scholarly journals Iranian EFL Teachers' Perceptions Toward Teacher Training Courses

2021 ◽  
Vol 4 (12) ◽  
pp. 63-76
Author(s):  
Atefeh Nikoobin
Keyword(s):  
Teacher Training ◽  
Point Of View ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Interview Session ◽  
Efl Teachers ◽  
The Status ◽  
Training Courses ◽  
Teachers Attitudes ◽  
Teachers Perspectives

The present study aimed to evaluate teacher training courses (TTCs) in several institutes in Isfahan, Iran, to explore the teachers' perspectives on the status and characteristics of this program. More specifically, this study sought language teachers' perceptions on the aspects (duration, intensity, instructors, practicum) and contents (topics covered in the program, teaching the skills, theory) of the TTC program they attended. For this purpose, 34 language teachers were required to fill out a questionnaire to explore participant teachers' attitudes toward the TTC program elements. Furthermore, the teachers were invited to an interview session in order to share their opinions about the overall usefulness of teacher training courses they had attended. The findings revealed that, overall, the teachers were satisfied with different elements of this program. From the teachers ' point of view, the most useful aspect and content of the program were "instructors" and "teaching the skills", respectively.

scholarly journals The Attitudes of Arabic language teachers for the upper basic stage towards learning bridges activities in Almafraq Governorate: اتجاهات معلمي اللغة العربية للمرحلة الأساسية العليا نحو أنشطة جسور التعلم في محافظة المفرق

2021 ◽  
Vol 5 (50) ◽  
pp. 133-118
Author(s):  
Ayoub Khalaf Al-Mashqabah Ayoub Khalaf Al-Mashqabah
Keyword(s):  
Arabic Language ◽  
Point Of View ◽  
Language Teachers ◽  
Survey Method ◽  
Female Teachers ◽  
Basic Stage ◽  
Training Courses ◽  
Teachers Attitudes ◽  
Sample Method ◽  
Descriptive Survey

This study aimed to reveal the attitudes of Arabic language teachers of the upper basic stage towards learning bridges activities from their point of view in Mafraq Governorate in Jordan. To achieve the objectives of the study, the descriptive survey method was used. The study used an electronic questionnaire consisting of (20) items, It was distributed amongst the study sample members, which consisted of (172) male and female teachers, and they were chosen by the available intentional sample method. The results of the study showed that the degree of the Arabic language teachers’ attitudes of the upper basic stage towards the activities of learning bridges from their point of view was high; with an arithmetic mean (2.40), and the absence of statistically significant differences at the level (α = 0.05) in the estimates of the study sample members due to the variables (gender, educational qualification, training courses), and in light of the results of the study, the researcher presented a group among the recommendations the most important is encouraging and educating teachers in Jordanian schools to benefit from the activities of learning bridges in teaching.

scholarly journals Iranian Language Teachers and Students Perspectives on Total English Series at Intermediate Level

2014 ◽  
Vol 5 (1) ◽  
pp. 463-488
Author(s):  
Mehdi Azadsarv ◽  
Mohammad Taghvaee ◽  
Ali Zangoei
Keyword(s):  
Point Of View ◽  
Language Teachers ◽  
Intermediate Level ◽  
Learning Situation ◽  
Efl Learners ◽  
Interview Session ◽  
Teachers And Students ◽  
Specific Teaching ◽  
Teaching Learning ◽  
Teachers Perspectives

As the means of transferring knowledge between teachers and students, coursebooks play a significant role in educational practices all over the world. Evaluation of coursebooks is also of great significance as it manages to a better understanding of the nature of a specific teaching/learning situation. The present study is an attempt to evaluate Total English coursebook from both Iranian EFL learners and teachers perspectives. Ninety three students and 20 teachers participated in this study. Fifty one of the students and 11 of the teachers were male and 42 of the students and nine of the teachers were female. The range of teachers' experience of teaching the coursebook was between 2-4 years and the range of students' experience of studying the coursebook was between 1-3 years. The data collection took place in three language institutes of Gilan and Mazandaran provinces. The coursebook, evaluated based on modified version of Cunningsworth's (1995) checklist, was the intermediate level of Total English. It was evaluated by both students and teachers based on administering written questionnaires. In order to triangulate the gathered data, 25 percent of the teachers and 10 percent of the students attended an interview session. Data analysis indicated that strength of Total English from teachers' perspective was culture and from students' point of view were visuals as well as practice and testing. Moreover, from students' perspective, the primary shortcoming of the coursebook was phonology.

scholarly journals The Status of Using Blended Learning in Teaching the English Language at the Primary Stage from Teachers’ Point of View: واقع استخدام التعلم المدمج في تدريس اللغة الإنجليزية في المرحلة الأساسية من وجهة نظر المعلمين في مدارس محافظة البلقاء

2021 ◽  
Vol 5 (35) ◽  
pp. 159-145
Author(s):  
Rania Ratib Samawi Rania Ratib Samawi
Keyword(s):  
Blended Learning ◽  
English Language ◽  
Point Of View ◽  
Language Teachers ◽  
Validity And Reliability ◽  
Teaching English ◽  
Primary Stage ◽  
The Status ◽  
English Language Teachers ◽  
Training Courses

  The present study aimed to identify the degree of using blended learning in the teaching English language at the primary stage from teachers’ point of view. The researcher followed the analytical descriptive approach, which is compatible with the variables and objective of the study. The questionnaire was used as a tool to collect information after making sure of its validity and reliability. The sample was selected using random sampling method. The number of the sample was (109) male and female teachers. The results of the study showed that the degree of using blended learning in teaching English at the primary stage from the teachers' point of view was "moderate" and the average of the use of reality as a whole was (3.14). The obstacles facing English language teachers of Ain Al-Basha schools regarding using blended learning in teaching English are mostly represented in the lack of training courses related to blended learning.

scholarly journals Exploring Pre-Service EFL Teachers’ Perceptions of Assessment in Beninese Secondary Schools

2020 ◽  
Vol 8 (2) ◽  
pp. 9
Author(s):  
Jean-Marc Gnonlonfoun
Keyword(s):  
Teacher Training ◽  
Secondary Schools ◽  
Limited Resources ◽  
Structured Interviews ◽  
Training School ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Teachers Perspectives ◽  
Free Set ◽  
Porto Novo

There are limited resources available as far as pre-service EFL teachers’ views regarding assessment are concerned. Therefore, this study is set out to explore Beninese pre-service EFL teachers’ perspectives on the issue. In this line, 120 pre-service teachers were randomly selected from the 18th promotion of the BAPES/CAPES programme at the Teacher Training School of Porto-Novo (Ecole Normale Supérieure de Porto-Novo). The semi-structured interviews conducted with groups of ten participants were recorded and transcribed using Voice Notes 3.56 (free) set on a TECNO-W3 android cellphone. The data collected demonstrated that there is a gap between assessment theories and practices. Therefore, there is a necessity for all actors involved to work in order to redress the value accorded to assessment and the inherent grades in the Beninese society.

The Cambridge Guide to Blended Learning for Language Teaching

2015 ◽  
Keyword(s):  
Teacher Training ◽  
Blended Learning ◽  
Case Studies ◽  
Course Design ◽  
Language Teaching ◽  
Language Teachers ◽  
The Future ◽  
Learner Interaction ◽  
Training Courses

The Cambridge Guide to Blended Learning for Language Teaching makes the case that it is pedagogy, rather than technology, that should underpin the design of blended learning programmes. The book is organised into five sections: Connecting Theories and Blended Learning; Implications for Teaching; Rethinking Learner Interaction; Case Studies; The Future of Blended Learning. With its research-informed and practitioner-focused approach, this book is ideal for language teachers and language centre managers looking to broaden their understanding of pedagogy and blended learning. It will also be of interest to anyone working on blended learning course design or delivering teacher training courses.

scholarly journals Teachers’ Perspectives of the use of CLT in ELT Classrooms: A Case of Soran District of Northern Iraq

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Serwan Husein Taha SHERWANI ◽  
Mehmet KILIÇ
Keyword(s):  
Communicative Language Teaching ◽  
Second Phase ◽  
Structured Interviews ◽  
Northern Iraq ◽  
Positive Attitudes ◽  
Teacher Factors ◽  
Efl Teachers ◽  
Teachers Attitudes ◽  
Teachers Perspectives

This mixed-method study aims at exploring Iraqi English as a Foreign Language (EFL) teachers’ attitudes towards Communicative Language Teaching (CLT). The study was conducted in Soran town, in the northern part of Iraq. The participants of the study were 58 EFL teachers from secondary and high school classrooms. In the first phase, a five-point Likert-scale questionnaire was administered (Karavas-Doukas, 1996) to examine the participants’ attitudes towards CLT principles: “place/importance of grammar, group/pair work, quality and quantity of error correction, the role of the teacher in the classroom, the role and contribution of learners in the learning process.” The second phase of the study was qualitative and consisted of semi-structured interviews to examine the reasons behind the implementation of CLT in terms of the factors that hinder and encourage the implementation of CLT in the Iraqi setting. The results of the quantitative analysis revealed that the teachers held overall positive attitudes towards the use of CLT. The findings of the interview phase concluded that the main factors that cause the failure and success of the implementation of CLT in Iraq can be categorized under four headings: educational factors, teacher factors, student factors, and CLT factors. The results of the study suggest that the educational system and the teachers’ communicative competence are essential to promote the employment of CLT in Iraqi EFL classrooms.

scholarly journals Perceptions of Certified EFL Teachers Pertaining to Teacher Certification Program in Central Sulawesi, Indonesia

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Anshari Syafar
Keyword(s):  
Teacher Certification ◽  
Teaching Practices ◽  
Teaching Performance ◽  
Certification Program ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
The Status ◽  
The Impact ◽  
Central Sulawesi

The state and condition of Indonesian teachers have gradually changed to a better nuance due to the compensation of teacher certification program (TCP). The program has conceivably raised the status of the teachers in social and economic lives. However, the impact of the program on the improvement of overall teacher‘s quality—teaching performance as mandated by Teacher and Lecturer Law remains questionable, and the big question is what and how teachers perceive and act in response to the objective of the program. The program aims not only to increase the teachers‘ salary, but also to improve the quality of their teaching performance based on the teacher standard competence, that is pedagogical, personality, social, and professional competences. Therefore, the study explore and describe certified EFL teachers‘ perceptions concerning benefits of the program on thier social and economic lives, improvement and quality of their teaching practices; perceptions on the ways management ran the program; and expectations for better services of the TCP management. 

CLIL Teacher Training for Reducing Rejection Towards Bilingual Education at University

2020 ◽  
pp. 257-273
Author(s):  
Candela Contero Urgal
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Bilingual Education ◽  
University Teachers ◽  
Negative Beliefs ◽  
Training Courses ◽  
Teachers Attitudes

The present study is aimed at presenting CLIL university teachers' attitudes towards the implementation of bilingual education at university. Results show that content teachers who take part in CLIL teacher training courses tend to agree on certain positive as well as negative beliefs regarding bilingual education at university. Once the information obtained from the survey has been examined, this chapter will focus on the reasons identified as to reject the implementation of CLIL in higher education. This work will then offer possible solutions to the hindering zones identified in CLIL teaching by describing a CLIL teacher training formula which should help future CLIL professors in their daily tasks.

scholarly journals Exploring the Status and Teachers’ Perceptions of Technology Integration in EFL Classrooms at Chadli Bendjedid University, Algeria

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Ladaci Naima
Keyword(s):  
Foreign Language ◽  
Education Technology ◽  
Language Education ◽  
Teachers Perceptions ◽  
Learning Framework ◽  
Integration Of Technology ◽  
Efl Teachers ◽  
The Status ◽  
Teaching Learning ◽  
Number Of Classes

In the realm of language education, technology has reshaped the state of the teaching/learning framework in different ways and there is no surprise how a number of classes around the world have now turned from chalk and board classes to technology-based ones. However, whether teachers adopt or reject technology in their teaching depends primarily on the way they perceive it. Consequently, the current paper intends to capture the various perceptions of English as a foreign language (EFL) teachers from the department of English at Chadli Bendjedid University, El Tarf (Algeria) towards the use and the integration of technology in their teaching practices. It also aspires to answer the question: to what extent is technology used in their teaching? In order to collect data for this study; a questionnaire was administered to ten teachers from the above-cited department. Although the findings revealed that all the participants have a positive attitude towards technology; they all face different barriers that impede them from integrating it.

scholarly journals Qualities of a Good and Effective Teacher: Slovak EFL Pre-Service and In-Service Teachers’ Perspectives

2020 ◽  
Vol 6 (3) ◽  
pp. 80-93
Author(s):  
Rastislav Metruk
Keyword(s):  
Secondary School Teachers ◽  
Classroom Interaction ◽  
Language Teachers ◽  
Traditional Teaching ◽  
Effective Teacher ◽  
Teachers Perceptions ◽  
Upper Secondary ◽  
Efl Students ◽  
Teachers Perspectives ◽  
Pre Service Teacher

A plethora of researchers have attempted to examine the characteristics of a good and effective teacher in order to enhance the process of teaching foreign languages. In line with those explorations, this study aims at performing a comparison between Slovak pre-service EFL (English as a foreign language) teachers’ and Slovak in-service EFL teachers’ perceptions of a good and effective language teacher. To achieve this objective, a convenient sample of Slovak university EFL students who were pre-service teachers (n = 74) and Slovak lower-secondary and upper-secondary school teachers (n = 63) were employed in the study. Using a 57-item Likert-type questionnaire, independent-samples t-tests were conducted to investigate the potential differences between the perceptions of the pre-service teachers and in-service teachers. Moreover, the 10 highest-mean and 10 lowest-mean items of both groups were analyzed. The research results revealed that statistically significant differences (p ≤ 0.05) were detected in only 12 of the 57 items. Furthermore, a closer examination of the differences and the items with the highest and lowest means indicated that the pre-service teacher participants favored traditional teaching more than their in-service teacher counterparts, who preferred CLT (Communicative Language Teaching) to a greater extent. The potential implications of these findings indicate that the fundamental principles of CLT such as employing plenty of pair-work and group-work activities, facilitating learners’ autonomy and responsibility for their own learning, or varying classroom interaction strategies deserve more careful attention during pre-service teacher training.

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