the benefit of making the learning process visible to students. The implementation of “learning to learn” approach in the teaching and learning process remain one of the key problem need to be address in order to help students learn effectively in the classroom.

scholarly journals Nepalese EFL Teachers’ Perceptions of Pedagogical Capital: A Case Study

BELTA Journal ◽  
2020 ◽  
Vol 4 (1) ◽  
pp. 58-66
Author(s):  
Ganesh Kumar Bastola
Keyword(s):  
Cultural Capital ◽  
Learning Process ◽  
English Teachers ◽  
Teachers Perceptions ◽  
Language Classroom ◽  
Efl Teachers ◽  
Classroom Data

This study explores the perceptions of pedagogical capital of English teachers in the context of Nepal. It aims to examine how the perceptions of pedagogical capital differ and how it affects teachers’ performance in the language classroom. Data for this research were collected from 3 participants with varied experiences. The data have been analyzed based on the framework of Stake (1995). The study uses Bourdieu's (1977) notion of cultural capital for theoretical insights. Findings indicate that teachers' pedagogic capital is an ability that can be used in the classroom to facilitate learning process.

scholarly journals The Advantages of Android in Translation Course

2019 ◽  
Vol 6 (1) ◽  
pp. 92-96
Author(s):  
Refika Andriani ◽  
Destina Kasriyati
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Department Of Education ◽  
English Text ◽  
English Department ◽  
Teachers Training ◽  
Bahasa Indonesia ◽  
Training Faculty

This research aimed at describing the advantages of android use in learning process. This research conducted at the fourth semester of English Department of Education and Teachers Training Faculty of Universitas Lancang Kuning. The sample of this research is 30 % of the total number of the population, they are about 7 students. The method of this research is descriptive analysis. Before getting the data by giving questionnaire to the students during teaching and learning process of Translation Subject by using android, they had got a test of translating an English text into Bahasa Indonesia. Finally, it is found that there are some advantages found. They are android motivated the students, android is easy to use and access, android improve the students’ confidents to involve in the learning process.

scholarly journals Saudi Female Teachers’ Perceptions of the Use of L1 in EFL Classrooms

2017 ◽  
Vol 10 (6) ◽  
pp. 12
Author(s):  
Bayan Al-Hashemi Al-Amir
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
First Language ◽  
English Language Proficiency ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Students First ◽  
Efl Classrooms ◽  
L1 Use

In the literature of second language teaching and learning, the use of students’ first language (L1) has been an issue of debate for many years. Despite the changing state of teaching and learning aspects over the years, the belief that L1 should not be used in English as a Foreign Language (EFL) classrooms has stood the test of time. Nevertheless, many studies have recently started to put this belief under question and to give the effectiveness of L1 use, the benefit of doubt. This paper investigates EFL teachers’ perceptions of the use of students’ first language at one of the universities in Jeddah, Saudi Arabia, given the fact that those teachers speak students’ native language and have different English language proficiency levels. The data gathered through a questionnaire were analyzed using the IBM Statistical Package for Social Science (SPSS)® to find frequencies, percentages and mean scores. The overall results of the study show that the majority of teachers agree to the use of students’ first language in their EFL classrooms. Moreover, when investigating the relationship between teachers’ English language proficiency level and their perceptions of L1 use, the results suggest that there is no correlation between the two. Furthermore, the results of the study conclude that EFL teachers are selective when it comes to the areas of language teaching where L1 is used.

scholarly journals Utilizing Video for Technology Integration Support in Indonesian EFL Classroom: Usages and Obstacles

2017 ◽  
Vol 2 (1) ◽  
pp. 15
Author(s):  
Muhamad Nova
Keyword(s):  
Technology Integration ◽  
Learning Styles ◽  
Learning Process ◽  
Teaching And Learning ◽  
Real Life ◽  
Development Program ◽  
Learning Material ◽  
Learning Attitudes ◽  
Efl Teachers ◽  
Teacher Professional

The use of video as a solution in supporting technology integration in EFL teaching and learning process in Indonesia still faces some obstacles in its utilization. Viewing from this issue, this study explored Indonesian EFL teacher’s perceptions on the usages and obstacles in utilizing video in teaching and learning process. Conducting a survey research by distributing questionnaires purposively to 30 EFL teachers, 22 females and 8 males, the results revealed that the Indonesian EFL teachers found that video is very beneficial in teaching and learning process, especially in delivering the learning material, building students’ background knowledge, bringing real-life language context, providing visual and audio input, and serving varieties of language expressions. It also gives positives impacts to students’ learning attitudes, including their interest, motivation, and learning styles. Even though it brings beneficiary effects, many Indonesian EFL teachers also mentioned five obstacles faced in using video in their classroom: limitation of facilities at school, lack of technical support at school, difficulties in finding suitable video, lack of skill in editing video, and less focus students on learning. Reflecting up from these results, it is suggested for EFL teachers to use video in improving the teaching and learning process in the classroom. It is also recommended for the EFL teachers to attend teacher professional development program to enrich their competence and skill in using video in teaching and learning process. Moreover, school principals’ are recommended to support the school facilities to promote technology integration at school.

scholarly journals Iranian EFL Teachers’ Perceptions of Learning Accent

2018 ◽  
Vol 7 (3) ◽  
pp. 108
Author(s):  
Hassan Galbat ◽  
Farhad Fahandezh Sa’adi
Keyword(s):  
Teaching And Learning ◽  
Native People ◽  
Foreign Accent ◽  
Structured Interviews ◽  
Language Understanding ◽  
Teachers Perceptions ◽  
Female Teachers ◽  
Efl Teachers ◽  
Authentic Language ◽  
Age Range

Since the appearance of “Audio-lingual Method”, the issue of foreign accent has been the focus of many researchers and many teachers attempted to sound as native like as possible to better teach native English accent. The present study attempted to uncover the Iranian EFL teachers’ perceptions on accent, the way they viewed their own accent, and how English accent can be improved. Totally 50 male and female teachers with different age range, qualifications, teaching and learning experiences participated in the study. The data of the study were collected using Teachers’ Perceptions of Accent Questionnaire developed by the researcher and semi-structured interviews. Based on the analysis performed on the data collected through questionnaires and interviews, it was found that teachers care about learning accent and they considered it valuable and important. They admitted that they have foreign accent to some degree and they did not seem to be happy with foreign accent and were more in favour of native like accent. Regarding the strategies to improve English accent, they mentioned techniques like listening to authentic language, understanding pronunciation rules, and comparing people’s accent with their own accent, watching English movies, noticing stress, and pronunciation patterns, imitating, speaking with native people, using books, and recording and monitoring their own speeches.

scholarly journals Chunking Strategy; in Enhancing Fourth Semester Students’ Reading Skill at English Department of Muhammadiyah University

2020 ◽  
Vol 7 (1) ◽  
pp. 18
Author(s):  
Jusmin HJ Wahid ◽  
Iswan A. Thais
Keyword(s):  
Standard Deviation ◽  
Learning Process ◽  
Teaching And Learning ◽  
Reading Skill ◽  
English Department ◽  
Teaching Reading ◽  
Significant Progress ◽  
Post Test ◽  
True Experiment

Teaching reading skill to the students needs applying the appropriate strategy to stimulate students’ understanding to meet the main purpose in the teaching and learning process. It was expected that the strategy itself should be able to be used by the teacher to design the better ways for the students in order to acquire important information. It is realized that many students now need as much information as possible in comprehending all the texts they read. To overcome this problem, the researcher used chunking strategy to improve students’ reading skill. The researcher used true experiment to design this research, then the pre-test was used to find out whether this group in the same level and the post-test was used to detect the progress of the students. The total numbers of the students who involved in the pre-test and post-test were 20. The data showed that the information in the post-test that;  mean score was 70.50, and the pre-test got score was 61.85 then the standard deviation in the post-test was 10.32 and the standard deviation in pre-test is 8.27. It could be concluded that the students get significant progress in their understanding of reading skill by using Chunking strategy in English Department.

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