scholarly journals Teachers’ Attitudes towards Online Writing Assessment during Covid-19 Pandemic

2021 ◽  
Vol 3 (8) ◽  
pp. 65-70
Author(s):  
Khadija Anasse ◽  
Rajaa Rhandy
Keyword(s):  
Foreign Language ◽  
Writing Assessment ◽  
Online Teaching ◽  
English Language ◽  
Negative Attitude ◽  
Language Teachers ◽  
English Language Teaching ◽  
Online Assessment ◽  
Foreign Language Teachers ◽  
Online Writing

The COVID-19 pandemic has imposed an abrupt change in our teaching practices. Particularly the online assessment of students’ writing has been an unprecedented, novel situation for many English foreign language teachers. What is novel about this issue is the constraint of adopting it in a critical situation in which it has been an alternative way to assess students in the absence of the physical presence of students. The shift from face to face assessment to online assessment has been a novel experience for many Moroccan English foreign language teachers who have never implemented it before nor have any background knowledge about its mechanisms and methods albeit there are some teachers who are familiar with online teaching and online assessment. The issue has generated important points for English language teaching practitioners and stakeholders about the strategies and challenges of this compulsory mode of assessment during COVID-19 lockdown. From this perspective, the purpose of this paper was to reflect on writing assessment in the era of COVID-19 pandemic through the lens of teachers. The paper aimed to explore the perceptions of Moroccan English foreign language teachers about online writing assessment and the challenges that encountered them.  For this purpose, data were collected from 100 English language teachers in the region of Casablanca through the use of questionnaires. The findings of this study substantiated that most participants considered online assessment of students’ writing a real challenge and hence hold a negative attitude towards it. Based on the results of this study, it was recommended to teach digital writing skills to English foreign language learners and design teaching training programs about online writing assessment. 

scholarly journals THE DEVELOPMENT OF STUDENTS’ CRITICAL THINKING IN LEARNING A FOREIGN LANGUAGE

2019 ◽  
Vol 2 (11(41)) ◽  
pp. 7-12
Author(s):  
Suleimenova Zh. A. ◽  
Kalikhaidarova G. E. ◽  
Mussabekova Z. S. ◽  
Duishonaliyeva B. T.
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
English Language ◽  
Educational Process ◽  
Language Teachers ◽  
English Language Teaching ◽  
Innovative Technology ◽  
Foreign Language Teachers ◽  
Routine Work ◽  
Study Process

This article deals with the issue of working out and incorporating in educational process of higher educational institutions of the innovative technology for developing skills of critical thinking for the future Management specialists. The research is aimed at revealing both theoretical and practical ideas about critical thinking development in English language teaching. To enhance critical thinking in learners, foreign language teachers use various methods and techniques, consequently there have been described the following methods such as “Lead-in”, “Socratic Questioning”, “Business role play”, “Active reading”, and “Translation”. The use of the above methods by foreign language teachers in classes contribute to the development of critical thinking among students and motivate them for learning a foreign language, as well as making the study process be possible to turn from routine work into interactive, interesting and challenging activities.

scholarly journals Interculturality in English Language Teaching – A Small Study with Portuguese Teachers

e-TEALS ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 107-125
Author(s):  
Ana Ponce de Leão
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Communicative Competence ◽  
Language Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Language Teacher ◽  
Teachers Perceptions

Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the foreign language curricula. However, this commitment has been questioned by researchers worldwide who consider that action is needed to effectively promote intercultural competence. The research coordinated by Sercu, for example, suggests that, although foreign language teachers are willing to comply with an intercultural dimension, their profile is more compatible with that of a traditional foreign language teacher, rather than with a foreign language teacher, who promotes intercultural communicative competence. In this study, I propose to examine teachers’ perceptions and beliefs about intercultural communicative competence in a cluster of schools in Portugal and compare these findings with Sercu’s study. Despite a twelve-year gap, the present study draws similar conclusions.

scholarly journals English language pre-service and in-service teachers’ self-efficacy and attitudes towards integration of students with learning difficulties

2017 ◽  
Vol 5 (1) ◽  
pp. 20-38 ◽  
Author(s):  
Ivana Cimermanová
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Language Learning ◽  
Elementary School Teachers ◽  
Regular Education ◽  
English Language ◽  
Language Teachers ◽  
Foreign Languages ◽  
Special Educational Needs ◽  
Foreign Language Teachers

Abstract The study of foreign languages is obligatory for all pupils in Slovakia, where the first foreign language is English. Conforming to integration legislation, pupils with special educational needs (SEN) are taught in mainstream classes. Foreign language teachers, however, lack training and where not prepared how to apply teaching methods and techniques for pupils with SEN in the regular language learning class. In the study presented, 187 elementary school teachers filled out questionnaires dealing with integration of pupils with SEN and possible inclusion of learners with disabilities in Slovakia and a group of 56 university FLT students - teachers-to-be. Teachers are not forced and/or encouraged to take part in in-service courses or other education on how to teach these pupils. The pre-service teachers are offered courses on SEN teaching, however, these are not compulsory and mostly general education oriented. The majority of in-service and pre-service teachers felt that pupils with SEN should be taught in regular education class. The article also describes the current situation concerning integration of students with SEN using the official statistical data.

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 POTENSI DAN TANTANGAN PENGINTERNASIONALAN BAHASA INDONESIA DI FILIPINA

Widyaparwa ◽  
2020 ◽  
Vol 48 (1) ◽  
pp. 1-13
Author(s):  
Bayu Permana Sukma
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Qualitative Method ◽  
English Language ◽  
The Philippines ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Asean Countries ◽  
Target Country ◽  
Bahasa Indonesia

As one of the ASEAN countries, the Philippines is a strategic target country of Indonesian language internationalization. The internationalization endeavor in the Philippines has begun since 2016 when a number of BIPA (Bahasa Indonesia bagi Penutur Asing (‘Indonesian as a Foreign Language)) teachers were assigned to the country. Up to 2018, there have been 14 institutions facilitated with 898 students. This article aims to describe the potential and challenges of the spread of Indonesian language in the Philippines in terms of linguistic and non-linguistic aspects. This research employed a descriptive-qualitative method. The data in this research were obtained from interviews, questionnaires, observations, and literature studies. The results show that Indonesian language has potential to be internationalized and developed in the Philippines. It is based on several aspects: 1) the similarity between Indonesian language and Filipino, 2) the motivation of Indonesian language learners in the Philippines, 3) the good economic cooperation between Indonesia and the Philippines; and 4) the fairly big number of tourism visits from Indonesia to the Philippines and vice versa. However, the potential is also followed by some challenges. Some of them are 1) language policy in the Philippines, 2) the very strong influence of English language in the Philippines, and 3) the lack of Filipinos’ knowledge on Indonesian society, cultures, and politics. ABSTRAKSebagai salah satu negara ASEAN, Filipina merupakan negara sasaran strategis peng-internasionalan bahasa Indonesia. Penyebaran bahasa Indonesia secara formal di negara ini di-mulai sejak tahun 2016 ketika sejumlah tenaga pengajar BIPA (Bahasa Indonesia bagi Penutur Asing) dikirim ke negara tersebut. Hingga tahun 2018, tercatat sudah 14 lembaga yang terfasilitasi dengan 898 pemelajar. Artikel ini bertujuan untuk memaparkan potensi dan tantangan pe-nyebaran bahasa Indonesia di Filipina ditinjau dari aspek kebahasaan dan nonkebahasaan. Penelitian ini menggunakan metode deskriptif kualitatif. Data dalam penelitian ini diperoleh dari hasil wawancara, kuesioner, observasi, dan studi pustaka. Hasil penelitian menunjukkan bahwa bahasa Indonesia memiliki potensi untuk terus disebarkan dan dikembangkan di Filipina. Hal ini didasarkan pada beberapa hal: 1) kemiripan antara bahasa Indonesia dan bahasa Filipino, 2) motivasi pemelajar bahasa Indonesia di Filipina yang besar, 3) kerja sama ekonomi yang baik antara Indonesia dan Filipina, dan 4) jumlah kunjungan pariwisata yang cukup besar dari Indonesia ke Filipina dan sebaliknya. Namun demikian potensi tersebut juga disertai dengan tan-tangan. Beberapa tantangan yang ditemui adalah 1) kebijakan bahasa di Filipina, 2) kuatnya pengaruh bahasa Inggris di Filipina, dan 3) pengetahuan masyarakat Filipina yang masih minim tentang Indonesia, khususnya di bidang sosial, budaya, dan politik. 

scholarly journals The practice of online assessment in an EFL context amidst COVID-19 pandemic: views from teachers

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Nasim Ghanbari ◽  
Sima Nowroozi
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
English Language ◽  
Language Teachers ◽  
Online Assessment ◽  
Learning And Teaching ◽  
Long Run ◽  
Integration Of Technology ◽  
English Language Teachers

AbstractFor many years, technology has been applied to improve the quality of language learning and teaching. However, the outbreak of COVID-19 pandemic accelerated the integration of technology in different language learning contexts. The sudden shift to online teaching faced educators with an array of challenges they had not experienced before. In particular, the teachers encountered many barriers with the online assessment of the students. To shed more light on what passed, following a qualitative mode of inquiry, the present study set out to find out how a group of 20 Iranian English language teachers at Persian Gulf University faced with the online assessment challenges posed by COVID-19. For this aim, the researchers conducted in-depth semi-structured retrospective interviews with the teachers at different times throughout the course. In addition, the teachers were asked to provide a narrative account of how they responded to the crisis. The analysis of the findings showed that after the shift to online assessment, the teachers initially faced with serious pedagogical, technical, administrative, and affective barriers, but as the course proceeded, they could adjust their practice with the new situation. However, the teachers recounted problems that still remained and negatively affected their practice. Overall, the study discusses that to improve the online assessment in the post-COVID-19 era several technological, pedagogical, and administrative measures should be taken into account. These would further improve the integration of the technology in the pedagogical context in the long run.

scholarly journals O USO DA LITERATURA NAS AULAS DE LÍNGUA ESTRANGEIRA ATRAVÉS DA PEDAGOGIA DESENVOLVIMENTAL DE DAVYDOV

2016 ◽  
Author(s):  
Carlos Eduardo De Araujo Placido
Keyword(s):  
Foreign Language ◽  
Short Story ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Foreign Languages ◽  
Literary Texts ◽  
Foreign Language Teachers ◽  
Language Classes ◽  
Language Schools

O acesso ao texto literário é um direito de todos (CANDIDO, 1995). Entretanto, há ainda pouco uso do texto literário para o ensino e aprendizagem de línguas estrangeiras, tanto no Ensino Médio quanto em escolas de idiomas no Brasil. Por isso, o objetivo principal deste artigo é o de investigar a aplicabilidade do uso de textos literários em aulas de língua estrangeira, mormente em língua inglesa por meio de técnicas de Escrita Criativa (MANCELLOS, 2000; MURRAY, 2003; POPE, 2005) com base direta na teoria do ensino desenvolvimental de Davydov (1988). A primeira parte deste artigo esboça rapidamente a pedagogia de Davydov (1988) e sua importância para o ensino de língua estrangeira nos dias atuais. Já a segunda parte foca na relevante contribuição da teoria do ensino desenvolvimental davydoviana e suas seis principais ações que podem ser usadas no ensino de língua estrangeira. A terceira e última parte traz exemplificações tanto de teoria de Davydov (1988) quanto indicações de websites os quais podem ser utilizados pelo professor de língua estrangeira dentro (e fora) da sala de aula.Abstract: The access to the literary text is a right of every human being (CANDIDO, 1995). However, there is still little use of literary texts for teaching and learning foreign languages, both at high schools and at language schools in Brazil. Therefore, the main objective of this article is to investigate the applicability of using literary texts in foreign language classes, especially in the English language ones through Creative Writing techniques (MANCELLOS, 2000; MURRAY, 2003; POPE, 2005) based directly on the theory of developmental teaching by Davydov (1988). Thus, the first part of this article briefly outlines the pedagogy of Davydov (1988) and its importance to foreign language teaching today. The second part focuses on the relevant contribution of the Davydovian theory for education as well as its six key actions that may be used for teaching foreign languages. The third and final part brings exemplifications of both Davydovian theory (1988), through a ciberliteray short story, and indications of websites, which may be used by foreign language teachers inside (and outside) the classroom.

scholarly journals Classroom Code Switching of English Language Teachers at Tertiary Level: A Bangladeshi Perspective

2013 ◽  
Vol 7 ◽  
pp. 40-61 ◽  
Author(s):  
Nargis Chowdhury
Keyword(s):  
Foreign Language ◽  
Positive Attitude ◽  
English Language ◽  
Survey Result ◽  
Code Switching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Class Room

Classroom code switching is a common scenario in many multi lingual and multicultural classes. In a monolingual country like Bangladesh, classroom code switching has some distinctive attributes. As a part of the global transformation in the methods and techniques of English language teaching, we need to consider classroom code switching as a fact which cannot be ignored in any way especially in a country like Bangladesh where English is taught as a foreign language. In most of the cases Bangladeshi students tend to switch codes, but it is also common in teachers’ discourse. This paper aims to focus on the reasons for teachers’ code switching and the attitude of the teachers and students towards classroom code switching. A survey was conducted for data collection where two different sets of questionnaires were used for teachers and students. 20 English language teachers and 37 undergrad students from different universities participated in the survey. The findings of the survey result in identifying the reasons for teachers’ code switching like ease of communication, explanation, maintaining discipline in the classroom, translation of the unknown terms etc. On the other hand, although many teachers consider that they should not switch codes in the class room, students possess a positive attitude towards it. DOI: http://dx.doi.org/10.3329/sje.v7i0.14462 Stamford Journal of English; Volume 7; Page 40-61

scholarly journals Using English to teach English: Classroom English competence of English language teachers in Vietnam

2017 ◽  
Vol 33 (4) ◽  
Author(s):  
Vu Hai Ha
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Language Teachers ◽  
English Competence ◽  
English Classroom ◽  
Language Teaching Methods

The National Foreign Language Project 2020 (Project 2020) has been laying its emphasis on the development of general English language proficiency and English language teaching methods of English language teachers in Vietnamese schools. This article argues that these focuses might overlook an area which is essential for these teachers to use English efficiently in the classrooms: the development of classroom English proficiency. This argument is corroborated by a case study with qualitative data collected from videotaping 113 teachers in their microteaching sessions. It reveals certain limitations in their classroom English competence, especially linguistic and strategic competence. The article concludes by putting forward certain suggestions for Project 2020 as well as future studies to explore other facets of this competence.

scholarly journals Implications of Selected Use of Learner’s First Language in English Language Teaching

2021 ◽  
Vol 2 (5) ◽  
Author(s):  
Nan Kang
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
First Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Target Language ◽  
Social Functions ◽  
Limited Effect ◽  
Negative Impacts

This academic essay is an assessed coursework in Approaches and Methods in Language Teaching for taught postgraduate in School of Languages, Linguistics, Queen Mary University of London. This essay seeks to identify the necessity of inclusion of First Language  in foreign language teaching and its following positive and negative impacts. Involving Target Language in language lessons is a bright idea due to its cognitive, communicative and social functions, though it might cause a few problems, such as the limited effect on elite students, the inefficient and time- consuming learning process, student’s over-reliance of L1. In the end, the essay provides a few teaching suggestions for language teachers.

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