scholarly journals Problems of Female Preservice Kuwaiti English Language Teachers During the Practicum Course

2021 ◽  
Vol 3 (13) ◽  
pp. 01-07
Author(s):  
Ahmad F. Alnwaiem ◽  
Abdullah M. Alazemi
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Basic Education ◽  
Language Teachers ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Female Teachers ◽  
College Of Basic Education ◽  
Special Cases ◽  
English Language Teachers

Knowledge of pre-service teachers' difficulties and the obstacles they face during their practicum is supremely important to designing and implementing a successful field experience. Based on this, the current study explored and discussed the most frequent problems that Kuwaiti English language pre-service teachers face during their practicum course. The purpose of this research is to learn more about the challenges and obstacles that female pre-service Kuwaiti English language teachers (n = 45) may experience throughout their practicum period. To achieve the intended outcomes, the study used a qualitative approach. Semi-structured interviews were conducted with female pre-service English language teachers at the college of Basic Education in Kuwait. The College of Basic Education plays a key role in providing qualified female teachers to the Ministry of Education through a training program that prepares potential English instructors to fulfil the career requirements of English instructors. According to the findings of the research, different issues have been aroused by the participants as they have complained about some aspects of the practicum course, including preparing lesson plans and workload, relationship with colleagues in the department, classroom management (especially dealing with students who have special cases), and academic supervisors. Interpretations of the results and recommendations are discussed in relation to the context of the study.

scholarly journals Investigating Students’ and Staff Members’ Attitudes Toward the Efficiency of the Language Skills Modules Offered During the Foundation Year

2019 ◽  
Vol 12 (6) ◽  
pp. 24
Author(s):  
Abdulmohsen A. Dashti
Keyword(s):  
English Language ◽  
Basic Education ◽  
Language Skills ◽  
Language Teachers ◽  
English Department ◽  
Staff Members ◽  
College Of Basic Education ◽  
Positive Attitudes ◽  
English Major ◽  
English Language Teachers

In the scope of teaching English as a foreign language, and more specifically teaching speaking, reading, and writing, this study investigated the attitudes English language teachers-to-be have towards the three language skills modules, namely, Conversation, Reading, and Basic writing, offered by the College of Basic Education (hereafter CBE) in Kuwait. It also investigated the concerns of staff members at the English department in CBE with regards to the matter. The study utilized two questionnaires, one distributed to the students’ population, i.e., English major students (the sample received was (N 385), and the other one distributed to all staff members in the English department in CBE (N 27). In addition, 20 students were randomly selected and interviewed to verify the questionnaires’ results. The data, then, were analysed both quantitatively and qualitatively. Percentages, means and standard deviations were calculated together with t test and ANOVA. Results showed that even though most students and staff members showed positive attitudes towards most of the questionnaires’ items, others were concerned about a few items.

scholarly journals Emotions Attributions of ELT Pre-service Teachers and Their Effects on Teaching Practice

2020 ◽  
Vol 22 (1) ◽  
pp. 15-28
Author(s):  
Mariza G. Méndez López
Keyword(s):  
Classroom Management ◽  
Attribution Theory ◽  
English Language ◽  
Teaching Practice ◽  
Management Strategies ◽  
Language Teachers ◽  
Structured Interviews ◽  
Teaching Practicum ◽  
Classroom Management Strategies ◽  
English Language Teachers

This article presents the results of a qualitative study which aimed to develop an understanding of the emotions experienced by pre-service English language teachers during their teaching practicum and the emotions’ effects on instructional teaching. Attribution theory was used as a framework for analysing the results, while the data were gathered through classroom observation, reflection journals, and semi-structured interviews. Results revealed a need for language teaching programmes to include classroom management strategies; however, there is also evidence of the urgent need for socio-emotional support to be provided to pre-service teachers to help them shape their teaching practice through reflection. Providing a space for pre-service teachers to reflect on their beliefs and discuss the emotions experienced during practicum may help to instil commitment and responsibility in future teachers.

scholarly journals Challenges for Professional Development of Malaysian ESL Teachers

2019 ◽  
Author(s):  
Ruzana Omar ◽  
Radzuwan Ab. Rashid2
Keyword(s):  
Professional Development ◽  
Primary School ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Esl Teachers ◽  
Part Time ◽  
English Language Teachers

The paper aims to provide insights into the current understanding of the challenges faced by in-serviced primary school ESL teachers in completing their degree on a part-time basis. In relation to the government’s effort to improve the quality of primary education, many English language teachers have enrolled in the ‘Teacher’s First-degree program’ offered by the Ministry of Education. The participants of the program, somehow, face a number of challenges. As adult learners, the ESL teachers need to follow in doing the degree part time as all of them are full time teachers and teaching in different schools. Sociocultural theory of Lev Vygotsky provided the theoretical framework for this case study. This qualitative study explored the experiences of five in-service primary school English language teachers who were involved in the program. Semi-structured interviews were carried out to identify the challenges faced by the teachers in completing a primary school teacher’s first-degree program organized by the Ministry of Education (MOE). The main data generated from semi-structured interviews was analysed using thematic analysis approach. The findings revealed that job commitments, family commitments, health mental issue and time management are the main challenges faced by them. Exploring in-service primary school English teachers challenges in furthering their studies part-timely might give the Ministry of Education (MOE) consideration in understanding of language teachers’ selves and needs while pursuing their first degree. This research might also be helpful to investigate the current practices of the professional development of primary school English teachers in Malaysia.

scholarly journals English language assessment in Malaysia: Teachers’ practices in test preparation

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Looi Chin Ch'ng
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Classroom Teaching ◽  
Assessment Practices ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Assessment Guidelines ◽  
English Language Teachers

In the context of English language teaching, many studies that claimed to investigate teachers’ assessment practices were actually exploring their perceptions and belief with little reference to what they were practising in schools. The need to address such a limitation has prompted this study to examine the current formal assessment practices of English language teachers in lower secondary schools. Specifically, this paper reports how the teachers prepare the formal assessments. Extensive structured interviews were conducted with 72 teachers from 24 schools in Kuching division, Sarawak. Relevant documents such as test papers and assessment guidelines were also collected for further analysis. The findings from this study revealed that a majority of the teachers conducted formal assessments mainly due to the requirements of the school and ministry while following pre-determined steps in preparing a test. Furthermore, the findings also revealed teachers’ reliance on commercial reference books in constructing exam questions and sample answers. The outcome of the study provides an insight on the nature of English language teachers’ assessment practices in relation to the classroom teaching and learning at the secondary level.This could help inform the Ministry of Education in providing necessary support for the teachers particularly assessment practices in ESL context as well as in formulating a better assessment policy for schools.

scholarly journals Autonomy Perceptions from Teachers of English as a Foreign Language in Diverse Colombian Public Teaching Settings

2019 ◽  
Vol 7 (2) ◽  
pp. 148
Author(s):  
Dr. David Wealthy Guerrero
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
General Purpose ◽  
Language Teachers ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Research Production ◽  
English Language Teachers

<p><em>This qualitative descriptive case study reports the features in autonomy dynamics of three Colombian English language teachers in public schools in the District in Bogota Colombia. Three semi-structured interviews and reflective journals were used for data collection. The research question that guided this study was: What perceptions about autonomy do the three Colombian English language teachers have? The general purpose of this investigation was to identify the main features in teachers’ perceptions related to Autonomy. The specific objective was to identify the strategies that promoted autonomy in Teachers of English as a Foreign Language -TEFL- in different public schools in Bogota, Colombia. The study is, therefore, particularly significant as it can play a role in encouraging Colombian English as a Foreign Language -EFL- teachers to relate the factors needed to get a high quality in Education dynamics. Data indicated that the process heightened the teachers’ awareness of ‘self’ and practice. Autonomy also activated both the teachers’ ability to critically reflect on their context as well as focus on positive aspects of their practice through the willingness to improve their academic abilities and research production. Taken together, the findings serve as baseline data to further professional development in language assessment. </em></p><em></em><em></em>

Effects of Teacher Portfolio Construction on English Language Teachers' Perceived Teaching Competencies

2017 ◽  
pp. 185-207
Author(s):  
Ece Zehir Topkaya ◽  
Handan Çelik
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Portfolio Construction ◽  
Structured Interviews ◽  
Teaching Competencies ◽  
Teachers Perceptions ◽  
Before And After ◽  
Native Teachers ◽  
English Language Teachers ◽  
Teacher Portfolio

This study investigates the effects of teacher portfolio construction upon in-service English language teachers' perceived teaching competencies. With the participation of six non-native teachers, data were collected through questionnaires and semi-structured interviews conducted before and after a sixteen-week teacher portfolio construction program. Analyses of the data through descriptive statistics and inductive content analysis revealed that the teachers' perceptions related to their teaching competencies were quite high prior to the portfolio construction process. After the process, however, decrease was observed in the teachers' perceived competencies. Findings also showed that the portfolio construction program was effective for the teachers' in that the process led them to become more self-evaluative, thus reflective and realistic about their competencies.

scholarly journals Has Differentiated Instruction Gone ‘Awry’ in Online Teaching and Learning?

2021 ◽  
Vol 12 (3) ◽  
pp. 501-510
Author(s):  
Faizah Idrus ◽  
Nur Afini Zainal Asri ◽  
Nurin Najihah Baharom
Keyword(s):  
Differentiated Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Learning Needs ◽  
Structured Interviews ◽  
Online Teaching And Learning ◽  
Environmental Strain ◽  
English Language Teachers

Differentiated Instruction (DI) is a classroom strategy that helps teachers to cater their teachings to students with different abilities and learning needs. The issue here is whether DI is still relevant in the online teaching and learning amidst the COVID-19 pandemic. Thus, the aim of this paper is to explore selected ESL teachers’ practices of differentiated instructions in their online classes. It also seeks to examine challenges these teachers withstand while implementing DI in their online classrooms. A qualitative design employing the semi-structured interviews and teachers’ reflection notes are used as data collection instruments. A total of six English language teachers from three selected schools in Malaysia took part in this investigation. Thematic analysis following Braun and Clarke (2006) is applied. The findings revealed that environmental strain, resources constraint and students’ and parents’ attitudes are the main challenges in DI while teaching in an online platform.

Urban-originated English Language Teachers Longevity: What Keeps Them in Rural Schools in Sabah?

2021 ◽  
Vol 17 (1) ◽  
pp. 269
Author(s):  
Ameiruel Azwan Ab Aziz ◽  
Sheik Badrul Hisham Jamil Azhar ◽  
Nurul Nadya Mabsah ◽  
Damien Mikeng
Keyword(s):  
Rural Schools ◽  
Rural Areas ◽  
Positive Emotions ◽  
English Language ◽  
Language Teachers ◽  
Structured Interviews ◽  
Contributing Factors ◽  
English Language Teachers ◽  
Fuel Source

The shortage of trained and qualified English language teachers in rural schools has always been a significant issue in Malaysia, particularly in Sabah, due to the higher proportion of rural areas. Various factors have been associated with teachers’ reluctance to serve in rural schools. Nevertheless, several urban-originated teachers are recorded to have shown persistence in serving rural schools. The purpose of this paper is to investigate the reasons and contributing factors behind their long-term longevity in rural schools. The lived experiences of ten teachers were explored through in-depth semi-structured interviews. Data gleaned were thematically analysed following Ryan and Bernard’s (2000) recommended procedures. Results suggest that even participating teachers work in a challenging English teaching environment; this has not been a sufficient drive for them to depart from rural schools. Their longevity is attributed to perceived social supports and students factor. Furthermore, a blended concept of positive emotions was remarked as a fuel-source of teachers’ long-term persistence in rural schools. The contributions and implications of the study are also discussed.   Keywords: English, language teachers, longevity, rural schools, Sabah

Meaningfully Engaging EFL Students in the Digital School

2021 ◽  
pp. 92-118
Author(s):  
Stamatia Savvani
Keyword(s):  
Student Engagement ◽  
English Language ◽  
Language Teachers ◽  
Structured Interviews ◽  
Digital Platforms ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Efl Students ◽  
English Language Teachers ◽  
State Schools

Technology is an integral part of our daily and professional lives and is gradually and steadily being introduced into state schools. As for the Greek context, the Digital School project was initiated in 2010 in state schools; digital platforms and materials were made available to teachers and students for the teaching of English. This study follows a mixed-methods approach and employs questionnaires and semi-structured interviews to explore English language teachers' beliefs and practices regarding the use of technology in state schools. The research focuses on how teachers use technology to maximise student engagement. The findings show a tendency from educators to embrace technology despite certain shortcomings found regarding the resources available, content- and technology-wise. Drawing from interview findings and teachers' practices, this chapter proposes educational practices that could be employed to foster student engagement and meaningfully integrate technology in English language classes.

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