scholarly journals Exploring and Sustaining Language Teacher Motivation for Being a Visiting Scholar in Higher Education: An Empirical Study in the Chinese Context

2020 ◽  
Vol 12 (15) ◽  
pp. 6040 ◽  
Author(s):  
Honggang Liu ◽  
Lixiang Gao ◽  
Fan Fang
Keyword(s):  
Teacher Motivation ◽  
Language Teachers ◽  
Policy Support ◽  
System Level ◽  
Language Teacher ◽  
Academic Environments ◽  
Research Findings ◽  
Tutor System ◽  
Method Approach ◽  
Visiting Scholars

Language teacher motivation has been explored through various contexts in recent decades. However, less attention has been paid to teachers’ motivations for furthering their professional development in multilingual academic environments, such as by becoming visiting scholars at top universities at home or abroad. This study adopts a mixed-method approach to investigate language teachers’ motivations for being visiting scholars. First, a questionnaire was conducted on 169 teachers who spoke both English and languages other than English (LOTEs). Following an exploratory factor analysis, six separate motivational sources were identified: internal needs, stress relief, academic positioning, academic contact, academic symbolism, and policy support. For triangulation purposes, further interviews were conducted with three visiting scholars and one supervisor for in-depth qualitative data analysis. Interview findings reveal an imbalance between high demand for visiting scholarship funding and the financial allowances granted by governments and universities. Visiting scholars also experience inadequate academic guidance from their supervisors and few opportunities to participate in supervisors’ projects. Based on the research findings, this study proposes ways to sustain teacher motivation at the macro (policy) level, the meso (tutor system) level, and the micro (individual supervision) level.

scholarly journals Language Teacher Assessment Literacy: A Current Review

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Nurdiana Nurdiana Nurdiana
Keyword(s):  
Language Assessment ◽  
Teacher Assessment ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Good Test ◽  
Language Teacher ◽  
Test Specifications ◽  
Alternative Assessments ◽  
Research Findings ◽  
Teacher Assessment Literacy

<span>H<span>Half of the language teachers’ time is spent on assessing students’ performance. Therefore, they should be literate to language assessment in terms of how to make a good test or knowing which method appropriate to assess their students’ learning. Without having assessment literacy, they may not be able to help their students achieve the best results of their performance. For this reason, the present study attempts to examine language teacher assessment literacy and how it has been measured. Besides, suggestions and recommendations for language teachers regarding assessment literacy are discussed in this study. A literature review was employed to conduct this research. Findings suggest that language teachers need more training on language assessment due to their lack of knowledge of language assessment. Although some of them are assessment literate, they do not practice the knowledge in their classroom. This implies that the training they need could be on how to select appropriate assessments for their students, how to design a test,  alternative assessments, and test specifications.</span></span>

scholarly journals IMPLEMENTASI PENILAIAN OTENTIK DALAM MATA PELAJARAN BAHASA INDONESIA DI SMA NEGERI 1 PAINAN

2020 ◽  
Vol 8 (5) ◽  
pp. 342
Author(s):  
Rama Kurnia Wahyuni ◽  
Atmazaki Atmazaki
Keyword(s):  
Authentic Assessment ◽  
Language Teachers ◽  
Language Teacher ◽  
Assessment Of Learning ◽  
Research Findings ◽  
Good Learning ◽  
Authentic Language ◽  
Research Type ◽  
Descriptive Method ◽  
Bahasa Indonesia

ABSTRACT The purpose of this research are three (1) types of authentic assessment used by teachers in Indonesian language subjects in SMA Negeri 1 Painan, (2)  conformity assessment between teacher done authentic language subjects Indonesia in SMA Negeri 1 Painan and theory on the curriculum of 2013, and  (3) the obstacles faced by Indonesian language teachers in SMA Negeri 1 Painan. This research type is qualitative research using descriptive method. Data collection techniques were conducted by observation, interview, and documentation study. Based on research findings and research results can be concluded the following three things. (1) Overall type of authentic assessment has been used by Indonesian teachers in SMA Negeri 1 Painan. (2) Overall the appropriateness between authentic assessment of Indonesian language teachers in SMA Negeri 1 Painan and the theory that existed in the Curriculum 2013 is good. Pthere is a component of the understanding of the process and the assessment of learning based on data obtained in the study is categorized well. Indonesian language teacher SMA Negeri 1 Painan already understand the process and assessment of learning well. In the component of the implementation of the assessment of learning based on the data obtained in the study categorized quite well. Indonesian language teacher SMA Negeri 1 Painan has conducted a fairly good learning appraisal. Kata kunci: Implementasi Penilaian Otentik, Bahasa Indonesia

scholarly journals Engineering Challenges of Solution and Slurry-Phase Chemical Hydrogen Storage Materials for Automotive Fuel Cell Applications

Molecules ◽  
2021 ◽  
Vol 26 (6) ◽  
pp. 1722
Author(s):  
Troy Semelsberger ◽  
Jason Graetz ◽  
Andrew Sutton ◽  
Ewa C. E. Rönnebro
Keyword(s):  
Liquid Phase ◽  
Hydrogen Storage ◽  
System Level ◽  
Transport Systems ◽  
Automotive Applications ◽  
Storage Media ◽  
Slurry Phase ◽  
Research Findings ◽  
Chemical Hydrogen Storage ◽  
Phase Chemical

We present the research findings of the DOE-funded Hydrogen Storage Engineering Center of Excellence (HSECoE) related to liquid-phase and slurry-phase chemical hydrogen storage media and their potential as future hydrogen storage media for automotive applications. Chemical hydrogen storage media other than neat liquid compositions will prove difficult to meet the DOE system level targets. Solid- and slurry-phase chemical hydrogen storage media requiring off-board regeneration are impractical and highly unlikely to be implemented for automotive applications because of the formidable task of developing solid- or slurry-phase transport systems that are commercially reliable and economical throughout the entire life cycle of the fuel. Additionally, the regeneration cost and efficiency of chemical hydrogen storage media is currently the single most prohibitive barrier to implementing chemical hydrogen storage media. Ideally, neat liquid-phase chemical hydrogen storage media with net-usable gravimetric hydrogen capacities of greater than 7.8 wt% are projected to meet the 2017 DOE system level gravimetric and volumetric targets. The research presented herein is a collection of research findings that do not in and of themselves warrant a dedicated manuscript. However, the collection of results do, in fact, highlight the engineering challenges and short-comings in scaling up and demonstrating fluid-phase ammonia borane and alane compositions that all future materials researchers working in hydrogen storage should be aware of.

Second Language Acquisition Research and Language Pedagogy: A Critical View

2015 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Mohammad Reza Talebinejad ◽  
Aasa Moattarian
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching Practice ◽  
Structured Interview ◽  
Language Teachers ◽  
Language Pedagogy ◽  
Language Research ◽  
Class 1 ◽  
Research Findings

<p class="1"><span lang="X-NONE">Over the past several decades, a substantial body of research on second language acquisition has been provided. The current study was an attempt to investigate language teachers’ views on applying research findings in their every day practice of language teaching through a critical lens. Data for this qualitative study was collected by means of a semi structured interview with 10 language teachers teaching English at different language institutes in Iran. Analyses of data revealed that, although teachers find second language acquisition research a useful tool for their professional development; they do not usually consult bodies of research in their every day teaching practice. They report problems in applying second language research in their practice due to problems with practicality, particularity, and possibility. The findings suggest that language teachers need to be exposed to insight from SLA research and practice.</span></p>

scholarly journals Towards Understanding EFL Teachers’ Conceptions of Research: Findings From Argentina

2018 ◽  
Vol 20 (1) ◽  
pp. 57-72
Author(s):  
Darío Luis Banegas
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Teacher Development ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Online Questionnaire ◽  
Efl Teachers ◽  
Research Findings

This paper investigates the conceptions of research held by English as a foreign language teachers in Argentina. Quantitative data from 622 participants from an online questionnaire were followed by qualitative data from online interviews with 40 of those participants. Results show that the teachers conceptualised research through conventional notions closer to a quantitative paradigm. They felt research was not part of their job, and a lack of time was the main reason for not engaging in/with research. Teacher development, agency, empowerment, and autonomy could be sought by engaging teachers with forms of research which are meaningful to them, such as action research.

scholarly journals An Analysis of Teachers’ Questions in English Language Classroom: A Case Study in Year 10 of SMK N 1 Nunukan

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Eka Pratiwi ◽  
Yuyun Yulia
Keyword(s):  
English Language ◽  
Video Recording ◽  
Language Teachers ◽  
Target Language ◽  
Knowledge Level ◽  
Teaching English ◽  
Language Classroom ◽  
Tenth Grade ◽  
Research Findings ◽  
English Language Teachers

In English language classroom, teachers’ questions are important parts of teaching English language. Teachers need to know what kind of questions which potentially support students learning target language.  However, students did not actively participate in learning particularly when responding teachers’ questions. To overcome this problem, it is important for teachers to modify their question through some techniques in order to get students’ responses. This study reports the types of teachers’ questions used by English teachers in classroom, and the classification of modification questions used by teachers during teaching English language in class.This research belongs to classroom discourse analysis. The research was conducted at tenth grade of SMKN 1 Nunukan. The data were collected through observation, video recording, and interview. The teachers’ questions were analyzed using Miles and Huberman’s (1995) model of qualitative data analysis.The research findings show that both teachers pose more questions of knowledge level than other levels, and the teachers used various techniques to modify their questions when the students did not give response. The modification of modifying questions are repeating and rephrasing. Then sometimes teachers negotiated questions by in Bahasa Indonesia or first language (local language). The domination of knowledge level questions and how teachers modified the questions is influenced by teachers’ competence, students’ competence, situation of teaching English language, and teaching material.

scholarly journals Coda – opportunities and challenges in language learning and professionalization in higher education: the road ahead

2020 ◽  
pp. 263-268
Author(s):  
Béatrice Dupuy ◽  
Muriel Grosbois
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Language Learners ◽  
Language Teachers ◽  
Foreign Languages ◽  
Work Requirements ◽  
Global Citizens ◽  
The Road ◽  
Curriculum Instruction ◽  
Research Findings

In considering theoretical, methodological, and pedagogical perspectives for preparing language learners and teachers in/for the 21st century, the preceding chapters have sought to highlight how research findings could/should inform curriculum, instruction, and professional development in higher education so as to promote language learning and sustain its link to professionalization in today’s and tomorrow’s society. Language learning and professionalization have been explored here through researches focusing on: university students who need to learn to communicate in one or more foreign languages to both interact as global citizens and increase their chances of employability; professionals who, on their lifelong learning journey, study foreign languages to enrich or develop (new) skills for a variety of reasons, including the need to meet evolving work requirements and adapt to an ever changing society; and (pre-service) language teachers who need to learn how best to meet the needs of learners. In this brief coda, we synthesize the major points from the chapters included in this book and highlight the opportunities that exist and the challenges that must be addressed if we want the opportunities not to remain just that.

scholarly journals Moving Beyond Self Introductions to Sharing Self Exploration and Expression

2012 ◽  
Vol 36 (6) ◽  
pp. 27
Author(s):  
Ellen Motohashi
Keyword(s):  
Language Acquisition ◽  
Language Teaching ◽  
Learning Task ◽  
Language Teachers ◽  
Language Teacher ◽  
Teachers And Students ◽  
Based Instruction ◽  
Opening Up ◽  
And Task

Language teachers can easily get caught up in the mechanics and outcome-based instruction of language teaching. Too often, the pedagogic relationship between the language teacher and learner are defined according to the narrowly defined discourse and task-based nature of the learning task designed for language acquisition. Pushing back the boundaries on this relationship and opening up opportunities for self-expression and self exploration through an introductory task termed Self Maps helps teachers and students to move beyond formulaic introductory exchanges and express themselves more deeply in their unique and singular individuality. 語学教師は授業の際、文の構造や学習の成果についとらわれがちである。また多くの場合、語学教師と学習者の関係は、言語習得のためにデザインされた、狭義でのディスコースやタスクに基づく学習活動の性質によって決まってしまう。この両者の間の境界を押し広げ、セルフマップという自己紹介活動を通して自己表現と自己探求の機会を与えることにより、教師と学習者は紋切り型の自己紹介を超え、個々の唯一無二の個性をより深く表現できるようになる。

scholarly journals The Relationship of Georgia's Rural Foreign Language Teachers' Sense of Efficacy to Teacher Attrition

2019 ◽  
Vol 31 (3) ◽  
Author(s):  
Peter Swanson ◽  
Robin Huff
Keyword(s):  
Teacher Efficacy ◽  
Foreign Language ◽  
Content Knowledge ◽  
Two Dimensions ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Preparation Programs ◽  
Language Teacher ◽  
Rural Teachers ◽  
New Instrument

Foreign language teachers are in critical need in many parts of rural America. Using Bandura's conceptual framework of self-efficacy teaching languages as a theoretical lens, the researchers created a scale to measure foreign language teacher efficacy and administered alongside a well-known efficacy survey to in-service rural teachers (N = 167) in Georgia. Data analysis indicates that the new instrument is psychometrically sound and there are two dimensions to language teacher efficacy: Content Knowledge and Facilitating Instruction. Positive correlations between the two surveys suggest that teaching languages requires more than just strength of content knowledge and FL teachers may need assistance engaging students. Aditionally, it appears female novice Spanish teachers are more prone to attrition than teachers of other languages. The research holds implications for professional development opportunities as well as teacher preparation programs. 

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.

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