scholarly journals Online Gamified Learning to Enhance Teachers’ Competencies Using Classcraft

2021 ◽  
Vol 13 (19) ◽  
pp. 10817
Author(s):  
Szarmilaa Dewie Krishnan ◽  
Helmi Norman ◽  
Melor Md Yunus
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Design Development ◽  
Design And Development ◽  
Minimum Requirement ◽  
Learning Module ◽  
Fuzzy Delphi ◽  
Learning Competencies ◽  
Gamified Learning ◽  
Teaching Learning

Every English language teacher should be competent enough to serve as a model of reference for students. As stipulated by the Roadmap 2015–2025, Ministry of Education, Malaysia, teachers need a minimum CEFR Level C1 qualification to teach English language at all levels. This poses a need for teachers who have not achieved this minimum requirement to re-skill and upskill themselves to the minimum competency level. Past studies have indicated that online gamification techniques have increased teacher competency levels. However, there has been a lack of studies that have investigated teachers’ language-teaching/learning competencies using online gamified learning. As such, this study aims to address this problem using experiential learning techniques on an online gamified platform, Classcraft. The online gamified learning module was developed using the Design and Development Research (DDR) methodology, and was conducted in the five-phase ADDIE Model (analysis, design, development, implementation, and evaluation). This paper seeks to brief the reader on the design and development process of this online gamified learning using Classcraft. The findings of the design phase were derived through the Fuzzy Delphi technique to acquire the experts’ consensus on the content of the module, and the appropriate gamification elements which ought to be included in the development of the module. The findings of the development phase, as agreed by expert consensus, were used to develop the online gamified learning module. Thus, the findings portrayed the enhancement of the competencies of the English Language teachers who used this online gamified learning with the integration of Classcraft.

scholarly journals The development of an online game-based simulation for the training of English language teachers in virtual environments

2020 ◽  
pp. 334-341
Author(s):  
Areti Vasmatzoglou ◽  
Neasa Ní Chiaráin
Keyword(s):  
English Language ◽  
Teaching Practice ◽  
Practical Experience ◽  
Language Teachers ◽  
English Language Teaching ◽  
Learning Goals ◽  
Design Development ◽  
Practice Experience ◽  
Speakers Of Other Languages ◽  
Practice Opportunities

Virtual simulation training has gained in usage in various educational fields and offers the potential to support and reinforce learning goals when practical experience is not possible. Teaching practice experience in an English as a Foreign Language (EFL) classroom is critical, yet frequently unobtainable for students in Teaching English to Speakers of Other Languages (TESOL)/English Language Teaching (ELT) Masters programmes. This paper describes the design, development, and evaluation of a gamified simulation prototype, Virtual EFL Classroom, that was built to offer teaching practice opportunities to students in such programmes. Eleven Masters students enrolled in the ELT programme at Trinity College Dublin took part in this study. Findings indicate that participants enjoyed active experimentation in Virtual EFL Classroom and that it has the potential to enhance student-teachers’ decision-making skills, flexibility, and adaptability in planning and teaching learner-centred lessons.

scholarly journals Formative Assessment: The Malaysian English Language Primary School Teachers’ Pedagogical Beliefs and Values

2021 ◽  
Vol 3 (4) ◽  
pp. 52-66
Author(s):  
Stephania Albert Jonglai ◽  
Mark Pike ◽  
Martin Lamb
Keyword(s):  
Primary School ◽  
English Language ◽  
Contextual Factors ◽  
Implementation Process ◽  
Language Teachers ◽  
Pedagogical Beliefs ◽  
Factors Affecting ◽  
Beliefs And Practices ◽  
Knowledge And Beliefs ◽  
Teaching Learning

This study investigated the beliefs and practices of primary school English language teachers in eastern Malaysia with regards to the country’s School-Based Assessment (SBA) reform. The study also investigated the contextual factors affecting the teachers’ beliefs and practices, aiming to understand the effects of these beliefs on their practice of SBA in order to extend our understanding of teachers’ interpretations of SBA, the challenges influencing these interpretations and thus, what affects the implementation process. After preliminary interviews with seven teachers, the study selected three who had an understanding of and knowledge about SBA and examined their claims to be implementing it. The study conducted classroom observations and then, using post-observation interviews, explored the reasons behind the teachers’ practices. The teachers interpreted and implemented SBA using their pedagogical knowledge and beliefs and incorporating existing teaching–learning practices, and they showed awareness of the goals and aims of the SBA initiatives. However, contextual factors affected their implementation process, and thus, their practices deviated from some of the underlying principles and objectives of the SBA policy. The study pointed to a limited uptake of the SBA policy and provided evidence of the importance of studying both the teachers’ prior or existing beliefs about assessment and the contextual factors, to understand the motives behind the teachers’ actual assessment practices and their attitudes towards assessment reforms.

scholarly journals My Teaching Philosophy with Particular Reference to Teaching of English as a Foreign Language (TOEFL) in the Kingdom of Saudi Arabia

2017 ◽  
Vol 1 (1) ◽  
pp. 50
Author(s):  
Nehal Ahmad
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Real Life ◽  
Language Teachers ◽  
Teaching Philosophy ◽  
Foreign Language Teachers ◽  
Self Development ◽  
Real Life Situation ◽  
Teaching Learning ◽  
The University

<p><em>It has been due on my part to share my own teaching philosophy with my colleagues in the University in general and other language instructors engaged in this noble profession. Needless to say, creating our own teaching philosophy is an innovative practice and it should be a meaningful part of us as second/foreign language teachers since it states our teaching/learning vision and wisdom, observations, experiences, goals, beliefs, level of professionalism and self-development among many other things. However, in real life situation, we do not often implement all our innovative ideas that we possess in our teaching philosophy. The main objective of the present study is to share my decades of experiences as a language instructor as a student of linguistics as well as an English language instructor. </em></p>

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.

Facilitating ELT through Moodle and Google Classroom

2019 ◽  
Vol 118 (10) ◽  
pp. 506-518
Author(s):  
Binoy Barman ◽  
J. Karthikeyan
Keyword(s):  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Classroom Teaching ◽  
Technological Tools ◽  
Teachers And Students ◽  
Virtual Interaction ◽  
English Language Teachers ◽  
Teaching Learning

Now-a-days many English language teachers are resorting to what is called “blended teaching/learning” in an endeavor to incorporate information technology into their pedagogical practices. They often use virtual platforms like Moodle and Google Classroom to supportand supplement their physical classroom teaching, which transcends the routine constraints of traditional educational system. In their capacity, teachers and students may engage in necessary interactions “anytime anywhere”, adding extra momentum to the teaching-learning process. English language teaching (ELT) may be specially facilitated by such features as constant connectivity, anytime feed-backing, assignment creation, submission and grading, file sharing, virtual interaction and collaboration, etc. Here is an attempt to delineate some important features of Moodle and Google Classroom, two useful technological tools, in the light of the author’s experience as a teacher.

The Use of the Telegram Application as an Information-Sharing Tool

2021 ◽  
pp. 2150024
Author(s):  
Suha AlAwadhi ◽  
Maryam Dashti
Keyword(s):  
Language Learning ◽  
Information Sharing ◽  
English Language ◽  
Information Source ◽  
Sixth Grade ◽  
Literacy Skills ◽  
Language Teachers ◽  
Information Sets ◽  
English Language Teachers ◽  
Teaching Learning

This study explored the use and acceptance by sixth-grade Kuwaiti English language teachers of the Telegram application as an information source and a knowledge-sharing tool that enables users to easily find, store and share useful learning information and enhances their teaching–learning practices. A mixed method approach was employed that included data triangulation: observation, a survey and a focus group to empirically reveal the results. The findings revealed that Telegram application was an effective source of textual and non-textual information as well as an information-sharing tool that saved time, effort and costs and overcame time and place limitations. Telegram’s various information sets allowed for the generation of innovative ideas, which improved the effectiveness of the teaching methods and accelerated language learning. The results of this study can assist information specialists to work collaboratively with teachers to plan and design information content for Telegram to support schools’ curriculum, complement teaching practices and develop learner’s information literacy skills.

scholarly journals Saudi University Undergraduates’ Beliefs about Language Learning along Gender Lines

2018 ◽  
Vol 8 (4) ◽  
pp. 39 ◽  
Author(s):  
Choudhary Zahid Javid ◽  
Eidah Abdullah Al-malki
Keyword(s):  
Language Learning ◽  
English Language ◽  
Arab World ◽  
Language Teachers ◽  
Learning Beliefs ◽  
Foreign Language Aptitude ◽  
Beliefs About Language Learning ◽  
Language Learning Beliefs ◽  
Gender Based ◽  
Teaching Learning

A growing mass of research has reported that each human being is different like a signature and particular characteristics based on their specific personalities have a strong effect on their language learning possibilities. Research posits that identification of EFL learners’ beliefs about language learning positively affects language learning process as it helps the teachers to address to their students’ learning effectively and also bears positive overbearing in case they bear some less positive beliefs. The study in hand is an attempt to investigate the beliefs of Saudi undergraduates along gender lines by using Horwitz’s (1987) BALLI. The comparative analyses generated by Independent-sample T-test reveal that male participants have assigned comparatively higher values to the majority of the questionnaire items as compared to their female counterparts. The participants of this survey have exhibited the greatest gender-based differences in their beliefs about “motivation and expectations”. Beliefs about “learning and communication strategies” and “the nature of language learning” have shown medium gender-based differences whereas male and female participants have seen eye to eye to each other in their perceived beliefs related to “foreign language aptitude” and difficulty of language learning. The findings of this empirical study have several pedagogical implications to revisit and modify teaching/learning practices of English language in Saudi Arabia in particular and Arab world in general. The findings will help English language teachers teaching in the KSA to understand the gender-based dimensionality of the language learning beliefs which will help them align their teaching methods to their learners’ beliefs; thus, maximizing the possibilities of much sought after goal of effective and efficient ELT in the KSA.

scholarly journals Teachers and Technology: Trends in English Language Teaching in Saudi Arabia

2018 ◽  
Vol 8 (5) ◽  
pp. 10 ◽  
Author(s):  
Muhammad Farooq ◽  
Abdul Soormro
Keyword(s):  
English Language Learners ◽  
Classroom Management ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Learning Approaches ◽  
Teaching Learning

Technology has impacted the learning approaches and vice-versa with an aim to improve the standards of language teaching/learning process. The present study focuses on teachers’ preferences and use of technology in their language classrooms. A survey was conducted to seek opinion of EFL teachers both male and female at the English language center on technology-related competencies. The survey comprised four domains: planning and preparation, classroom management, instruction, and professional responsibilities (Danielson, 2007).The questionnaire was distributed to 100 English language teachers (50 males and 50 females) at Taif University English Language Centre. The responses revealed that most of the teachers thought aware of the technology and its uses in education don’t integrate technology in their teaching at planning and preparation stage. They use the available technological gadget in the classroom to exploit some of the activities. They must use the university LMS for uploading certain activities and assessment otherwise they hesitate to design technology-based activities for English language learners. They and the students need training in integrating technology with teaching and learning process.

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.

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