scholarly journals ELT Graduate Students’ Challenges of Writing for Scholarly Publication: Discursive Perspectives

2021 ◽  
Vol 4 (1) ◽  
pp. 13-19
Author(s):  
Masyhudi Lathif ◽  
Joko Nurkamto ◽  
Diah Kristina
Keyword(s):  
Graduate Students ◽  
English Language ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Scholarly Publication ◽  
Postgraduate Students ◽  
Central Java ◽  
L2 Production ◽  
Increasing Demand ◽  
Perceived Constraints

There has been an increasing demand for postgraduate students to publish their scholarly work as one of their graduation requirements. The present study attempted to explore the graduate students’ challenges in writing for scholarly publication seen from the perspectives of discursive challenges. This qualitative research employed case study to disclose the participants’ perceived constraints. The students participated in this study three final-year female students undertaking their master’s degree in English Language Teaching (ELT) in a university in Central Java. Data were garnered from semi-structured interviews. The findings discovered the discursive challenges that the participants faced in writing for scholarly publication including accuracy, genre understanding, interference of L1 to L2 production, and lexical items. It is expected that this study provides new insights for EAP design for higher education context so that the program addresses the needs of the graduate students.

Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities

2021 ◽  
pp. 204275302110482
Author(s):  
Thi Nguyet Le ◽  
Bill Allen ◽  
Nicola F Johnson
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Successful Implementation ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Web Based ◽  
Learning Barriers ◽  
Teaching Time

Although blended learning (BL) has emerged as one of the most dominant delivery modes in higher education in the 21st century, there are notable barriers and drawbacks in using BL for English language teaching and learning in Vietnamese universities. This study reports on research into the use of BL, conducted through semi-structured interviews with 30 English as a Foreign Language (EFL) lecturers from 10 different universities across the two major cities of Vietnam. The findings revealed that EFL lecturers identified eight groups of barriers and four groups of drawbacks to the successful implementation of BL. The most significant barriers included: lack of infrastructure and technology, institutional policies and support; lack of knowledge, experience and investment in using BL; lack of technological competence and information technology (IT) skills and lack of teaching time to employ web-based technologies and online resources in classrooms. Meanwhile, the most crucial drawbacks were: lecturers’ workload, ineffective use of BL, time consumption and demotivation. The authors point to the underlying factors contributing to these barriers and drawbacks and make implications for how some of these can be effectively addressed through constructive changes to policy and practice.

Implementing ELF-informed Activities in an Elementary Level English Preparatory Classroom

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Sibel Sert ◽  
Yonca Özkan
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Teaching ◽  
Elementary Level ◽  
Standard English ◽  
Educational Setting ◽  
Structured Interviews ◽  
Qualitative And Quantitative ◽  
Mixed Method Design ◽  
Personal Interests

AbstractUpon the advocacy of the integration of English as a lingua franca, namely ELF, into English language teaching, some scholars (Hino & Oda, 2015) have focused on its possible implications for classroom settings. Implementing ELF-informed activities in an elementary level classroom within a norm-based educational setting, this study aimed to enable students to experience these activities, and explore their pre and post views regarding Standard English, the concepts of good English, and my English. In addition, it also investigated students’ preference for their educational setting after the implementation. The implementation took seven weeks and the activities were created by the researchers. Within a mixed method design, qualitative and quantitative data were collected via semi-structured interviews and two statement lists. The findings indicated that the majority of the students enjoyed the activities and their pre and post views regarding Standard English, good English and my English differ from each other. However, a substantial number of them preferred to be educated with Standard English in their language learning process. Findings also revealed that potential reasons behind this preference may be the domination of norm-based approach in their context, personal interests and prime objectives, and norm-based exams.

scholarly journals The peace tree in ELT: A problematizing exploration

2021 ◽  
Vol 14 (1) ◽  
pp. 44-57
Author(s):  
Yeraldine Aldana Gutiérrez
Keyword(s):  
Exploratory Study ◽  
Knowledge Construction ◽  
Critical Reflection ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
Situated Knowledge ◽  
Structured Interviews ◽  
Alternative Reading

The English language teaching (ELT) field has undergone transformations regarding its views on knowledge and language. Although instrumental perspectives situate English teachers in a passive, receptive and technical position, their research and pedagogical work displays an interest in extracurricular phenomena about Peace Construction (PC) in ELT. This qualitative exploratory study aimed at unveiling possible connections between PC and ELT in Colombia. Documental revision and semi-structured interviews were applied with 4 English teachers. Findings discuss an organic metaphor as facilitating “teachers’ situated knowledge construction” (Serna, 2018, p. 585). Thus, a critical reflection is developed on how ELT and PC may articulate one another towards an alternative reading on their possible relationality or the reduction of the canonical distance imagined between these two fields, in order to acknowledge their interconnection. Conclusions around the multifaceted transdisciplinary ELT field are presented.

scholarly journals Arab English Language Teaching Candidates Climbing the IELTS Mountain: A Qualitatively Driven Hermeneutic Phenomenology Study

2016 ◽  
Author(s):  
Ali Al-Issa ◽  
Ali Al-Bulushi ◽  
Rima Al-Zadjali
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
Hermeneutic Phenomenology ◽  
Critical Discussion ◽  
English Language Teaching ◽  
Structured Interviews

As a high-stakes international language proficiency benchmark, the International English Language Testing System (IELTS) requires different and special Language Learning Strategies (LLS), which pose numerous challenges to its takers. Some Sultan Qaboos University (SQU) majoring in English Language Teaching (ELT), have therefore, failed to achieve an overall score of Band 6 on the IELTS as a language proficiency requirement and a condition mandated by the Ministry of Education for selecting English language teachers among. This qualitatively driven hermeneutic phenomenology study, hence, discusses this issue from an ideological perspective. The study triangulates data from semi-structured interviews made with six fourth-year ELT Student Teachers (STs) at SQU and the pertinent literature. The critical discussion revealed various ideologies about the powerful impact of the IELTS on the STs’ English language development. The findings have important implications for the practices of the teachers in the Omani ELT school system and elsewhere.

scholarly journals Students as Designers of E-book for Authentic Assessment

2019 ◽  
Vol 16 (1) ◽  
pp. 23
Author(s):  
Raja Maznah Raja Hussain ◽  
Khalid Khamis Al Saadi
Keyword(s):  
English Language ◽  
Methodological Approach ◽  
Authentic Assessment ◽  
English Language Teaching ◽  
Postgraduate Students ◽  
Face To Face ◽  
Authentic Assessments ◽  
Peer Reviewers ◽  
Collaborative Learning Environment ◽  
Positive Experiences

Purpose â€“ The purpose of this study is to examine the elements that determine students’ success as designers of an e-book by means of an authentic assessment in a collaborative learning environment. A total of 11 English Language Teaching (ELT) postgraduate students were involved as designers, writers and peer reviewers of the e-book project. Methodology â€“ Data was gathered based on a qualitative methodological approach, via face-to-face discussions, WhatsApp groups, Moodle classes and reflections from students’ e-portfolios. The data was analyzed using content analysis procedures where it was read carefully to understand emerging themes. It was then coded and labeled manually in relation to the aims of the study and its theoretical framework. Findings â€“ The analysis suggested that the students had positive experiences where they became self-publishers while engaged in designing learning experiences via integrating technology. The use of authentic assessments enabled them to develop teamwork, to become motivated and self-directed learners with autonomy. Significance â€“ The outcome of this research will help course designers and program developers to integrate authentic assessments that are relevant to the current needs of students. 

scholarly journals Non-native English-speaking English language teachers: History and research

2008 ◽  
Vol 41 (3) ◽  
pp. 315-348 ◽  
Author(s):  
Lucie Moussu ◽  
Enric Llurda
Keyword(s):  
Graduate Students ◽  
English Language ◽  
Native English Speakers ◽  
Language Teachers ◽  
World Englishes ◽  
English Language Teaching ◽  
English Speakers ◽  
Teachers Perceptions ◽  
English Language Teachers ◽  
English Speaking

Although the majority of English language teachers worldwide are non-native English speakers, no research was conducted on these teachers until recently. After the pioneering work of Robert Phillipson in 1992 and Peter Medgyes in 1994, nearly a decade had to elapse for more research to emerge on the issues relating to non-native English teachers. The publication in 1999 of George Braine's bookNonnative educators in English language teachingappears to have encouraged a number of graduate students and scholars to research this issue, with topics ranging from teachers' perceptions of their own identity to students' views and aspects of teacher education. This article compiles, classifies, and examines research conducted in the last two decades on this topic, placing a special emphasis on World Englishes concerns, methods of investigation, and areas in need of further attention.

scholarly journals Situating English Language Teaching in Indonesia within a Critical, Global Dialogue of Theories: A Case Study of Teaching Argumentative Writing and Cross-Cultural Understanding Courses

2021 ◽  
Author(s):  
◽  
Ribut Wahyudi
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Language Teaching ◽  
Cross Cultural ◽  
English Language Teaching ◽  
Critical Examination ◽  
Argumentative Writing ◽  
Curriculum Policy ◽  
Structured Interviews ◽  
Cultural Understanding

<p>This dissertation aims to critically examine lecturers’ discursive statements in interviews and English Language Teaching (ELT) classroom practices in Indonesia, primarily in the teaching of Argumentative Writing (AW) and Cross Cultural Understanding (CCU) courses at two universities (Multi-Religious and Islamic University) in Java. This study uses poststructural and interdisciplinary lenses: Foucauldian Discourse Analysis (FDA); Connell’s (2007) ideas of Southern Theory, Kumaravadivelu’s (2006b) Post Method Pedagogy, and Al-Faruqi’s (1989) and Al-Attas’ (1993) Islamisation of knowledge, as well as the critiques of these theories and other postcolonial voices. The critical examination of ELT practices through poststructural and interdisciplinary lenses in an Indonesian context is urgent, as teaching practices at present are subjected by competing regimes of ‘truth’ including Western, neoliberal, Southern, and Islamic discourses. The data were collected from curriculum policy documents, semi structured interviews, stimulated recalls and classroom observations from seven lecturers. The data were then transcribed and analysed primarily using FDA and also discussed in relation to other interdisciplinary theories, the critiques of these theories, and other relevant postcolonial literatures. Within the analysis there is a particular focus on how ELT Methods and World Englishes are enacted, negotiated, or resisted by lecturers.  This study strongly suggests that Western discourses have dominated other regimes of truth, as evidenced in the privileging of process and genre approaches, global Northern structures of AW essay, as well as an emphasis on American and British English in AW courses and the privileging of those two dominant English varieties in CCU courses in most contexts. The study also suggests there are tensions between religious discourse and emerging neoliberal discourses in national policies and university documents and some lecturers’ language. Southern discourses seem to have been marginalised and seem to be only resorted to support the use of Western discourses in the classroom teaching. The use of FDA and interdisciplinary lenses, along with their critiques and other postcolonial voices, are underexplored in current studies of ELT practices. Therefore, this study extends scholarship in the ELT field and makes a case for exposing lecturers to counter discourses, such as Southern and Islamic discourses, in order for them to be able to critically negotiate or appropriate Western and neoliberal discourses in their teaching practices.</p>

scholarly journals Effects of Task-based Language Teaching (TBLT) Approach and Language Assessment on Students’ Competences in Intensive Reading Course

2019 ◽  
Vol 12 (3) ◽  
pp. 119 ◽  
Author(s):  
Shijun Chen ◽  
Jing Wang
Keyword(s):  
Second Language Acquisition ◽  
English Learners ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Language Assessment ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Intensive Reading

Task-based language teaching on the purpose of enhancing students&rsquo; communicative skills and involving them actively in the authentic context has long been highlighted in recent years in tertiary English language teaching. This paper proposes a framework of task-based teaching approach and language assessment in intensive reading class based on the researcher&rsquo;s own teaching practice to explore positive impacts on students&rsquo; competences. This is done in the context of both oral presentation and written reports of first undergraduate English major students. The research method consists of semi-structured interviews and a questionnaire with 18 questions pointing to different aspects in the learning and teaching processes, aiming to explore what impacts it has on students&rsquo; competence in both second language acquisition and at cognitive level. In this empirical study, all the findings indicate that TBLT applied in Chinese English teaching class is very effective and beneficial for the enhancement of Chinese English learners.

scholarly journals Kuwaiti Parents’ Perceptions towards Introducing a Foreign Culture into Their Children’s EFL Textbooks in Public Elementary Schools

2020 ◽  
Vol 11 (1) ◽  
pp. 45
Author(s):  
Mohammad Almutairi
Keyword(s):  
Elementary Schools ◽  
Public Schools ◽  
English Language ◽  
Native Speakers ◽  
English Language Teaching ◽  
Depth Information ◽  
Structured Interviews ◽  
Public Elementary Schools ◽  
Cultural Content ◽  
The Government

This study aims to investigate Kuwaiti parents' views and opinions towards introducing native speakers' and international cultures into their children's' EFL textbooks in public schools in the light of recent debates that discuss the relationship between culture and English language teaching. It also intends to explore and discover their perceptions towards the current cultural content being taught in Kuwait public elementary schools. For this purpose, questionnaires were distributed among Kuwaiti parents whom their children study in the government public schools followed by semi-structured interviews to get more detailed and in-depth information about the topic discussed. The findings of this study show that the vast majority had negative opinions and views towards exposing their children to native speaker's cultures for social and religious reasons. One of which is their underlying concern about the negative impacts of native speakers' content on their children's cultural and national identity. However, most of them agreed their children learn EFL through the prism of the international multicultural cultural content to prepare them use the language in different cultural contexts when they grow up. The results also showed that most of them preferred to keep the current ELT syllabus which uses the host cultural content rather than replacing it with the native speakers' one for the same reasons and also in view of growing awareness of the role played by culture in the EFL classroom which propound the nature of the Kuwaiti society of being conservative and cautious.

scholarly journals English Teachers’ Perspectives on Challenges, Suggestions, and Materials of Online Teaching amidst the Global Pandemic

2021 ◽  
Vol 1 (1) ◽  
pp. 101-119
Author(s):  
Novrika Nartiningrum ◽  
Arif Nugroho
Keyword(s):  
Online Learning ◽  
Secondary School ◽  
Online Teaching ◽  
English Language ◽  
English Language Teaching ◽  
Easy Access ◽  
Structured Interviews ◽  
School Year ◽  
Material Sources ◽  
Teachers Perspectives

ABSTRACTMaintaining undisrupted learning during this pandemic becomes a challenge for teachers all over the world. In Indonesia, the practices of open online learning are not yet to be implemented. Online learning in Secondary school Year 7-9 level goes as far as internet-assisted learning or blended learning. Thus, previous research has not examined teachers' perspectives on full online learning as implemented during the Covid-19 pandemic. Considering this situation, EFL Secondary school Year 7-9 teachers’ perspectives, as one of the essential aspects of online learning, lack investigation. Therefore, the present study offers 20 EFL Secondary school Year 7-9 teachers’ insights regarding challenges, suggestions, and teaching materials needed during the Covid-19 outbreak. Drawing on qualitative data collected by means of self-written reflections and semi-structured interviews, the findings informed that poor internet signal disrupts the teaching process. Thus, the teachers suggest that maintaining a stable internet connection should become a priority. Then, easy access to online applications and websites is deemed necessary by teachers as material sources for online teaching. The results of this study contribute to the literature of English language teaching in response to the present-day phenomenon about online learning, particularly in Secondary school Year 7-9 level. ABSTRAKMempertahankan pembelajaran tanpa gangguan selama pandemic ini menjadi tantangan bagi para guru di seluruh dunia. Di Indonesia, praktik pembelajaran online terbuka masih belum diterapkan. Pembelajaran online di Sekolah Menengah tingkat 7-9 masih sejauh pembelajaran dengan bantuan internet atau pembelajaran campuran. Dengan demikian, penelitian sebelumnya belum mengkaji perspektif guru tentang full online learning sepertin yang diterapkan selama pandemi Covid-19. Mempertimbangkan situasi ini, perspektif guru EFL Sekolah Menengah Kelas 7-9, sebagai salah satu aspek penting dari pembelajaran online, belum diselidiki. Oleh karena itu, penelitian ini menawarkan perspektif dari 20 guru 20 EFL Sekolah Menengah Kelas 7-9 tentang tantangan, saran dan bahan pengajaran yang dibutuhkan selama wabah Covid-19. Berdasarkan data kualitatif yang dikumpulkan melalui refleksi yang ditulis sendiri dan wawancara semi-terstruktur interviews, temuan menginformasikan bahwa sinyal internet yang buruk mengganggu proses pengajaran. Oleh karena itu, para guru menyarankan bahwa menjaga koneksi internet yang stabil harus menjadi prioritas. Kemudian, aplikasi dan website online yang mudah diakses dianggap dibutuhkan oleh guru sebagai sumber materi pembelajaran online. Hasil penelitian ini berkontribusi pada literatur pengajaran Bahasa Inggris dalam menanggapi fenomena pembelajaran online saat ini, khususnya di tingkat Sekolah Menengah Kelas 7-9.

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