scholarly journals Formative Assessment: The Malaysian English Language Primary School Teachers’ Pedagogical Beliefs and Values

2021 ◽  
Vol 3 (4) ◽  
pp. 52-66
Author(s):  
Stephania Albert Jonglai ◽  
Mark Pike ◽  
Martin Lamb
Keyword(s):  
Primary School ◽  
English Language ◽  
Contextual Factors ◽  
Implementation Process ◽  
Language Teachers ◽  
Pedagogical Beliefs ◽  
Factors Affecting ◽  
Beliefs And Practices ◽  
Knowledge And Beliefs ◽  
Teaching Learning

This study investigated the beliefs and practices of primary school English language teachers in eastern Malaysia with regards to the country’s School-Based Assessment (SBA) reform. The study also investigated the contextual factors affecting the teachers’ beliefs and practices, aiming to understand the effects of these beliefs on their practice of SBA in order to extend our understanding of teachers’ interpretations of SBA, the challenges influencing these interpretations and thus, what affects the implementation process. After preliminary interviews with seven teachers, the study selected three who had an understanding of and knowledge about SBA and examined their claims to be implementing it. The study conducted classroom observations and then, using post-observation interviews, explored the reasons behind the teachers’ practices. The teachers interpreted and implemented SBA using their pedagogical knowledge and beliefs and incorporating existing teaching–learning practices, and they showed awareness of the goals and aims of the SBA initiatives. However, contextual factors affected their implementation process, and thus, their practices deviated from some of the underlying principles and objectives of the SBA policy. The study pointed to a limited uptake of the SBA policy and provided evidence of the importance of studying both the teachers’ prior or existing beliefs about assessment and the contextual factors, to understand the motives behind the teachers’ actual assessment practices and their attitudes towards assessment reforms.

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

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

Native-speakerism and ‘hidden curricula’ in ELT training

2018 ◽  
Vol 2 (2) ◽  
pp. 162-187 ◽  
Author(s):  
Robert J. Lowe ◽  
Luke Lawrence
Keyword(s):  
English Language ◽  
Hidden Curriculum ◽  
Native Speaker ◽  
Language Teachers ◽  
Diverse Range ◽  
Beliefs And Practices ◽  
Research Perspectives ◽  
Norms And Values ◽  
English Language Teachers ◽  
Individual Training

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

scholarly journals Use of Action Songs and Total Physical Response to Promote the Development of Listening Skills among Year 4, Low Enrolment-Tamil Vernacular Primary School Students in Malaysia

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Uthaya Kumar, S. ◽  
Sandaran, S. C.
Keyword(s):  
Primary School ◽  
English Language ◽  
Language Teachers ◽  
School Type ◽  
Listening Skills ◽  
School Students ◽  
Post Intervention ◽  
Listening Skill ◽  
Physical Response ◽  
English Language Teachers

Total Physical Response (TPR) is built around the coordination of speech and actions. Action songs promote dance or acts while singing. In this study, we look at action songs as part of TPR to investigate its effectiveness in enhancing students’ listening skills to develop their mastery of the English Language. Seven Year 4 students from a Low Enrolment (SKM) Tamil Vernacular Primary school type (SJKT) were selected as the participants of a within-group experimental design. Upon completing a pre-test on listening skill, students were given six treatment lessons, whereby one hour per lesson was allocated. The treatment was conducted once a week, for every listening lesson. The data was collected while and after the pupils were taught through a series of lessons or interventions that incorporated songs and TPR to complete a variety of listening tasks. The finding shows that even though action songs and TPR are not commonly used among English Language teachers, teachers should implement the method especially for students from Low Enrolment Vernacular Primary School Type as the students in this study showed a significant increase in their post intervention scores of the listening test. The findings also discusses SJKT English Language teachers perceptions on the use of songs and TPR and suggests that there is still a lack of understanding among the teachers on the potential benefits of action songs and TPR for their particular students who have high levels of anxiety and inhibitions to learning English. 

scholarly journals Online Gamified Learning to Enhance Teachers’ Competencies Using Classcraft

2021 ◽  
Vol 13 (19) ◽  
pp. 10817
Author(s):  
Szarmilaa Dewie Krishnan ◽  
Helmi Norman ◽  
Melor Md Yunus
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Design Development ◽  
Design And Development ◽  
Minimum Requirement ◽  
Learning Module ◽  
Fuzzy Delphi ◽  
Learning Competencies ◽  
Gamified Learning ◽  
Teaching Learning

Every English language teacher should be competent enough to serve as a model of reference for students. As stipulated by the Roadmap 2015–2025, Ministry of Education, Malaysia, teachers need a minimum CEFR Level C1 qualification to teach English language at all levels. This poses a need for teachers who have not achieved this minimum requirement to re-skill and upskill themselves to the minimum competency level. Past studies have indicated that online gamification techniques have increased teacher competency levels. However, there has been a lack of studies that have investigated teachers’ language-teaching/learning competencies using online gamified learning. As such, this study aims to address this problem using experiential learning techniques on an online gamified platform, Classcraft. The online gamified learning module was developed using the Design and Development Research (DDR) methodology, and was conducted in the five-phase ADDIE Model (analysis, design, development, implementation, and evaluation). This paper seeks to brief the reader on the design and development process of this online gamified learning using Classcraft. The findings of the design phase were derived through the Fuzzy Delphi technique to acquire the experts’ consensus on the content of the module, and the appropriate gamification elements which ought to be included in the development of the module. The findings of the development phase, as agreed by expert consensus, were used to develop the online gamified learning module. Thus, the findings portrayed the enhancement of the competencies of the English Language teachers who used this online gamified learning with the integration of Classcraft.

scholarly journals My Teaching Philosophy with Particular Reference to Teaching of English as a Foreign Language (TOEFL) in the Kingdom of Saudi Arabia

2017 ◽  
Vol 1 (1) ◽  
pp. 50
Author(s):  
Nehal Ahmad
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Real Life ◽  
Language Teachers ◽  
Teaching Philosophy ◽  
Foreign Language Teachers ◽  
Self Development ◽  
Real Life Situation ◽  
Teaching Learning ◽  
The University

<p><em>It has been due on my part to share my own teaching philosophy with my colleagues in the University in general and other language instructors engaged in this noble profession. Needless to say, creating our own teaching philosophy is an innovative practice and it should be a meaningful part of us as second/foreign language teachers since it states our teaching/learning vision and wisdom, observations, experiences, goals, beliefs, level of professionalism and self-development among many other things. However, in real life situation, we do not often implement all our innovative ideas that we possess in our teaching philosophy. The main objective of the present study is to share my decades of experiences as a language instructor as a student of linguistics as well as an English language instructor. </em></p>

scholarly journals An Investigation into the Level of Burnout in Secondary School English Language Teachers and their Perception of Prevention of it

2020 ◽  
Vol 1 (4) ◽  
pp. 133-138
Author(s):  
Ziaullah ◽  
Dr. Farooq Nawaz Khan ◽  
Dr. Shazia Kanwal
Keyword(s):  
Secondary School ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teachers ◽  
School Level ◽  
Average Score ◽  
Systematic Sampling ◽  
Country Level ◽  
English Language Teachers ◽  
Teaching Learning

Research on burnout gained popularity in the 1970s but in the last three decades’ research about burnout gained immense popularity (Hedden, 2005, Harmesh, Laurenz, Maulana & Veen., 2018). Frudenberger (1974) defined the term (Burnout) for the first time who opined that when there are too many professional demands with limited resources and rewards, it causes a sense of chronic stress and failure. The current research study was undertaken to find out the level of burnout among secondary school English teacher and also their perception of prevention from burnout. The data from the respondents were collected through CBI inventory to measure their level of burnout and its effects on teachers at the secondary school level in district Swat. An open-ended 7 items questionnaire was used to identify the perception of the teachers about preventing them from burning out. The population for this study is comprised of government secondary schools’ teachers (230) male-only from which the sample group was selected through systematic sampling techniques. The reliability coefficient was measured through the Cronbach alpha method the= .00000. All the respondents used the categories indicating a low level of burnout and the average score of all the respondents is below 40 in most of the categories of burnout.  The study recommends that the school management should take preventive measures to help teachers fight burnout on a school level and larger scale (directorate level) organizations should help teachers maintain balance in their work so that they do not fall victim to burnout. The study is of immense importance for the wellbeing of the teachers and the effective teaching-learning process. To be able to generalize the findings of the study, it is recommended for future researchers to undertake it on a larger scale such as provincial or country level. Moreover, the current research has been conducted only among male secondary school teachers. It would be interesting to see the research-based results across both genders.

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

2021 ◽  
Vol 1 (1) ◽  
pp. 116-126
Author(s):  
Uma Nath Sharma
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Practical Experience ◽  
Community Schools ◽  
Language Teachers ◽  
Home Language ◽  
Theoretical Understanding ◽  
Teachers Beliefs ◽  
English Language Teachers ◽  
Teaching Learning

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.

Teacher's Perceptions and Practices Regarding Classroom Interaction in Improving Speaking Skills

2020 ◽  
pp. 1-53
Author(s):  
Haya Alshmrani
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Style ◽  
Classroom Interaction ◽  
Pedagogical Beliefs ◽  
Beliefs And Practices ◽  
Fourth Level ◽  
Teacher's Beliefs ◽  
Speaking Skills

Teaching is mostly a result of a teacher's beliefs (Chowdhury & Rashid, 2014). What teachers do inside the classroom is a result of their pedagogical perspectives, whether they are conscious of their viewpoint or not (Chowdhury & Rashid, 2014). Therefore, exploring the various pedagogical beliefs and classroom practices may help teachers to be more aware of their applications and teaching style inside the classroom. This study aims to investigate the perceptions and practices of a Saudi English language teacher regarding classroom interaction to improve speaking skills in fourth level students at King Khalid University in Saudi Arabia. It also aims to fill the gap between beliefs and practices by finding out the reasons why there are any discrepancies between her beliefs and practices. The data was collected through interview and classroom observation. The findings found that EFL teachers had a variety of complicated ideas that are similar to classroom interaction principles and also mostly similar to her practices. In addition, the results also revealed the factors that might influence any disagreement among beliefs and practices as educational context (classroom size and time factor), the students’ problems (shyness, lack of confidence and the low level of English proficiency), and the participant (teacher-centred instruction and teacher’s management of teaching and learning activities).to the emotional aspects of language learning.

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