scholarly journals Investigating the Implementation of Classroom Assessment by Novice English Teachers

2021 ◽  
Vol 8 (2) ◽  
pp. 99
Author(s):  
Karunia Eka Nafilatul Janah ◽  
Syafi’ul Anam
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Classroom Assessment ◽  
Peer Assessment ◽  
Teaching Experience ◽  
English Teachers ◽  
English Language Teaching ◽  
Assessment Process ◽  
Real Field ◽  
Adequate Knowledge

Classroom assessment plays an important role in the success of English language teaching and learning in the classroom. Besides, implementing classroom assessment can be challenging for teachers since it needs a comprehensive process as well as adequate knowledge related to the subject matter. Some previous studies have proven that Indonesian novice teachers of English faced various challenges related to the real field of teaching that assessment is one of the challenges. Regarding the challenges of the assessment, this research is aimed at investigating the implementation of classroom assessment in assessing students’ English skills including its challenges and opportunities faced by novice English teachers. This research employed an open-ended questionnaire involving four female novice English teachers who have less than three years of teaching experience when this research is conducted. The results show that most of the novice English teachers implemented achievement tests that are often summative and used various tasks for assessing their students’ English skills. However, some of the novice English teachers could not answer the questions related to their practices of the assessment principles. Furthermore, the novice English teachers experienced challenges in implementing the classroom assessment such as when implementing peer-assessment, creating a valid grade in the assessment process, and not having enough time for the test preparation. Lastly, one of the novice English teachers involved in this research experienced the opportunities related to the implementation of classroom assessment as assessment not only can reflect the students’ learning progress, but also can know the weakness of the teaching.

scholarly journals PRIMARY ENGLISH TEACHERS PROFESSIONAL DEVELOPMENT DURING COVID19 PANDEMIC: A PRELIMINARY RESEARCH

2021 ◽  
Vol 5 (1) ◽  
pp. 1-9
Author(s):  
Wiputra Cendana ◽  
Yonathan Winardi
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experience ◽  
English Teachers ◽  
English Language Teaching ◽  
External Support ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Home Based

There have been many ways offered as professional development (PD) for language teachers as well as conferences discussing its trends and alternatives. However, the world is facing CoVid19 pandemic that changes the context and media of English language teaching and learning in primary classrooms at present. Therefore, there is a need for novice teachers to be equipped by ways and opportunities in professional development that suit with the existing context and available media to apply PD. A preliminary cross-sectional survey was done in late July 2020 to get feedback on the ways primary English teachers of two private schools in West Jakarta did professional development. Possible solutions and opportunities are offered to assist them having a sustainable and meaningful professional development in the future during home-based learning (HBL) due to CoVid19 pandemic.The conclusion of the research is the primary English teachers have done various PD ways and need internal and external support from the school and local government mainly in the infrastructure, in order to provide the best possibility of the new learning experience with the students in the online classroom.    

Six Technological Innovations That Changed English Language Teaching

2019 ◽  
Vol 8 (1) ◽  
pp. 30-38
Author(s):  
Bekešová Jana ◽  
Romanová Iveta
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
Point Of View ◽  
English Language Teaching ◽  
Technological Innovations ◽  
Opposite Point ◽  
The Difference ◽  
Learning English

Abstract The paper focuses on six technological innovations which have influenced English language teaching and learning. Their potential is analysed and the way suggested how they could be creatively used. In the research part, authors introduce the most popular ones among English teachers and present those they would like to apply within the lessons. Being able to analyse the opposite point of view as well, small number of English students were asked which of these technological tools their English teachers use the most and on the other hand, would like to experience when learning English. In addition, we compare the difference in their choice when teaching and learning English at primary and secondary school.

Teaching English as a Second Language to develop communicative competence of ESL Learners

2022 ◽  
Vol 4 (2) ◽  
pp. 1-7
Author(s):  
Harun Rashid ◽  
Wang Hui
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Communicative Competence ◽  
English Teachers ◽  
English Language Teaching ◽  
Sociocultural Development ◽  
Methodological Principles ◽  
High Level ◽  
Esl Learners

The article discusses issues concerning the development of future English teachers' communicative competence. It considers the idea that developing communicative competence benefits not only the learner's interactive abilities from an educational standpoint, but also the learner's psycho-emotional characteristics and sociocultural development as a person. As previously stated, communicative competence refers to the ability to interact effectively with others, and competence is defined as a collection of language skills an individual possesses in order to learn a foreign language. This potential contributes to his/her ability to perform at a high level. This paper discusses the theory of communicative competence and several of its models; the significance of developing communicative competence in future English teachers; and the implications of communicative competence in English language teaching and learning. Additionally, the work suggests fundamental methodological principles for developing future English teachers' communicative competence.

scholarly journals “I was refused an ELT job for being non-native”-- An Insight into the Native Speaker Ideology in ELT

2018 ◽  
Vol 10 (1) ◽  
pp. 940-945
Author(s):  
Ke Ren
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Native Speaker ◽  
English Teachers ◽  
English Language Teaching ◽  
English Speaker ◽  
General Picture ◽  
Native English Speaker ◽  
English Teaching ◽  
Insight Into

In English language teaching (ELT), compared with non-native English speaker English teachers (NNESTs), native English speaker teachers (NESTs) seemingly gain prominence and are often taken for granted as better English teachers for non-native speaker students, which is described as the native speaker ideology (NS ideology) in this area. In foregoing research of this issue, much attention has been paid to the comparison of NESTs and NNESTs, or students’ perceptions on NESTs and NNESTs, while studies having a general picture of the NS ideology are scant. On the basis of literature review, the paper is attempted to have an overall picture of the NS ideology in ELT, with a focus on its causes, its effects on English teaching and learning, and its irrational aspects. In the end, corresponding implications for English teaching and learning are proposed based on the foregoing discussions. 

scholarly journals Norwegian in-service teachers’ perspectives on language corpora in teaching English

2022 ◽  
Vol 9 (2) ◽  
pp. 90-106
Author(s):  
Barry Kavanagh
Keyword(s):  
Corpus Linguistics ◽  
Teaching And Learning ◽  
English Language ◽  
Research Question ◽  
Education Programme ◽  
English Teachers ◽  
Further Education ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Learner Corpus

This study aims to explore potential reasons why the use of the tools and methods of corpus linguistics are not prevalent in English teaching in Norway, using the research question What do in-service English teachers in Norway find useful about corpora and what do they find challenging? The study provides interview data from in-service teachers, contributing to our understanding of the in-service perspective on corpora. The research design consists of teaching corpus use in seminars for in-service English teachers (featuring LancsLex, the concordancer AntConc and the OANC), integrated into a language course that is part of a further education programme, and semi-structured interviews with four of the students who took the course, during which they also interacted with Netspeak, SKELL and COCA. As with previous research, the in-service teachers found corpora particularly useful for teaching and learning vocabulary, and found challenges to use which are categorized here as usability (criticism of AntConc), IT challenges (a lack of IT skills among teachers), learner-corpus interaction challenges (the complexity of software and concordance lines for pupils; pupil uninterest in language), and lack of teacher need (mistakes being “obvious” to teachers in the lower years). The article discusses some implications of these findings. Keywords: English language teaching, pedagogical corpus application, corpora           

scholarly journals Teachers’ Practices and Perceptions of the Use of ICT in ELT Classrooms in the Pre-Covid 19 Pandemic Era and Suggestions for the 'New Normal'

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Ang Sher Ryn ◽  
Sandaran, SC
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Learning Experience ◽  
Teaching Experience ◽  
English Language Teaching ◽  
School Level ◽  
Ict Literacy ◽  
Ict Integration ◽  
New Normal

ICT is the acronym for Information and Communication Technology and refers to a varied set of technological tools and resources used communication to create, disseminate, store, and manage information. In the context of teaching and learning, the integration of ICT can assist students in acquiring English language competency as well as enhancing the quality of their learning experience. Previous research has shown that there exists barriers to implementing ICT in teaching and learning, i.e. teacher-level barriers and school-level barriers. Despite there being barriers for ICT integration in teaching and learning, the Covid 19 pandemic has fast tracked ICT integration, and today teachers and students worldwide have been forced to work online regardess of whether they are prepared in terms of knowledge, skills and resources for the 'technologisation' of teaching and learning. This study investigated teachers’ practices and perceptions in using ICT in English Language Teaching (ELT) with a focus on the obstacles faced by English language teachers in using ICT in their lessons, measures taken to increase their ICT usage and the perceptions of using ICT in the classroom. Respondents in this study were 18 teachers in a premier school with either a training in English language teaching or English background and at least 5 years' teaching experience. Using a 60-item questionnaire, data was gathered on respondent’s ICT literacy, obstacles faced, ICT usage and their perceptions of using ICT in the classroom. The findings of the research suggest the lack of ICT literacy and time allocated for teaching and learning process as the main obstacles faced by English teachers in using ICT. In addition, the overall ICT literacy of the teachers were still limited and needed to be improved especially in the use of internet so that they would gain more confidence in implementing ICT in their classroom. While the findings show that the main problems that had restricted the teachers in using ICT in their teaching is the lack of ICT skills and confidence in implementing ICT in the classroom, this study recommends that schools provide more training and ICT courses to teachers to improve teachers’ ICT literacy as a measure to embrace the new normal of the Covid 19 pandemic digitalised era.

scholarly journals Teachers’ Code Mixing and Code Switching: Insights on Language Barriers in EFL Classroom

AL-TA LIM ◽  
2020 ◽  
Vol 27 (1) ◽  
pp. 80-91
Author(s):  
Rafqi Awlia Siddiq ◽  
Martin Kustati ◽  
Luli Sari Yustina
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Classroom Practices ◽  
English Teachers ◽  
Code Switching ◽  
English Language Teaching ◽  
Code Mixing ◽  
Language Classroom ◽  
Teachers And Students ◽  
Depth Interviews

This study aims to investigate code mixing and code switching used by English teachers in EFL classrooms. There are two major focuses in this study; the type of dominant code mixing and code switching used by the teachers. A qualitative study was used where the data were teachers’ language classroom gained by observing their classroom practices and utterances obtained through in-depth interviews. The result shows that there were three kinds of code mixing found in teachers’ and students’ utterances in EFL classroom. They were intra-sentential code mixing, intra-lexical code mixing, and pronunciation shifting. The study also found that there were four kinds of code switching found in teachers’ and students’ utterances. They were random mixing, English-Indonesian translation or vice versa, English precedes Indonesian or vice versa, and English sentences precede Indonesian sentences or vice versa. It indicated that code mixing and code switching cannot be separated in English language teaching and learning process. This study has proved that the English teachers used code mixing and code switching in teaching speaking in some types.

scholarly journals Teachers’ perceptions of English language teaching process via online learning during Covid-19

2021 ◽  
Vol 12 (4) ◽  
pp. 668-684
Author(s):  
Cut Meurak Bulan Aflah Aksyah ◽  
Asnawi Muslem ◽  
Saiful Marhaban
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Experience ◽  
English Language Teaching ◽  
Teachers Perceptions ◽  
Learning Module ◽  
Teachers And Students ◽  
Method Of Instruction ◽  
Quantitative And Qualitative Methods

During the Covid-19 pandemic, many teachers and students were doing the teaching and learning process from home. They experienced many problems during the remote instruction. Therefore, the objectives of this research were to investigate the teachers' perceptions and obstacles in the process of teaching and learning English by using online learning during the Covid-19 pandemic. The method used in this research was mixed method, combining quantitative and qualitative methods. The instruments used were a set of questionnaire and interview. The data collected from the questionnaire was analyzed using descriptive statistic. In addition, the interview result was analyzed qualitatively to describe the obstacles. The result in the questionnaire indicated that most of the teachers were against the implementation of online learning, i.e. 55.45% and 44.54% teachers were in favor of this method of instruction. The problems can be categorized into technical and situational problems. These problems can be resolved depending on teachers' teaching experience, condition, and situation. Teachers can give the learning module to the students, and the teachers must be creative in delivering the teaching material. In addition, parents' support is very crucial for maintaining students’ motivation, enthusiasm, and expression during online learning.

scholarly journals Development of Technological Pedagogical Content Knowledge (TPACK) For English Teachers: The Validity and Reliability

2019 ◽  
Vol 14 (20) ◽  
pp. 18
Author(s):  
Noor Illi Binti Elas ◽  
Faizah Binti Abd Majid ◽  
Suthagar A/l Narasuman
Keyword(s):  
Content Knowledge ◽  
English Language ◽  
Industrial Revolution ◽  
Language Teaching ◽  
High Reliability ◽  
Teaching Experience ◽  
English Teachers ◽  
English Language Teaching ◽  
Validity And Reliability ◽  
Technology Pedagogy

This paper discusses a study proposed to analyze technology affecting English Language Teaching (ELT). To begin with, English is an important language in a society where it acts as a bridge to connect different races in a society. However, in the circumstance of 21st-century education specifically for English Language Teaching (ELT) which has been affected by Industrial Revolution 4.0, technology plays an important part as it offers the potential to enhance teaching processes and facilitate the learning of English as Second Language (ESL). For this purpose, Technology Pedagogy Content Knowledge (TPACK) paves a way to determine the correlation between technology, pedagogy and content knowledge among the English teachers on how they incorporate these technology tools in their English teaching. Hence, because of this reason, English teachers will answer a TPACK questionnaire which was adapted from two different questionnaires to understand further how English teachers employ the technologies in ELT. Therefore, by holding on to this purpose, a questionnaire was adapted from two different major questionnaires that related to TPACK. As neighbour to the previous sentence, this research was about this adapted questionnaire that had gone through content validation by experts with more than 10 years of teaching experience in English subject. The methodology that had been used in this research was quantitative method. The data obtained was presented in the form of descriptive statistics and was analyzed by using Microsoft Excel to calculate the Content Value Index (CVI) and Kappa Values for validity. Also, the data was presented in the form of table as it can eliminate any incomprehensibility that arises in interpreting the data. Thus, as the result, the finding of this research had supported the face and content validity and this proved that the result had high reliability and validity. Hence, this adapted questionnaire will be further research in a pilot study to test the efficiency of this instrument.

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