scholarly journals English Pre-service Teachers� Perception of Anxiety in Peer Teaching: A Case Study at Universitas Kristen Indonesia

2019 ◽  
Vol 5 (3) ◽  
pp. 144
Author(s):  
Veronica Novembrin Maulimora
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Teaching Practice ◽  
English Education ◽  
Peer Teaching ◽  
Management Skills ◽  
Teachers Perceptions ◽  
Faculty Of Education ◽  
Department Faculty

Anxieties that are experienced by the teachers are also undergone by the pre-service teachers. The pre-service teachers feel anxious when they teach students or their peers in a real classroom. This study aimed at investigating English pre-service teachers� perceptions of anxiety in peer teaching. To achieve the objective, a questionnaire and open-ended questions were administered to gauge the perceptions of 44 pre-service teachers of the English Education Department, Faculty of Education and Teacher Training, Universitas Kristen Indonesia. Findings revealed that the majority of the preservice English teachers felt anxious about their first peer teaching practice. It was shown that pre-service teachers were unconfident; worried about their English language skills, teaching skills, evaluation skills, and classroom management; and were not sure of the preparations they had made. The top factor causing their anxiety was their classroom management skills. This means that they put the greatest concern on the way they would manage the class. Nevertheless, by knowing the causes of the anxiety, they got the opportunities to reduce it in the next teaching.

EDUCATION FACULTY STUDENTS’ CLASSROOM MANAGEMENT SKILLS: IMPLICATIONS FROM AN APPLICATION

2021 ◽  
Vol 6 (15) ◽  
pp. 152-165
Author(s):  
Mehmet KOÇYİĞİT
Keyword(s):  
Classroom Management ◽  
Sampling Method ◽  
State Universities ◽  
Management Skills ◽  
Education Faculty ◽  
Voice Control ◽  
Field Notes ◽  
Faculty Of Education ◽  
Academic Year

The purpose of this study is to examine classroom management skills of education faculty students. This study is a qualitative one designed as a case study. The study took place in classroom management courses at a faculty of education of one of the state universities in Turkey in the academic year of 2020-2021. The participants were identified through purposive sampling method. 3rd grade education faculty students taking the classroom management course were selected as participants. The application took nearly three months. The data were collected through a rubric developed by the researcher, field notes and participant feedbacks. The data were analyzed through content analysis. the data from the observation notes and participant feedback interviews were coded and the results, including the results from the scoring of the rubric, are presented with frequencies and percentages. The results showed that education faculty students have difficulty especially about introduction to lessons, using the space in the classroom and some issues concerning communication skills like speaking, speaking in public, intonation, breath and voice control. Beside these the students performed between poor and average about motivating and engaging students, making eye contact, using body language, interacting and establishing effective communication with the class and providing feedback. They also had difficulty with using the time efficiently.

The Students' Perspective on the Use of Facebook in Writing Class

2018 ◽  
Vol 1 (3) ◽  
pp. 1-16
Author(s):  
Bunyamin Ali ◽  
Abd Rahman
Keyword(s):  
English Language ◽  
English Education ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Writing Classes ◽  
Positive Feeling ◽  
Writing Class ◽  
Faculty Of Education ◽  
Main Instrument ◽  
Department Faculty

Technology nowadays has many functions in our life. This study aims to explore the students’ perspective on the use of Facebook in a writing class. This study was conducted at English Department, Faculty of Education, State Islamic College (STAIN) of Sorong, West Papua, Indonesia. Ten students of English Education Department (TBI) participated in this study. This study employed a qualitative method. Interview protocol is the main instrument in this study as guides for gathering data during the interview and ease the thematic analysis. This study explores the student perspectives on the use of Facebook in writing classes. Ten students shared their experiences in using Facebook and expressed their opinions about using Facebook in learning. They revealed eight subthemes related to four themes; the beginning of the students in using Facebook, the students’ purposes in using Facebook, their feelings towards the use of Facebook in learning, and their opinion toward the use of Facebook in writing class. Based on the students’ perspective towards the use of Facebook in their learning, this study revealed that most of the students had positive feeling to the use of Facebook in the writing class. This study is expected to give a contribution to English language teaching that Facebook can be a new medium in teaching writing for Islamic Higher Education.

scholarly journals Analysis of Teacher Beliefs and Efficacy for Teaching Writing to Weak Learners

2017 ◽  
Vol 10 (9) ◽  
pp. 208
Author(s):  
Tunku Mohani Tunku Mohtar ◽  
Charanjit Kaur Swaran Singh ◽  
Napisah Kepol ◽  
Ahmad Zainuri Loap Ahmad ◽  
Sasigaran Moneyam
Keyword(s):  
Teacher Beliefs ◽  
Language Learning ◽  
Instructional Strategies ◽  
English Language ◽  
Teaching Practice ◽  
Writing Skills ◽  
Teaching Writing ◽  
Language Needs ◽  
Teacher's Beliefs

The present study investigated the beliefs and efficacy of a teacher teaching English to students who were weak at the language. The objective of the study was mainly to investigate the beliefs and efficacy of the ESL teacher for teaching writing to weak learners. The research was a case study of the English Language teacher teaching Form Three class of students whose English proficiency was very low. An interview was conducted with the teacher to further probe the instructional strategies applied to enhance her beliefs and efficacy in her own capabilities to make learning happen in her classroom. Observations were made to investigate the teacher’s efficacy in teaching and the performance of the students specifically for writing. Results show the teacher’s beliefs of her students’ capabilities and their language needs helped shape the teacher’s instructional strategies. The teacher’s efficacy enabled her to decide to undertake the task of teaching writing to her students because she was confident in her ability. The teacher provided clues to the students to facilitate their learning. This kind of feedback from the teacher indirectly motivated them to learn. The teacher’s beliefs and efficacy contributed to her teaching practice and the instructional strategies that she used in turn enhanced her beliefs and efficacy. The study implicates that teacher’s beliefs and efficacy can assist the weak learners in improving their writing skills and also facilitate language learning.

scholarly journals Managing English Language Classroom for Meaningful Teaching and Learning: A Case Study for Hochland High School in Windhoek

2021 ◽  
Vol 4 (4) ◽  
pp. p1
Author(s):  
Martha Hakaya ◽  
Nchindo Richardson Mbukusa ◽  
Earle Sinvula Mudabeti
Keyword(s):  
Second Language ◽  
Classroom Management ◽  
Time Management ◽  
Teaching And Learning ◽  
English Language ◽  
Structured Interviews ◽  
Case Study Design ◽  
Language Classroom ◽  
Professional Teaching

Total management of overcrowded classrooms have across-the-board effects for English as a Second Language teaching and learning environments as in any subject. Greater attainment and achievements in schools depend on the choices made with regard to teacher-learner ratios that consider of classroom management. Recruitment of learners and teachers should ensure that classrooms are enabled to meet the demands of professional teaching challenges, amongst other, inidvidualised teaching and learning. The aim of the research was to explore the challenges and related matters in managing English as a Second Language overcrowded classrooms. A qualitative approach, steered by a case study design, purposively guided the study. It was deemed fit in order to understand the phenomena with deeper understanding of beliefs and situated lived experiences. Semi-structured interviews and nonparticipant observations were used as methods to generate data for analysis. The research exposed that copious problems were experienced by teachers and leaners who were subjected to overcrowded classrooms. Amongst many, noise and unruly behaviour, poor time management and teaching approaches result in such classes. Guiding principles regarding sound teacher-learner ratios should be put in place by policymakers and schools in order to support both teachers and learners for the success of teaching and learning.

From Preservice to Inservice

2018 ◽  
pp. 1765-1787
Author(s):  
Congcong Wang
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teaching Practice ◽  
Inservice Teachers ◽  
Teaching English ◽  
Language Teacher ◽  
Teachers Perceptions

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

Professional Development Landscapes

2017 ◽  
pp. 98-111
Author(s):  
Beril Yucel ◽  
Meral Güçeri
Keyword(s):  
Professional Development ◽  
Action Research ◽  
English Language ◽  
Collaborative Action Research ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Collaborative Action ◽  
English Language Teachers

This chapter aims to present two action research case studies conducted in the English Language Schools of two universities in Turkey and discuss the long-term effects of this Professional Development activity on teachers' professional lives. In both of these studies, teachers were involved in collaborative action research. The first case study discusses a small scale collaborative Action Research project which targeted 16 English language teachers. Case Study Two, on the other hand, is a large scale project which explores 160 English language teachers' collaborative action research study. Detailed information about each case study is provided by highlighting the aims, institutional contexts, participant profiles, methodology used and findings. Teachers' perceptions about action research and the long-term impact of it on their professional growth are also discussed. Conclusion part highlights the factors that need to be taken into consideration while setting up collaborative action research projects in institutions. Finally, future research recommendations are made.

The Impact of Pre-service Teachers' Reflection on their Instructional Practices

2016 ◽  
pp. 209-219 ◽  
Author(s):  
Yesim Kesli Dollar ◽  
Enisa Mede
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Instructional Practices ◽  
English Language ◽  
English Language Teaching ◽  
Self Awareness ◽  
Non Profit ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
The Impact

This chapter aims to investigate the impact of reflection on freshmen pre-service English teachers' classroom practices. Specifically, it explores how the participating student teachers' perceptions influenced their instructional practices as a result of participation in reflection activities. The participants of the study were ten freshmen student teachers enrolled in the English Language Teaching undergraduate program at a foundation (non-profit private) university in Turkey. Data came from the reflections of the participating student teachers about their recently-completed 15-hour field-based experience at the pre-school level. As a part of this class reflection activity, the participants were prompted to keep a diary in one of their undergraduate courses and respond to a series of statements or questions related to their classroom observation tasks. They were also engaged in class discussions and were required to write their overall feedback based on their field-based experience. The findings of the study revealed that reflective activities helped the prospective student teachers identify their strengths and weaknesses related to classroom activities, use of materials (use of technology and visuals) and classroom management, leading to self-awareness about their understanding and application of teaching skills and strategies.

From Preservice to Inservice

2015 ◽  
Vol 5 (2) ◽  
pp. 1-21 ◽  
Author(s):  
Congcong Wang
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teaching Practice ◽  
Inservice Teachers ◽  
Language Teacher ◽  
Teachers Perceptions ◽  
Follow Up Study

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

scholarly journals ENGLISH EDUCATION DEPARTMENT GRADUATES’ JOB PREFERENCES: A CASE STUDY ON ENGLISH LANGUAGE LEARNING CENTER TEACHERS

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Aji Budi Rinekso ◽  
Nurin Afifah ◽  
Ari Nur Widyantoro
Keyword(s):  
Language Learning ◽  
English Language ◽  
Formal Education ◽  
English Education ◽  
Education Department ◽  
International Language ◽  
Teaching Situation ◽  
Career Prospect ◽  
Learning English

The demands of English as an international language keep increasing along the time. Through time, the needs for learning English vary from for different purposes. Then the realization came to the surface that not all groups of learners need to learn general English. Thus, the design of English courses is developed for specific purposes as they are best known as English for Specific Purpose (ESP). The needs for learning English in specific purpose enable English teachers to pose themselves in different challenges other than in formal education. This paper aims at investigating the motivations of some English Education Department graduates for working as English instructors at English courses. The qualitative data was obtained by conducting the interview on some English instructors in Swift English School in Yogyakarta. After analyzing the data, it was found that despite its challenges, some English Education graduates prefer to work in English courses to regular schools. With all of the privileges of working in an English course, some general motivations underlie their working preferences. Among of the factors are flexible teaching situation, more chances for improving personal competence, higher salary and moderate career prospect.

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