scholarly journals Usability Evaluation of E-textbooks by EFL Teachers

2021 ◽  
Vol 9 (4) ◽  
pp. 157-162
Author(s):  
Mustafa Soruç ◽  
Şemseddin Gündüz
Keyword(s):  
Online Courses ◽  
Teaching Experience ◽  
Electronic Textbooks ◽  
National Education ◽  
Usability Tests ◽  
Years Of Teaching Experience ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Speed Up ◽  
Publishing Houses

Electronic textbooks (e-textbooks) provide great convenience to teachers and students in both being activity-oriented and having more than one media in it. Especially during the COVID-19, e-textbooks have become much more important than any other time for the effective teaching of online courses. Therefore, many publishers rearranged e-textbook versions of their printed publications in Turkey. Regarding human-computer interaction, making the usability tests of these e-textbooks will give ideas to e-textbook content developers. Thus, three of these e-textbooks were carefully analysed for this research. They are the products of Kurmay, Speed Up and YDS publishing houses. The study was carried out with seven voluntary English teachers who teach 8th grades, work at the Ministry of Turkish National Education and have at least 3 years of teaching experience. Due to the pandemic, the sessions were held online by using the ‘Zoom Meetings’, which is an online meeting software. The usability was analysed according to effectiveness, efficiency and satisfaction principles of the International Organization for Standardization (ISO). At the end of the test, it was observed that the usability of Reading Alley and Marathon Plus e-textbooks were high and the usability of Speed Up was very high.

Teachers’ and Students’ Support for Corporal Punishment—A Practice Outlawed by the Government of Kenya

2019 ◽  
pp. 088626051987794
Author(s):  
Fredrick N. Matofari
Keyword(s):  
Corporal Punishment ◽  
Teaching Experience ◽  
School Grade ◽  
Professional Qualification ◽  
Female Teachers ◽  
Years Of Teaching Experience ◽  
Teachers And Students ◽  
The Government ◽  
Male To Female ◽  
Survey Questionnaires

Application of corporal punishment (CP) in Kenyan schools continues to be controversial in that CP is banned but esteemed by parents, some teachers, and even students. This investigation sought to establish and describe participants’ degrees of support for the application of CP in schools in Eldoret Municipality. Randomly selected samples of 86 teachers and 192 students were investigated for their support of CP through survey questionnaires. Data analysis was undertaken using nonparametric and descriptive statistics. Teacher support for CP was found to be undifferentiated by gender, teaching experience, and professional qualification. Teachers with less than 12 years of teaching experience were more pro-CP in attitude compared with their older colleagues. A higher ratio of male-to-female teachers is associated with a greater tendency to apply CP in the schools investigated. Differences in support for CP among students were found by gender, age, and school grade. The findings have implications for school discipline and success of the government ban.

scholarly journals Is Technology in Our Classrooms? EFL Teachers’ Beliefs and Engagement with Technology in the Classroom

2020 ◽  
Vol 6 (2) ◽  
pp. 38
Author(s):  
Devrim Hol ◽  
Irem Aydın
Keyword(s):  
Digital Technology ◽  
Quantitative Research ◽  
Teaching Experience ◽  
Descriptive Statistics ◽  
Technology In The Classroom ◽  
Level Of Education ◽  
Years Of Teaching Experience ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
State Schools

This study aims to investigate the beliefs of Turkish EFL teachers about implementing digital technology in the classroom and the underlying factors which affect their beliefs. Quantitative research design was selected and online Beliefs Questionnaire was used for data collection. The participants of the study consisted of 563 Turkish in-service EFL teachers working at state schools, private schools or colleges in various parts of Turkey. Descriptive statistics and correlation analysis were performed to determine whether the participants’ four categorized beliefs about the use of digital technology (i.e. importance, use, expertise, and context) interrelated with each other, and if any of the participants’ demographic and background factors (i.e. age, gender, level of education, years of teaching experience) predicted the reported beliefs. The results indicated that teachers shared positive views on the use of digital technology in EFL classrooms in terms of importance, use, expertise, and context. It was also found that gender, age and teaching experience did not create any significant change on teachers’ beliefs.

scholarly journals EFL Teachers' Reflective Teaching, Use of Motivational Strategies, and Their Sense of Efficacy

2017 ◽  
Vol 8 (2) ◽  
pp. 431 ◽  
Author(s):  
Mania Nosratinia ◽  
Zahra Moradi
Keyword(s):  
Rank Order ◽  
Teaching Experience ◽  
Reflective Teaching ◽  
Future Research ◽  
Motivational Strategies ◽  
Sense Of Efficacy ◽  
Years Of Teaching Experience ◽  
Efl Teachers ◽  
Order Coefficient ◽  
The Relationship

The present study aimed at systematically investigating the relationship among EFL teachers' Reflective Teaching (RT), Use of Motivational Strategies (UMS), and Sense of Efficacy (SE). The participants of the study were 194 male and female EFL teachers, between 20 to 30 years of age (Mage = 25) and with 1 to 10 years of teaching experience. The participants were asked to fill out three questionnaires: the RT questionnaire by Akbari, Behzadpour, and Dadvand (2010), the questionnaire of UMS by Cheng and Dörnyei (2007), and the questionnaire of SE by Tschannen-Moran and Woolfolk Hoy (2001). Analyzing the data through running the non-parametric Spearman's rank order coefficient of correlation indicated that there was a significant and positive correlation between RT and UMS, RT and SE, and between UMS and SE. Furthermore, running a multiple regression analysis revealed that RT could more significantly predict the SE among EFL teachers. Regarding the limitations and drawing upon the findings, the article concludes with some pedagogical implications and some avenues for future research.

scholarly journals A Study Of Types Of Oral Corrective Feedback Strategies Used By Efl Teachers At Secondary Schools In Duhok City / Kurdistan Region Of Iraq

2020 ◽  
Vol 9 (3) ◽  
pp. 129
Author(s):  
Mohamed B. Kasim Al-Azzawi ◽  
Angela O. Zaya Al-Barwari
Keyword(s):  
Secondary Schools ◽  
Corrective Feedback ◽  
Teaching Experience ◽  
Kurdistan Region ◽  
Public And Private ◽  
Years Of Teaching Experience ◽  
Efl Teachers ◽  
Oral Corrective Feedback ◽  
Feedback Strategies ◽  
Type Of School

This study aims to investigate types of oral corrective feedback strategies used by EFL teachers at secondary schools in Duhok city/Kurdistan region of Iraq. It also explores teachers’ attitudes towards the use of oral corrective feedback inside classrooms based on the three variables of gender, years of teaching experience, and the type of school (public or private). For these purposes, a classroom observation checklist was designed based on Panova and Lyster’s (2002) model of study in order to confirm the types of oral corrective feedback strategies used by the teachers, to highlight learners’ errors, and to examine the learners’ response to these strategies. Besides, a closed-ended questionnaire was distributed to the teachers to explore their attitudes about the effective use of oral corrective feedback. Fifty EFL teachers from twenty-five public and private secondary schools in Duhok were asked permission to attend their classes and observe the ways they correct their learners' errors. The data obtained from classroom observations and teachers’ responses to the questionnaire were identified, analysed quantitatively. The findings revealed that EFL teachers used different types of oral corrective feedback to learners’ errors. However, the most preferred correction strategy type used by them for correcting learners’ pronunciation errors was ‘recast’, and for grammatical errors was ‘metalinguistic explanation’. As for lexical errors, the strategy used most was ‘translation’. In terms of ‘learners’ uptake’, most of the corrective feedback provided resulted in ‘Repair’. Moreover, the study found out that EFL teachers have positive attitudes towards the use of oral corrective feedback. There were also no significant differences in their responses based on the three variables of gender, years of teaching experience and the type of school.

scholarly journals The Power of Continuing Professional Development on EFL Teachers’ Creativity

2021 ◽  
Vol 4 (1) ◽  
pp. 1-9
Author(s):  
Fatemeh Mohammadifar ◽  
Mona Tabatabaee-Yazdi
Keyword(s):  
Professional Development ◽  
Significant Relationship ◽  
English Language ◽  
Structural Model ◽  
Continuing Professional Development ◽  
Teaching Experience ◽  
Leading Role ◽  
Significant Difference ◽  
Years Of Teaching Experience ◽  
Efl Teachers

Creativity has played a leading role in education that not only attracts many learners but also teachers. According to Ismail, Desa, and Balakrishnan (2018) creativity is one of the main skills that is extremely noticeable in teaching. Moreover, because of the alteration of generation and expansion of knowledge and technology, the instruction requires creative teachers that can use up-to-date and modern techniques. Within this framework, the researcher tried to investigate any significant relationship between Iranian EFL teachers’ Continuing Professional Development (CPD) and their creativity. To comply with the objective, a total of 210 Iranian EFL teachers took part in this study. For gathering the data two questionnaires were administered through Google Form that shared via social media like Telegram and WhatsApp. The results of correlation analyses revealed that there was a positive significant relationship between Iranian EFL teachers’ CPD and their creativity. Accordingly, this study proposed a structural model to examine CPD factors contributing to EFL teachers’ creativity. Due to the outcome of SEM, collaborating is the best predictor of Iranian EFL teachers’ creativity. Moreover, this study provides evidence that there is no significant difference in the level of Iranian EFL teachers’ creativity between male and female teachers and years of teaching experience. Together these results provide important insights into the significant role of CPD on the teachers’ creativity. These findings provide a potential mechanism for teachers, supervisors, and administrators of English language institutes or schools to elevate teachers’ creativity knowledge, and education by applying beneficial practices and activities of CPD.

scholarly journals Iranian EFL Teachers' Emotional Intelligence and their Use of Speaking Strategies

2018 ◽  
Vol 8 (2) ◽  
pp. 146
Author(s):  
Karim Shabani
Keyword(s):  
Emotional Intelligence ◽  
Teaching Experience ◽  
Implicit Feedback ◽  
Mazandaran Province ◽  
Female Teachers ◽  
Information Gap ◽  
Years Of Teaching Experience ◽  
Efl Teachers ◽  
North Of Iran ◽  
One Way Anova

The study was designed to investigate the differences among Iranian EFL teachers in terms of emotional intelligence (EI) and their use of speaking strategies. To this end, 90 EFL male and female teachers teaching English at 9 institutes in Behshahr, Sari, and Amol cities in Mazandaran Province (north of Iran) were randomly selected. The research data were collected through the Bar-On EQ-I scale and teachers' use of speaking strategies questionnaire. Results on Independent Sample t-test reported significant differences in teachers' EI across gender. One-way ANOVA revealed differences in teachers' EI across years of teaching experience. Furthermore, results on Kruskal Wallis Test indicated differences in teachers' use of each speaking strategy regarding their level of EI.  Based on the findings, teachers with a higher level of EI preferred to focus on both accuracy and fluency and apply story-telling activities to create more successful interaction. While teachers with a lower level of EI preferred to focus on accuracy, they liked to apply information-gap activities. They preferred to offer implicit feedback through reformulation and tended to design groups and pairs to make silent students interact in the classroom. Moreover, both groups preferred to correct their learners later.

scholarly journals A Comparative Study of Online Education and Traditional Offline Education During COVID-19

2020 ◽  
Author(s):  
Yun Hong ◽  
Xiaolan Li ◽  
Yingwen Lin ◽  
Jun Xie ◽  
Xutong Yan ◽  
...  
Keyword(s):  
Online Education ◽  
Education Reform ◽  
Online Teaching ◽  
Learning Effect ◽  
Online Courses ◽  
Teaching Experience ◽  
Live Streaming ◽  
Organization And Management ◽  
Teacher Student ◽  
Teachers And Students

Abstract Background: In early 2020, a global pandemic (COVID-19) broke out and severely affected the progress of education in various countries’ universities and institutions, which promoted the progress of online courses at the same time. This article aims to conduct a comparative analysis of teacher-student surveys between online live teaching and traditional off-line teaching, and explore the direction of medical education reform in colleges and universities.Methods: Surveys among teachers and students were conducted on live broadcast courses and traditional offline courses by Guanghua School of Stomatology, Sun Yat-sen University, Guangzhou, China. Teachers were investigated from the three aspects including preparation before the class, the experience of teaching during the class, and evaluation after the class, while the students were performed investigations and statistical analysis from the aspects of class experience, learning effect, evaluation of the teachers and curricula.Results: Both teachers and students fully recognized the orderly organization and management of online live-streaming teaching, and that online courses have a positive and powerful role in improving the quality of teaching. However, teachers and students agree that the overall teaching experience and learning effect of online courses are inferior to offline, so the traditional offline courses or the mixation of online and offline modes are tended for teaching.Conclusions: The effective and proper use of online education in stomatology can help improve teaching effect significantly, but it is impossible to replace the traditional classroom. In the future, with the addition of online teaching, stomatological education could adopt a new mode of the combination of online and offline teaching as well as the integration of inside and outside the classroom.

scholarly journals TEACHERS’ PERCEPTIONS ON USING FIRST LANGUAGE IN NORTHERN CYPRUS EFL CLASSROOMS

2020 ◽  
Vol 3 (2) ◽  
pp. 11-41
Author(s):  
Gülsen Burat ◽  
Çise Çavuşoğlu
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
First Language ◽  
Teaching Experience ◽  
Level Of Education ◽  
Teachers Perceptions ◽  
Northern Cyprus ◽  
Years Of Teaching Experience ◽  
Efl Teachers ◽  
Efl Classrooms

The use of the first language (L1) in English as a Foreign Language (EFL) classes has been a controversial topic in the field. There are several approaches towards using L1 in EFL classrooms; While some teachers claim that L1 should not be used, others think that it has an important role in facilitating EFL learning. The present study aimed at investigating EFL teachers’ perceptions about using L1 and the cases in which they do so in the context of state schools in northern Cyprus. In addition, possible differences in their perceptions and practices based on age, gender, first language, level of education, place of graduation, faculty of graduation, years of teaching experience and grade level taught were analyzed. In total, 170 EFL teachers participated in the study, where a researcher-made questionnaire was employed to collect data about their perceptions. Data were analyzed quantitatively through descriptive statistics and parametric inferential tests were also run to identify possible differences based on the given categories. The results showed that the majority of the teachers had a neutral approach towards using L1 in EFL classrooms; they preferred to use L1 when there was a need. The results also revealed that while there is no difference in their perceptions regarding using L1 in the classroom based on gender, several differences were identified in terms of years of teaching experience, year group taught, level of education, school of graduation and first language. Keywords: use of first language, L1, English as a foreign language, teachers’ perceptions, mother tongue use in EFL  

scholarly journals Relationship between Reflective Teaching and Teacher Autonomy among Iranian EFL Experienced and Novice Teachers

2021 ◽  
Vol 2 (5) ◽  
pp. 1-10
Author(s):  
Parvinsadat Moslehi ◽  
Hadi Salehi
Keyword(s):  
Novice Teachers ◽  
Positive Relationship ◽  
Teaching Experience ◽  
Teacher Autonomy ◽  
Reflective Teaching ◽  
Strong Positive Relationship ◽  
Years Of Teaching Experience ◽  
Efl Teachers ◽  
The Relationship

The present study was an attempt to examine the relationship between reflective teaching and teacher autonomy among Iranian EFL experienced and novice teachers. The study was conducted with a sample of 100 EFL teachers that were selected by convenience sampling from language institutes in Isfahan, Iran. In order to neutralize the role of gender, as an intervening variable, an equal number of male and female participants were invited to take part in the study. Out of participants, 50 of them were experienced and 50 were novice teachers (those teachers who had fewer than five years and more than five years of teaching experience were considered novice and experienced participants). The participants were requested to fill out two questionnaires measuring reflective teaching and teacher autonomy. The descriptive statistics as well as inferential statistics were employed to analyze the data. The findings showed that there was a strong positive relationship between the experienced teachers' reflective teaching and their teacher autonomy and there was a moderate positive relationship between the novice teachers' reflective teaching and their teacher autonomy. The results of the present study will be useful for EFL teachers to have effective teaching. Obviously, reflective teaching would help teachers to foster their independence.

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