scholarly journals ENGLISH TRAINING PROGRAM THROUGH DEBATE METHOD FOR TEACHERS OF SMKN 1 SINGOSARI MALANG

2020 ◽  
Vol 3 (2) ◽  
pp. 79
Author(s):  
Arining Wibowo
Keyword(s):  
High School ◽  
English Language ◽  
Language Teachers ◽  
Vocational High School ◽  
English Language Teachers ◽  
The One ◽  
Teaching Learning ◽  
English Training ◽  
Learning English

The aim of this training is to teach English language teachers of Vocational High School/SMKN 1 Singosari Malang. The absolute role of English as a medium of communication and learning for vocational students is undeniable. Vocational High School is dedicated to produce technical worker which they are prepared to be readily working after graduated without continuing to study on college degree. By having English language as their fluent second language, alumnus will have big weapon to compete in the current bothersome job demand. Problem of teaching-learning English is the one background of this training. English Debate method is a new method in SMKN 1 which they are introduced various techniques to learn English. By this method, teachers will be talented to teach English to students actively and innovatively. The result of this training told us that English Debate is effective method to be applied on teaching-learning English especially on speaking.

scholarly journals THE ROLE OF THE TEACHER IN THE FORMATION OF THE STUDENT - CITIZEN WITHIN THE PUBLIC SCHOOL IN HIGH SCHOOL: A REFLECTION DONE FROM EXPERIENCES AS A RESIDENT IN THE PEDAGOGICAL RESIDENCE PROGRAM

2020 ◽  
Vol 7 (Especial-2) ◽  
pp. 136-138
Author(s):  
Miliane Moreira Cardoso Vieira ◽  
Abimael Junior Souza Santos ◽  
Jaiara Martins Aguiar Monteiro
Keyword(s):  
High School ◽  
Elementary School ◽  
Public School ◽  
English Language ◽  
Language Teachers ◽  
The Public ◽  
English Language Teachers

This work brings experiences lived in an Elementary School and High School, exposing the main difficulties in learning a new language and the challenges that English language teachers need to face in the exercise of the function, under the resident's gaze.

scholarly journals The Impact of Microsoft Teams’ App in Enhancing Teaching- Learning English during the Coronavirus (COVID-19) from the English teachers’ perspectives’ in Jenin city

2021 ◽  
Author(s):  
Tahani R. K. Bsharat ◽  
Fariza Behak
Keyword(s):  
English Language ◽  
Teaching Experience ◽  
Language Teachers ◽  
Significant Feature ◽  
Ministry Of Education ◽  
English Language Teachers ◽  
Teaching Learning ◽  
Teachers Perspectives ◽  
The Impact ◽  
Learning English

This study stresses the global impact of Microsoft teams’ app in enhancing teaching-learning English during the Coronavirus (COVID-19). As one of the preventive steps for transmitting coronavirus infection, the introduction of lockdown and social distancing has been implemented, resulting in complete paralysis of global activities. There exists a shift from the usual learning practice to online learning, especially the complete shutdown of the education system to comply with the academic curriculum. This can be cited with more online courses, workshops, meetings, etc. It should be remembered that, during this crisis, the world is fully dependent on information technology. The present research offers, therefore, an insight into the impact of Microsoft teams’ app in enhancing teaching-learning English during Coronavirus (COVID-19). Thus, the sample was chosen conveniently from the population of English language teachers and included (25) teachers, 56% of them were females, 52% ageing 31 to 40 years old, with 48% indicating a teaching experience over ten years questionnaire consisted of (15) items of one dimension developed by the researchers based on their experiences and the available literature, In addition, the teachers indicated that the most significant feature of Ms. Teams is that it enables students to share files and share content and that it includes screen sharing options that allow teachers the freedom to display what they choose during a class, indicating that it creates an interactive atmosphere between students, teachers and the community inside and outside the classroom. Furthermore, the researchers recommended using Microsoft teams’ app and giving the English language teachers, students, and parents online workshops on how to use the app, also for the ministry of education to adopt the app.

scholarly journals Role of Content Schema in Reading Comprehension Among Saudi EFL Students: EFL Teachers’ Perspective and Use of Appropriate Classroom Strategies

2018 ◽  
Vol 8 (4) ◽  
pp. 96
Author(s):  
AbdulRahman Al Asmari ◽  
Choudhary Zahid Javid
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Reading Skills ◽  
Background Knowledge ◽  
Language Teachers ◽  
Efl Learners ◽  
Classroom Strategies ◽  
English Language Teachers

This empirical survey investigates the perceptions of English language teachers towards the role of content schemata in reading comprehension among Saudi EFL learners. Furthermore, it also attempts to explore the use of appropriate classroom strategies employed by English language teachers to activate content schemata to enhance learners’ reading comprehension. A modified Likert-scale strongly-agree to strongly-disagree questionnaire was administered to 61 male and female EFL faculty from English Language Center (ELC), Taif University to generate data. The findings have reinforced that background knowledge of Saudi EFL learners help them significantly in reading faster with better understanding. It has also been reported that pre-reading strategies of brainstorming, classroom discussions about the topic and questioning are the most favored ones to activate Saudi EFL learners’ background knowledge. It has also been learnt that while-reading strategies of directing the students’ attention to signal words, main idea, important phrases, titles, subtitles and effectively linking the target text to their students’ cultural and social experiences also contribute towards reading comprehension. The findings have also revealed that English language teachers consider low English language proficiency and poor reading skills of Saudi ELF leaners as well as the lack of appropriate teaching aids as the major obstacles in activating the content schemata. Several recommendations have been forwarded which have significant pedagogical implications in materializing much sought-after goal of effective ELT in the KSA by ensuring better reading skills among Saudi EFL learners.

scholarly journals Role of Siraiki in Teaching/Learning English at Graduation Level: A Case Study from the Southern Punjab, Pakistan

2020 ◽  
Vol V (I) ◽  
pp. 532-543
Author(s):  
Muhammad Ahsan ◽  
Zahoor Hussain ◽  
Noshaba Younus
Keyword(s):  
Social Sciences ◽  
Analysis Of Variance ◽  
Subject Matter ◽  
English Language ◽  
Descriptive Analysis ◽  
Language Classroom ◽  
Teaching Learning ◽  
Learning English

The focus of the present research was to find out the Role of Siraiki Language in Teaching/Learning English Language at graduation Level. By this study the researcher attempted to expose the intentions for which the students and instructors make use of Siraiki in their English language classroom inside and outside activities and in the same way, to show the actions and the situations in which they select for not using their L1. To explore a clear comprehension of the current subject matter, the research targeted on the 577 students and the 156 teachers. Data was collected through questionnaires. The data was examined through SPSS (statistical package for social sciences) 23 version. Data were inspected using descriptive analysis, Analysis of variance (ANOVA), T-Test and Cronbach's alpha. The findings of the present study showed that the students and the teachers indicated highly positive perceptions concerning the use of Siraiki language in EFL classroom.

scholarly journals The X-Factor Profile Characteristics of English Language Teachers in Non-Native Setting

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Zarina Othman ◽  
Shahizan Shaharuddin ◽  
Azizah Ya’acob
Keyword(s):  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Teacher ◽  
English Language Teachers ◽  
Native Speakers Of English ◽  
Profile Characteristics ◽  
Learning English

Phrases such as ‘learning English is fun’ or ‘English is fun’ are often heard when one speaks about learning English especially in a context where English is not the mother tongue of the learners. What about when the focus shifts to English language teachers on the other hand, who are non-native speakers of English? The focus on the teacher other than the curriculum, syllabus, material and pedagogy needs considerable attention in promoting effective English language learning. What are the profile characteristics of an English teacher that can help most importantly first boost the students’ motivation and interest to learn English. Studies have explored in general the characteristics of effective language teachers but to what extent has it identified the ‘X’ factors. This paper addresses a discussion on the the profile characteristics of specifically non –native English language teachers. It focuses on the relevance of the ‘qualities’ of English language teachers’ in relations to English teacher attributes specifically.We gathered the views and opinions of English language instructors teaching English at one of the local higher institutions who are non-native and who have had twenty years’ experience in the field of ELT (English Language Teaching) on what they believe is the X factor characteristics profile of an English language teacher.

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.

scholarly journals English language teachers’ perspectives on learner autonomy

2019 ◽  
Vol 24 (1-2) ◽  
pp. 220-232
Author(s):  
Chetnath Panta
Keyword(s):  
School Environment ◽  
Teaching And Learning ◽  
English Language ◽  
Learner Autonomy ◽  
Language Teachers ◽  
Global Trends ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Teachers Perspectives

This study explores the perceptions and practices of the English language teachers to create autonomous learning environment in the context of Nepalese secondary EFL classroom. The study further unpacks the role of the teachers in creating better learning opportunities for learners so as to promote learner autonomy. The research is based on interpretive paradigm to look into kaleidoscopic view of variety of perspectives, classroom practices and emerging dilemmas of the teachers. Based on the findings, the research showcases the deep rooted social practices and myths to bring tensions in the relation between teachers and students. The school environment has to be homely and autonomy supportive. It seems pertinent to think over the concept of learner autonomy globally and act locally adapting the global trends and issues of teaching and learning, and at the same time, there is a dire need to remain mindful of the translated concept of learner autonomy thinking contextually and pragmatically.

Sign in / Sign up

Export Citation Format

Share Document